LG329-6-AU-CO:
Language Teaching in Different Contexts
PLEASE NOTE: This module is inactive. Visit the Module Directory to view modules and variants offered during the current academic year.
2023/24
Language and Linguistics
Colchester Campus
Autumn
Undergraduate: Level 6
Inactive
Thursday 05 October 2023
Friday 15 December 2023
15
28 March 2019
Requisites for this module
(none)
(none)
(none)
(none)
LG378
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 will be able to:
1. Critically discuss some of the different contexts in which language teaching takes place.
2. Demonstrate a comprehensive understanding of how context shapes teaching, classroom activities and materials design.
3. identify 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.
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Hyland, K. (2006b)
English for academic purposes: an advanced resource book. First edition. Boca Raton, FL: Routledge, an imprint of Taylor and Francis. Available at:
https://essex.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=4567817550007346&institutionId=7346&customerId=7345.
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Richards, J.C. (2015)
Key issues in language teaching. Cambridge: Cambridge University Press. Available at:
https://doi-org.uniessexlib.idm.oclc.org/10.1017/9781009024600.
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Gkonou, C., Daubney, M. and Dewaele, J.-M. (eds) (2017)
New insights into language anxiety: theory, research and educational implications. Bristol: Multilingual Matters. Available at:
https://doi.org/10.21832/9781783097722.
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MacIntyre, P.D. and Hoorie, A.H. Al- (eds) (2019)
Contemporary language motivation theory: 60 years since Gardner and Lambert (1959). Bristol: Multilingual Matters. Available at:
https://www-degruyter-com.uniessexlib.idm.oclc.org/document/doi/10.21832/9781788925204/html.
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Paulsrud, B. and Rosén, J. (2017)
New Perspectives on Translanguaging and Education. Multilingual Matters. Available at:
https://www-degruyter-com.uniessexlib.idm.oclc.org/document/doi/10.21832/9781783097821/html.
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García, O. and Baetens Beardsmore, H. (2008)
Bilingual education in the 21st century: a global perspective. Malden, MA: Blackwell Pub. Available at:
https://app.kortext.com/Shibboleth.sso/Login?entityID=https://idp0.essex.ac.uk/shibboleth&target=https://app.kortext.com/borrow/1045305.
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‘Languages learning at Key Stage 2: a longitudinal study’ (no date). Available at:
https://eprints.soton.ac.uk/143157/.
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Thomas S. C. Farrell (ed.) (2015)
International perspectives on English language teacher education: innovations from the field. Basingstoke: Palgrave Macmillan. Available at:
https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=1020458.
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Mishan, F. and Timmis, I. (2015c)
Materials development for TESOL. Edinburgh: Edinburgh University Press. Available at:
https://www.jstor.org/stable/10.3366/j.ctt1g09xmz.
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Glenn Stockwell (2012)
Computer-assisted language learning: diversity in research and practice. Cambridge: Cambridge University Press. Available at:
https://doi.org/10.1017/CBO9781139060981.
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Muñoz, C. (2006)
Age and the rate of foreign language learning. Clevedon: Multilingual Matters. Available at:
https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=164454.
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Hiver, P., Li, S. and Papi, M. (eds) (2022)
The Routledge handbook of second language acquisition and individual differences. New York, New York: Routledge. Available at:
https://essex.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=4547852340007346&institutionId=7346&customerId=7345.
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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 |
Description |
Deadline |
Coursework weighting |
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.
Overall assessment
Reassessment
Module supervisor and teaching staff
Dr Christina Gkonou, email: cgkono@essex.ac.uk.
Dr Christina Gkonou & Dr Adela Gánem-Gutiérrez
Dr Christina Gkonou
cgkono@essex.ac.uk
Room: 4.119, Ext: 2633
Yes
No
No
Mr Conrad Hechter Heyns
Goldsmiths, University of London
Director - Centre for Academic Language and Literacies
Available via Moodle
Of 20 hours, 20 (100%) hours available to students:
0 hours not recorded due to service coverage or fault;
0 hours not recorded due to opt-out by lecturer(s).
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