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2021/22 Taught Postgraduate Module Catalogue

EDUC5932M Analysing Language Teaching

15 creditsClass Size: 200

Module manager: Dr Harry Kuchah
Email: H.K.Kuchah@leeds.ac.uk

Taught: 1 Nov to 31 Dec View Timetable

Year running 2021/22

This module is mutually exclusive with

EDUC5901MLearning and Teaching in TESOL

This module is approved as an Elective

Module summary

This module will provide you with an overview of fundamental issues in language teaching, and tries to make clear connections between what teachers do and ask learners to do in the classroom and theories of learning and teaching. The module will serve as a foundation, along with Analysing Language, and Analysing Language Learning, for your practical and theoretical studies in language teaching pedagogy in the second semester.

Objectives

On completion of this module, participants should (a) understand key Socio-cultural concepts in learning, such as zone of proximal development and scaffolding; (b) have insights into the way teachers may scaffold language learning in classrooms through interaction and task design and (c) understand how historical and current approaches to teaching languages construct the practice of supporting language learning. Participants should be able to analyse both their own experiences and the recorded experiences of others with regard to these three areas.

Learning outcomes
Knowledge outcomes will include:

- An understanding of key concepts in learning and teaching (specifically zone of proximal development and scaffolding)
- Insight into some of the practical ways teachers scaffold the construction of knowledge
- An awareness of models of language learning (specifically language learning as growth of systemic knowledge v language learning as development of communicative ability), and their implications for language teaching
- An awareness of key historical approaches to language teaching (specifically grammar-translation, audio-lingualism, CLT)
- An understanding of CLT teaching sequences (specifically PPP, ARC)
- An understanding of the different roles language teachers must perform
- An understanding of the role of classroom management in scaffolding classroom learning

Skills outcomes
Students completing this module will have had the opportunity to acquire the following abilities:
-to engage critically in the development of
professional/disciplinary boundaries and norms;
-to make effective decisions in complex and unpredictable situations;
-to learn independently.


Syllabus

Indicative content:
1. Understanding teaching as the scaffolding of the construction of knowledge. (This session will first elicit initial understandings of key issues as a baseline, and then introduce SCT understandings of learning as movement through ZPDs and teaching as scaffolding. The session will then focus on helping participants analyse interactions in which teachers scaffold learning, and explore aspects of scaffolding. The session will include analysis of recorded teaching and learning, and experiential learning activities.)
2. Models of language learning and teaching and their enactment in historical approaches to language teaching. (This session will draw on the Analysing Language Learning module to consolidate an understanding of language learning as both growth in systemic knowledge and development of communicative ability. The session will then look at how language teaching methodologies have attempted to address this dual aspect of language learning. The session will include analysis of recorded teaching.)
3. Teacher roles (This session will look at teacher types and teacher roles, and will include analysis of recorded teaching.)
4. Classroom management (This session will look at how effective classroom management helps scaffold learning, and practical techniques. It will include experiential activities and analysis of recorded teaching.)
5. Practical language teaching: scaffolding the growth of systemic knowledge (This session will take the techniques of scaffolding introduced in Session 1, and use experiential activities and analysis of recorded teaching to understand the way teachers can scaffold developments in grammatical and lexical knowledge.)
6. Practical language teaching: scaffolding the development of communicative abilities (This session will take the techniques of scaffolding introduced in Session 1, and use experiential activities and analysis of recorded teaching to understand the way teachers can scaffold developments in communicative ability.)






Teaching methods

Due to COVID-19, teaching and assessment activities are being kept under review - see module enrolment pages for information

Delivery typeNumberLength hoursStudent hours
Seminar62.0012.00
Tutorial11.001.00
Independent online learning hours137.00
Private study hours0.00
Total Contact hours13.00
Total hours (100hr per 10 credits)150.00

Private study

Reading for each seminar : 5 hours = 30
Group preparation for each seminar : 5 hours = 30
Assignment reading and preparation : 71 hours

Opportunities for Formative Feedback

In-class: monitoring of performance on session tasks, concept questioning, learner-led session summaries
Out-of-class: performance on structured post-session tasks checked at beginning of following session

Methods of assessment

Due to COVID-19, teaching and assessment activities are being kept under review - see module enrolment pages for information


Coursework
Assessment typeNotes% of formal assessment
Assignment3,000 word assignment100.00
Total percentage (Assessment Coursework)100.00

The assignment requires students to observe a lesson and analyse it with regard to a given theoretical framework, in demonstration of the primary module objective that students be able to reflect on observed classroom language teaching, with regard to key concepts in language learning and teaching.

Reading list

The reading list is available from the Library website

Last updated: 21/09/2021

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