Language Teaching in Different Contexts
Language and Linguistics
Undergraduate: Level 5
Sunday 17 January 2021
Friday 26 March 2021
26 May 2020
Requisites for this module
BA R116 Language Studies and Teaching English as a Foreign Language,
BA R117 Language Studies and Teaching English as a Foreign Language (Including Foundation Year)
This module introduces students to some of the main contexts in which language teachers may find themselves teaching. The module looks at how these different contexts shape pedagogy, practice and course design. The module also explores key aspects of materials design and development and draws attention to the importance of selecting appropriate materials and activities for classes.
The aims of the module are:
• To introduce students to some of the different contexts of language teaching.
• To explore the different ways in which learning takes places in different contexts.
• To explore the different ways in which teaching contexts impact on pedagogy and practice.
• To consider notions of appropriateness in materials design and development.
By the end of the module, students should be able to:
1. Discuss some of the different contexts in which language teaching takes place.
2. Understand how context shapes teaching, classroom activities and materials design.
3. Show understanding of how different technologies can be used in the language classroom.
4. Evaluate the appropriateness of teaching materials.
No additional information available.
The module will run over 10 weeks. There will be 20 contact hours in total, i.e. 1 X 2 hours per week, and these will take the form of lectures and seminars. Students will have the opportunity to have individual tutorials with the module lecturers where they can ask for advice on their assignments.
All materials for the module will be uploaded in advance on Moodle.
- (no date) Languages learning at Key Stage 2: a longitudinal study.
- Dörnyei, Zoltán; Ryan, Stephen. (2015) The psychology of the language learner revisited, New York, NY: Routledge.
- Mishan, Freda; Timmis, Ivor. (2015) Materials development for TESOL, Edinburgh: Edinburgh University Press.
- (2017) New insights into language anxiety: theory, research and educational implications, Blue Ridge Summit: Multilingual Matters. vol. Second language acquisition
- García, Ofelia; Baetens Beardsmore, Hugo. (c2008) Bilingual education in the 21st century: a global perspective, Malden, MA: Blackwell Pub.
- Maley, Alan; Duff, Alan. (2007) Literature, Oxford: Oxford University Press.
- (©2015) International perspectives on English language teacher education: innovations from the field, Basingstoke: Palgrave Macmillan.
- Muñoz, Carmen. (c2006) Age and the rate of foreign language learning, Clevedon: Multilingual Matters. vol. Second language acquisition
- Harwood, Nigel. (2010) English language teaching materials: theory and practice, Cambridge: Cambridge University Press. vol. Cambridge language education
- (no date) Key Questions in Language Teaching.
- (2019) Contemporary language motivation theory: 60 years since Gardner and Lambert (1959), Bristol: Multilingual Matters. vol. 3
- Paulsrud, Bethanne; Rosén, Jenny. (2017) New Perspectives on Translanguaging and Education: Multilingual Matters.
- Glenn Stockwell. (2012) Computer-assisted language learning: diversity in research and practice, Cambridge: Cambridge University Press.
The above list is indicative of the essential reading for the course. The library makes provision for all reading list items, with digital provision where possible, and these resources are shared between students. Further reading can be obtained from this module's reading list.
Assessment items, weightings and deadlines
|Coursework / exam
Exam format definitions
- Remote, open book: Your exam will take place remotely via an online learning platform. You may refer to any physical or electronic materials during the exam.
- In-person, open book: Your exam will take place on campus under invigilation. You may refer to any physical materials such as paper study notes or a textbook during the exam. Electronic devices may not be used in the exam.
- In-person, open book (restricted): The exam will take place on campus under invigilation. You may refer only to specific physical materials such as a named textbook during the exam. Permitted materials will be specified by your department. Electronic devices may not be used in the exam.
- In-person, closed book: The exam will take place on campus under invigilation. You may not refer to any physical materials or electronic devices during the exam. There may be times when a paper dictionary,
for example, may be permitted in an otherwise closed book exam. Any exceptions will be specified by your department.
Your department will provide further guidance before your exams.
Module supervisor and teaching staff
Dr Christina Gkonou, email: email@example.com.
Dr Christina Gkonou & Dr Adela Gánem-Gutiérrez
Dr Christina Gkonou
Room: 4.119, Ext: 2633
Dr Adela Gánem-Gutiérrez
Room: 3.308, Ext: 2207
Dr Christopher Lucas
University of London
Senior Lecturer in Arabic Linguistics
Ms Irena Kuzborska
Available via Moodle
Of 590 hours, 0 (0%) hours available to students:
590 hours not recorded due to service coverage or fault;
0 hours not recorded due to opt-out by lecturer(s).
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