2019/20 Taught Postgraduate Module Catalogue

EDUC5909M Introducing a Task-Based Curriculum in Classrooms and Systems

15 creditsClass Size: 60

Module manager: Dr Mohammad Ahmadian
Email: M.J.Ahmadian@leeds.ac.uk

Taught: 1 Mar to 31 May View Timetable

Year running 2019/20

Module replaces

EDUC5926M

This module is not approved as an Elective

Module summary

Since the 1970s, proficiency in English language has been seen as involving not only linguistic competence but also a need to be able to communicate in English. This has led to a growing trend around the world for English language curricula that reflect the teaching and learning of English for communication. With this desire for more communicative teaching has come a move towards more learner-centred, interactive and communicative approaches to English language education. In particular, there has recently been a surge in interest in using tasks as a core unit of English language teaching and learning through Task Based Language Teaching (TBLT). This module will provide you with an opportunity to examine trends in TESOL curricula innovation and the rationale underpinning the curriculum in different contexts. You will also examine the theoretical and practical underpinnings of TBLT and how this relates to TESOL curricula innovation. You will critically analyse TBLT curriculum implementation in different contexts and the contextual features of educational settings which may affect the extent to which the desired outcomes of a TBLT curriculum might be achieved. There will be opportunity for you to reflect on your personal experience of TESOL curriculum and innovation and critically analyse the implications of a TBLT approach for teachers, the classroom and other stakeholders.This module is taught using a combination of lectures, seminars, case studies and student-led activities.

Objectives

The module objectives are to:
- Provide an overview of TESOL curriculum and syllabus and recent global trends.
- Raise students' awareness of different rationale and beliefs about the purpose and nature of education in TESOL curricula.
- Provide an overview of the origins of TBLT focusing on the various definitions and their implications for language teachers and practitioners
- Enhance students' understanding of the theoretical underpinnings of TBLT and the basic principles of task design and use.
- Familiarise students with the principles involved in task-based assessment.
- Provide and enhance critical analysis of TBLT implementation and the implications for the classroom/teachers and other stakeholders.
- Encourage critical reflection on students’ own experiences of TESOL curriculum.

Learning outcomes
The students develop the ability to:
- Explain some common reasons underlying national TESOL curriculum and innovation
- Describe and evaluate critically the main features of TESOL curricula and their desired outcomes
- Understand the theoretical issues that underpin TBLT and TBLT assessment
- Identify what a task is and what a task-based syllabus looks like
- Critically analyse the practical implications of TBLT implementation and what is involved and for whom.
- Evaluate critically their own TESOL curriculum context and the contextual features which may affect TBLT (type) innovation.

Syllabus

This is indicative.

1. The TESOL curriculum
- English curriculum and syllabus
- The relationship between educational contexts and curricula
- Personal experiences of TESOL curriculum

2. Recent trends in TESOL Curriculum
- Trends in TESOL change over time
- Implications of TESOL innovation trends for teacher knowledge and skills

3. What is TBLT?
- An overview of TBLT
- Theoretical underpinnings and pedagogical implications
- The methodology of TBLT

4. TBLT assessment
- Overview of TBLT assessment and rationale
- Implications for teachers and learners

5. Implementing a TBLT curriculum
- Challenges in implementation
- Implications of a TBLT curriculum for classrooms/teachers and other stakeholders

6. Synthesis and review
- Identification and review of key themes
- Reflections on future innovation in students' own educational contexts
- Assignment support

Teaching methods

Delivery type	Number	Length hours	Student hours
Lecture	6	2.00	12.00
Tutorial	1	0.50	0.50
Independent online learning hours			12.00
Private study hours			125.50
Total Contact hours			12.50
Total hours (100hr per 10 credits)			150.00

Private study

On-line learning: Each session signposts on-line materials relevant to the syllabus. Students are encouraged to extend their research beyond these sources.

Private study: In groups of 2, the students create presentations (approx. 15 mins) about the use of task/task-based syllabus in their own country.

Opportunities for Formative Feedback

One on one tutorials are available in relation to both the overall content and the assignment.

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Essay	1 x 3000 words	100.00
Total percentage (Assessment Coursework)		100.00

Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated

Reading list

The reading list is available from the Library website

Last updated: 04/09/2019

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