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2008/09 Taught Postgraduate Module Catalogue

EDUC5918M Planning and Managing the TESOL Change Process: The Macro Level

15 creditsClass Size: 22

Module manager: Martin Wedell
Email: m.wedell@education.leeds.ac.uk

Taught: Semester 2 (Jan to Jun) View Timetable

Year running 2008/09

This module is approved as an Elective

Module summary

In many national TESOL contexts there have been numerous changes to curricula and/or materials and/or patterns of assessment over the past decades. The stated goal of most of these changes has been the development of learners' communication skills in English. In practice, these changes have often had less effect than expected on what teachers and learners actually do in TESOL classrooms. This module uses examples of TESOL change to investigate approaches to the planning and implementation of large scale educational change. What do different changes imply for the beliefs and behaviours of teachers, learners, educational administrators and parents? How does curriculum change affect other aspects of the TESOL system? What needs to be planned for, over what time scales, and in what order if the hoped-for changes are to find their way into the majority of actual TESOL classrooms?

Objectives

On completion of this module, students should be able to:

-Describe and evaluate major approaches to the planning of educational change in TESOL

-Identify the main questions that need to be asked/answered before introducing change to one or more components of the TESOL teaching/learning

-Identify likely implications of different answers to such questions for key aspects of the educational environment both within and external to TESOL.

-Bearing the implications relevant to their own context in mind, describe, and provide a rationale for, time scales and sequencing of a change planning and implementation process.

-Critically analyse the practical implications of failing to consider one or more of these implications in the change planning/implementation process within their context.

-Critically evaluate factors influencing the success or failure of educational change initiatives that they have participated in.

Skills outcomes
Students completing this module will have had the opportunity to acquire the following abilities:

-to critically engage in the development of professional/disciplinary boundaries and norms.

-to make effective decisions in complex and unpredictable situations.

-to apply generic ideas to a specific personal working context.

-to learn independently.

Syllabus

Approaches to the planning and implementation of large scale educational change

TESOL curriculum change as culture change.

The potential scope of TESOL curriculum change
-teachers
-materials
-assessment
-teacher education
-learners
-wider society

Planning coherent large scale TESOL change
-expected outcomes
-Time scales
-Sequencing
-Funding

Designing mechanisms for supporting the implementation of large scale TESOL change over time.

Some consequences of inappropriate planning and/or implementation processes in different contexts.

Teaching methods

Delivery type	Number	Length hours	Student hours
Seminar	6	3.00	18.00
Private study hours			132.00
Total Contact hours			18.00
Total hours (100hr per 10 credits)			150.00

Private study

Reading for each seminar : 5 hours
Group preparation for each seminar : 5 hours
Assignment reading and preparation : 72 hours

Opportunities for Formative Feedback

Participation in topic related tasks / discussions
Participation in group presentations of change management issues in participants'
own working contexts.
Discussion of assignment outlines in one to one tutorials.

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Essay	2500-3000 word	100.00
Total percentage (Assessment Coursework)		100.00

Assessment, will be by assignment. A variety of possible assignment topics will be provided which will ask participants to consider and analyse the relevance and implications of one or more aspects of the issues that have been discussed in the module for their own TESOL context. There will also be scope for individual negotiation of more personalised assignment topics.

Reading list

The reading list is available from the Library website

Last updated: 08/07/2009

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