Module LANG41615: LANGUAGE FOR TEACHING

Department: Durham Centre for Academic Development

LANG41615: LANGUAGE FOR TEACHING

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• At the end of this module, students will:
• Use linguistic terminology to describe phonological, lexical, grammatical and discoursal features of spoken and written language
• Identify key phonological, lexical, grammatical and discoursal features of spoken and written language
• Understand and apply key phonological, lexical, grammatical and discoursal concepts to the analysis of spoken and written language
• Understand differences between written and spoken text
• Predict the linguistic errors learners may make and support these predictions with explanations, particularly related to the influence of L1
• Identify and explain linguistic errors in a way that will be comprehensible for learners in the classroom
• Understand and apply key pedagogical approaches to the teaching of phonology, grammar and lexis in the English as a second language classroom
• Critically evaluate key pedagogical approaches to the teaching of phonology, grammar and lexis in the English as a second language classroom

Content

• We explore the ways in which we can describe phonological, lexical, grammatical and discoursal features of the English language. This allows students to gain a deeper understanding of how the English language works and how we can determine what is accurate or not in learners’ language. We practise analysing spoken and written language, identifying and describing their various linguistic features as well as exploring the reasons why learners may make particular errors, particularly in relation to their L1. We consider key approaches to teaching phonology, lexis and grammar in the English as a second language classroom and explore what is appropriate for various contexts.

Learning Outcomes

• Knowledge of linguistic terminology to describe phonological, lexical, grammatical and discoursal features of spoken and written language
• Understanding of how to identify key phonological, lexical, grammatical and discoursal features of spoken and written language
• Understanding of how to apply key phonological, lexical, grammatical and discoursal concepts to the analysis of spoken and written language
• Understanding of the differences between written and spoken text
• Understanding of the linguistic errors learners may make, particularly related to the influence of L1
• Understanding of how to identify and explain linguistic errors in a way that will be comprehensible for learners in the classroom
• Understanding of how to apply key pedagogical approaches to the teaching of phonology, grammar and lexis in the English as a second language classroom
• Understanding of how to critically evaluate key pedagogical approaches to the teaching of phonology, grammar and lexis in the English as a second language classroom

• Ability to use linguistic terminology to describe phonological, lexical, grammatical and discoursal features of spoken and written language
• Ability to identify key phonological, lexical, grammatical and discoursal features of spoken and written language
• Ability to apply key phonological, lexical, grammatical and discoursal concepts to the analysis of spoken and written language
• Ability to describe the differences between written and spoken text
• Ability to predict the linguistic errors learners may make and support these predictions with explanations, particularly related to the influence of L1
• Ability to identify and explain linguistic errors in a way that will be comprehensible for learners in the classroom
• Ability to apply key pedagogical approaches to the teaching of phonology, grammar and lexis in the English as a second language classroom
• Ability to critically evaluate key pedagogical approaches to the teaching of phonology, grammar and lexis in the English as a second language classroom

• Ability to communicate analysis and arguments clearly and in an appropriate style
• Ability to reflect on and discuss key literature, research, the theories and concepts studied
• Ability to critically evaluate and apply knowledge to a teaching context
• Ability to work both individually and collaboratively on activities and assessments
• Ability to learn through traditional and digital approaches to education

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Key content will be delivered in an asynchronous mode through Ultra, including readings, videos and activities as part of a flipped approach to teaching
• Workshops will be more practical with a chance to discuss, question and critically evaluate key concepts and teaching approaches
• Workshops will provide opportunities to practise language analysis, and error identification, explanation and correction

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Weekly comprehension checks to check knowledge of linguistic terminology and concepts Peer review of presentation PowerPoints Peer feedback on presentations Practice analysis activities in workshops to prepare for analysis assignmentitem.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University