module specification - university of leicester · total module hours 150 student workload (hours)...

Module Specification

No. Assessment Description Weight % Qual Mark Exam Hours Ass't Group Alt Reass't

001 Dissertation (Final) 100 0

Period: AprilOccurence: D19Coordinator: Jim KingMark Scheme: PGT Mark Scheme



Period: MarchOccurence: D19Coordinator: Jim KingMark Scheme: PGT Mark Scheme



Period: OctoberOccurence: DCoordinator: Jim KingMark Scheme: PGT Mark Scheme



Period: SeptemberOccurence: DCoordinator: Jim KingMark Scheme: PGT Mark Scheme

Academic Year: 2019/0Module Level: PostgraduateScheme: PGDepartment: EnglishCredits: 60

Lectures 5Seminars

Practical Classes & WorkshopsTutorials 8

FieldworkProject Supervision 2

Guided Independent Study 585Demonstration

Supervised time in studio/workshopWork Based Learning

PlacementYear Abroad

Total Module Hours 600

Student Workload (hours)

EN7501 Dissertation

Last Published: 29 July 2020



001 Assignment (3000 words) 100

Period: AprilOccurence: D19Coordinator: Jim AskhamMark Scheme: PGT Mark Scheme



Period: MarchOccurence: D19Coordinator: Jim AskhamMark Scheme: PGT Mark Scheme



Period: OctoberOccurence: DCoordinator: Jim AskhamMark Scheme: PGT Mark Scheme



Period: SeptemberOccurence: DCoordinator: Jim AskhamMark Scheme: PGT Mark Scheme


Lectures 5Seminars 10








EN7505 Teacher Education





Period: AprilOccurence: D19Coordinator: Glenn FulcherMark Scheme: PGT Mark Scheme



Period: MarchOccurence: D19Coordinator: Glenn FulcherMark Scheme: PGT Mark Scheme



Period: OctoberOccurence: DCoordinator: Glenn FulcherMark Scheme: PGT Mark Scheme



Period: SeptemberOccurence: DCoordinator: Glenn FulcherMark Scheme: PGT Mark Scheme


Lectures 5Seminars








EN7507 Language Testing and Assessment





Period: AprilOccurence: D19Coordinator: Julie NortonMark Scheme: PGT Mark Scheme



Period: MarchOccurence: D19Coordinator: Julie NortonMark Scheme: PGT Mark Scheme



Period: OctoberOccurence: DCoordinator: Julie NortonMark Scheme: PGT Mark Scheme



Period: SeptemberOccurence: DCoordinator: Julie NortonMark Scheme: PGT Mark Scheme


Lectures 5Seminars








EN7509 Course and Syllabus Design




001 Assignment (3000 Words) 100












Lectures 5Seminars








EN7510 Materials, Design and Development
























EN7511 Management and ELT



Intended Learning OutcomesBy the end of this option participants will:1. explain and evaluate the role of the manager in ELT contexts. 2. analyse the management of a variety of academic programmes. 3. identify key issues involved in managing people, resources and change.

Transferable skills• Communicate effectively and fluently in academic genres. (Communication)• Identify and analyse limitations in existing theories and research (research skills).• Communicate and work effectively in small groups.(Working relationships)• Work independently, demonstrating initiative, self-organisation and time-management. (Managing Learning)• An awareness of teacher identities, changes in career path and reflective practitioner skills (Career management)

Teaching and Learning MethodsSupport of personal tutor and online module materials on Blackboard (e.g. online lectures, print-based units, and moderatede-tivities using a range of technologies such as discussion forums, voice board, wikis and blogs).

Summative Assessment: An assignment on an approved topic (3000 words). With the prior agreement of the module leader(s) the assessment for two option modules may be combined in a single submission (6000 words)

Assessment MethodsWritten assignment: 3000 words.

Pre-Requisites

Co-Requisites

Excluded Combinations-

Guided Independent Study: Indicative ActivitiesAt the beginning of the module, the students are expected to read the module planning unit for information (e.g. moduleintroduction, assignment brief and reading lists) and view the introductory video, compiled by the module convenor.The students then engage with the unit materials and complete a selection of suggested formative activities. The formative assessment consists of moderator feedback on five discussion board posts from each student.In addition, students guide each other through participation in the module discussion forum, supported by the e-moderator forthe module.Throughout the module, the students have the support of their personal tutor and are advised on relevant literature and otheruseful and authoritative sources.

EN7511 Management and ELT



By the end of this option participants will:1. explain and evaluate the role of the manager in ELT contexts. 2. analyse the management of a variety of academic programmes. 3. identify key issues involved in managing people, resources and change.

Transferable skills• Communicate effectively and fluently in academic genres. (Communication)• Identify and analyse limitations in existing theories and research (research skills).• Communicate and work effectively in small groups.(Working relationships)• Work independently, demonstrating initiative, self-organisation and time-management. (Managing Learning)• An awareness of teacher identities, changes in career path and reflective practitioner skills (Career management)

Support of personal tutor and online module materials on Blackboard (e.g. online lectures, print-based units, and moderatede-tivities using a range of technologies such as discussion forums, voice board, wikis and blogs).

Summative Assessment: An assignment on an approved topic (3000 words). With the prior agreement of the module leader(s) the assessment for two option modules may be combined in a single submission (6000 words)

Written assignment: 3000 words.

-

At the beginning of the module, the students are expected to read the module planning unit for information (e.g. moduleintroduction, assignment brief and reading lists) and view the introductory video, compiled by the module convenor.The students then engage with the unit materials and complete a selection of suggested formative activities. The formative assessment consists of moderator feedback on five discussion board posts from each student.In addition, students guide each other through participation in the module discussion forum, supported by the e-moderator forthe module.Throughout the module, the students have the support of their personal tutor and are advised on relevant literature and otheruseful and authoritative sources.





Period: AprilOccurence: D19Coordinator: Pamela Rogerson-RevellMark Scheme: PGT Mark Scheme



Period: MarchOccurence: D19Coordinator: Pamela Rogerson-RevellMark Scheme: PGT Mark Scheme



Period: OctoberOccurence: DCoordinator: Pamela Rogerson-RevellMark Scheme: PGT Mark Scheme



Period: SeptemberOccurence: DCoordinator: Pamela Rogerson-RevellMark Scheme: PGT Mark Scheme


Lectures 5Seminars








EN7512 English for Specific Purposes (ESP)




001 Assignment (3000 word essay) 100




















EN7516 Technology Enhanced Language Learning
















Lectures 5Seminars








EN7517 Young Learners and ELT





Period: AprilOccurence: D19Coordinator: Nicholas SmithMark Scheme: PGT Mark Scheme



Period: MarchOccurence: D19Coordinator: Nicholas SmithMark Scheme: PGT Mark Scheme



Period: OctoberOccurence: DCoordinator: Nicholas SmithMark Scheme: PGT Mark Scheme



Period: SeptemberOccurence: DCoordinator: Nicholas SmithMark Scheme: PGT Mark Scheme










EN7518 Critical Discourse Perspectives




001 Assignement (3000 word essay) 100












Lectures 5Seminars








EN7520 Intercultural Communication
























EN7521 Second Language Teaching
























EN7522 Second Language Learning




001 Assignment (3000 Words and Grammar Analysis) 100

Period: AprilOccurence: D19Coordinator: Agneta SvalbergMark Scheme: PGT Mark Scheme



Period: MarchOccurence: D19Coordinator: Agneta SvalbergMark Scheme: PGT Mark Scheme



Period: OctoberOccurence: DCoordinator: Agneta SvalbergMark Scheme: PGT Mark Scheme



Period: SeptemberOccurence: DCoordinator: Agneta SvalbergMark Scheme: PGT Mark Scheme










EN7523 Grammar Awareness




001 Assignment (3000 Words equivalent essay & analysis ofpronunciation)

100




100




100




100











EN7524 Phonology and Pronunciation Teaching



Intended Learning OutcomesOn successful completion of this module, students should be able to:1. Apply a detailed critical knowledge of grammar in use to your writing. 2. Analyse approaches to the teaching of grammatical form and their suitability in a variety of teaching contexts.3. Analyse key concepts and terminology used in the analysis and description of grammar.4. Conduct grammatical analysis, including techniques of linguistic argumentation and use of examples.5. Display understanding of the complexity of form - meaning relationships.6. Evaluate descriptive and pedagogical grammars of English.

Transferable skills• Communicate effectively and fluently in academic genres. (Communication)• Communicate and work effectively in small groups.(Working relationships)• Work independently, demonstrating initiative, self-organisation and time-management.(managing learning)• Acquire complex linguistic information of diverse kinds, from a variety of sources (libraries, WWW, CD-ROMs, corpora,discussions with peers etc). (Use of IT)• An awareness of teacher identities, changes in career path, and reflective practitioner skills. (Career Management)


Summative Assessment: An essay on an approved topic (3000 words) involving the description and analysis of grammar.

Assessment MethodsThe assessment for this module consists of an assignment the equivalent of a 3000 word essay and analysis of punctuation.

Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative ActivitiesAt the beginning of the module, the students are expected to read the module planning unit for information (e.g. moduleintroduction, assignment brief and reading lists) and view the introductory video, compiled by the module convenor.The students then engage with the unit materials and complete a selection of suggested formative activities. The formative assessment consists of completion of two moderated e-tivities.In addition, students guide each other through participation in the module discussion forum, supported by the e-moderator forthe module.Throughout the module, the students have the support of their personal tutor and are advised on relevant literature and othersources.

EN7524 Phonology and Pronunciation Teaching



On successful completion of this module, students should be able to:1. Apply a detailed critical knowledge of grammar in use to your writing. 2. Analyse approaches to the teaching of grammatical form and their suitability in a variety of teaching contexts.3. Analyse key concepts and terminology used in the analysis and description of grammar.4. Conduct grammatical analysis, including techniques of linguistic argumentation and use of examples.5. Display understanding of the complexity of form - meaning relationships.6. Evaluate descriptive and pedagogical grammars of English.

Transferable skills• Communicate effectively and fluently in academic genres. (Communication)• Communicate and work effectively in small groups.(Working relationships)• Work independently, demonstrating initiative, self-organisation and time-management.(managing learning)• Acquire complex linguistic information of diverse kinds, from a variety of sources (libraries, WWW, CD-ROMs, corpora,discussions with peers etc). (Use of IT)• An awareness of teacher identities, changes in career path, and reflective practitioner skills. (Career Management)


Summative Assessment: An essay on an approved topic (3000 words) involving the description and analysis of grammar.

The assessment for this module consists of an assignment the equivalent of a 3000 word essay and analysis of punctuation.

-

At the beginning of the module, the students are expected to read the module planning unit for information (e.g. moduleintroduction, assignment brief and reading lists) and view the introductory video, compiled by the module convenor.The students then engage with the unit materials and complete a selection of suggested formative activities. The formative assessment consists of completion of two moderated e-tivities.In addition, students guide each other through participation in the module discussion forum, supported by the e-moderator forthe module.Throughout the module, the students have the support of their personal tutor and are advised on relevant literature and othersources.


















FieldworkProject Supervision


Supervised time in studio/workshop 5Work Based Learning




EN7525 Language in Society




001 Assignment (3000 word essay, including discourse analysis ofchosen text)

100




100




100




100



Lectures 5 5Seminars 10 10

Practical Classes & WorkshopsTutorials 2 2

FieldworkProject Supervision 5 5

Guided Independent Study 128 128Demonstration





EN7526 Discourse Analysis



LecturesSeminars

Practical Classes & WorkshopsTutorials


Guided Independent StudyDemonstration



Total Module Hours
















Intended Learning Outcomes,,

Teaching and Learning Methods,,

Assessment Methods,,







Total Module Hours 300 300


EN7527 Second Language Teaching / Second Language Learning



,,

,,

,,

LecturesSeminars






Total Module Hours



Pre-Requisites,,

Co-Requisites,,

Excluded Combinations-,,

Guided Independent Study: Indicative Activities,,

EN7527 Second Language Teaching / Second Language Learning



,,

,,

-,,

,,
















Intended Learning Outcomes-

Teaching and Learning Methods-

Assessment Methods-









EN7528 Language in Society / Discourse Analysis



-

-

-










Pre-Requisites-

Co-Requisites-


Guided Independent Study: Indicative Activities-

EN7528 Language in Society / Discourse Analysis



-

-

-

-





Period: AprilOccurence: D19Coordinator:Mark Scheme: PGT Mark Scheme



Period: MarchOccurence: D19Coordinator:Mark Scheme: PGT Mark Scheme










Assessment Methods-









EN7529 Teacher Education / Language Testing and Assessment



-

-

-

LecturesSeminars






Total Module Hours



Pre-Requisites-

Co-Requisites-



EN7529 Teacher Education / Language Testing and Assessment



-

-

-

-


















Assessment Methods-









EN7530 Teacher Education / Course Syllabus and Design



-

-

-



Pre-Requisites-

Co-Requisites-



EN7530 Teacher Education / Course Syllabus and Design



-

-

-

-


















Assessment Methods-









EN7531 Teacher Education / Materials Design and Development



-

-

-



Pre-Requisites-

Co-Requisites-



EN7531 Teacher Education / Materials Design and Development



-

-

-

-





Period: AprilOccurence: D19Coordinator: Glenn FulcherMark Scheme: PGT Mark Scheme



Period: MarchOccurence: D19Coordinator: Glenn FulcherMark Scheme: PGT Mark Scheme










Assessment Methods-









EN7532 Teacher Education / Management in ELT



-

-

-



Pre-Requisites-

Co-Requisites-



EN7532 Teacher Education / Management in ELT



-

-

-

-


















Assessment Methods-









EN7533 Teacher Education / English for Specific Purposes



-

-

-



Pre-Requisites-

Co-Requisites-



EN7533 Teacher Education / English for Specific Purposes



-

-

-

-


















Assessment Methods-









EN7534 Teacher Education / Technology Enhanced Language Learning



-

-

-



Pre-Requisites-

Co-Requisites-



EN7534 Teacher Education / Technology Enhanced Language Learning



-

-

-

-


















Assessment Methods-









EN7535 Teacher Education / Young Learners and ELT



-

-

-



Pre-Requisites-

Co-Requisites-



EN7535 Teacher Education / Young Learners and ELT



-

-

-

-


















Assessment Methods-









EN7536 Teacher Education / Critical Discourse Perspectives



-

-

-



Pre-Requisites-

Co-Requisites-



EN7536 Teacher Education / Critical Discourse Perspectives



-

-

-

-


















Assessment Methods-









EN7537 Teacher Education / Intercultural Communication



-

-

-



Pre-Requisites-

Co-Requisites-



EN7537 Teacher Education / Intercultural Communication



-

-

-

-


















Assessment Methods-









EN7538 Language Testing and Assessment / Course Syllabus and Design



-

-

-



Pre-Requisites-

Co-Requisites-



EN7538 Language Testing and Assessment / Course Syllabus and Design



-

-

-

-


















Assessment Methods-









EN7539 Language Testing and Assessment / Materials Design and Development



-

-

-



Pre-Requisites-

Co-Requisites-



EN7539 Language Testing and Assessment / Materials Design and Development



-

-

-

-


















Assessment Methods-









EN7540 Language Testing and Assessment / Management in ELT



-

-

-



Pre-Requisites-

Co-Requisites-



EN7540 Language Testing and Assessment / Management in ELT



-

-

-

-


















Assessment Methods-









EN7541 Language Testing and Assessment / English for Specific Purposes



-

-

-



Pre-Requisites-

Co-Requisites-



EN7541 Language Testing and Assessment / English for Specific Purposes



-

-

-

-


















Assessment Methods-









EN7542 Language Testing and Assessment / Technology in Language Education



-

-

-



Pre-Requisites-

Co-Requisites-



EN7542 Language Testing and Assessment / Technology in Language Education



-

-

-

-


















Assessment Methods-









EN7543 Language Testing and Assessment / Young Learners and ELT



-

-

-



Pre-Requisites-

Co-Requisites-



EN7543 Language Testing and Assessment / Young Learners and ELT



-

-

-

-


















Assessment Methods-









EN7544 Language Testing and Assessment / Critical Discourse Perspectives



-

-

-



Pre-Requisites-

Co-Requisites-



EN7544 Language Testing and Assessment / Critical Discourse Perspectives



-

-

-

-


















Assessment Methods-









EN7545 Language Testing and Assessment / Intercultural Communication



-

-

-



Pre-Requisites-

Co-Requisites-



EN7545 Language Testing and Assessment / Intercultural Communication



-

-

-

-


















Assessment Methods-









EN7546 Course Syllabus and Design / Materials Design and Development



-

-

-



Pre-Requisites-

Co-Requisites-



EN7546 Course Syllabus and Design / Materials Design and Development



-

-

-

-


















Assessment Methods-









EN7547 Course Course Syllabus and Design / Management in ELT



-

-

-



Pre-Requisites-

Co-Requisites-



EN7547 Course Course Syllabus and Design / Management in ELT



-

-

-

-


















Assessment Methods-









EN7548 Course Syllabus and Design / English for Specific Purposes



-

-

-



Pre-Requisites-

Co-Requisites-



EN7548 Course Syllabus and Design / English for Specific Purposes



-

-

-

-


















Assessment Methods-









EN7549 Course Syllabus and Design / Technology in Language Education



-

-

-



Pre-Requisites-

Co-Requisites-



EN7549 Course Syllabus and Design / Technology in Language Education



-

-

-

-


















Assessment Methods-









EN7550 Course Course Syllabus and Design / Young Learners and ELT



-

-

-



Pre-Requisites-

Co-Requisites-



EN7550 Course Course Syllabus and Design / Young Learners and ELT



-

-

-

-


















Assessment Methods-









EN7551 Course Syllabus and Design / Critical Discourse Perspectives



-

-

-

LecturesSeminars






Total Module Hours



Pre-Requisites-

Co-Requisites-



EN7551 Course Syllabus and Design / Critical Discourse Perspectives



-

-

-

-


















Assessment Methods-









EN7552 Course Syllabus and Design / Intercultural Communication



-

-

-

LecturesSeminars






Total Module Hours



Pre-Requisites-

Co-Requisites-



EN7552 Course Syllabus and Design / Intercultural Communication



-

-

-

-


















Assessment Methods-









EN7553 Materials Design and Development / Management and ELT



-

-

-

LecturesSeminars






Total Module Hours



Pre-Requisites-

Co-Requisites-



EN7553 Materials Design and Development / Management and ELT



-

-

-

-


















Assessment Methods-









EN7554 Materials Design and Development / English for Specific Purposes



-

-

-

LecturesSeminars






Total Module Hours



Pre-Requisites-

Co-Requisites-



EN7554 Materials Design and Development / English for Specific Purposes



-

-

-

-











Period: OctoberOccurence: DCoordinator:Mark Scheme: PGT Mark Scheme



Period: SeptemberOccurence: DCoordinator:Mark Scheme: PGT Mark Scheme




Assessment Methods-









EN7555 Materials Design and Development / Technology in Language Education



-

-

-

LecturesSeminars






Total Module Hours



Pre-Requisites-

Co-Requisites-



EN7555 Materials Design and Development / Technology in Language Education



-

-

-

-


















Assessment Methods-









EN7556 Materials Design and Development / Young Learners and ELT



-

-

-

LecturesSeminars






Total Module Hours



Pre-Requisites-

Co-Requisites-



EN7556 Materials Design and Development / Young Learners and ELT



-

-

-

-


















Assessment Methods-









EN7557 Materials Design and Development / Critical Discourse Perspectives



-

-

-

LecturesSeminars






Total Module Hours



Pre-Requisites-

Co-Requisites-



EN7557 Materials Design and Development / Critical Discourse Perspectives



-

-

-

-


















Assessment Methods-









EN7558 Materials Design and Development / Intercultural Communication



-

-

-

LecturesSeminars






Total Module Hours



Pre-Requisites-

Co-Requisites-



EN7558 Materials Design and Development / Intercultural Communication



-

-

-

-


















Assessment Methods-









EN7559 Management in ELT / English for Specific Purposes



-

-

-



Pre-Requisites-

Co-Requisites-



EN7559 Management in ELT / English for Specific Purposes



-

-

-

-


















Assessment Methods-









EN7560 Management in ELT / Technology in Language Education



-

-

-



Pre-Requisites-

Co-Requisites-



EN7560 Management in ELT / Technology in Language Education



-

-

-

-


















Assessment Methods-









EN7561 Management in ELT / Young Learners and ELT



-

-

-



Pre-Requisites-

Co-Requisites-



EN7561 Management in ELT / Young Learners and ELT



-

-

-

-


















Assessment Methods-









EN7562 Management in ELT / Critical Discourse Perspectives



-

-

-



Pre-Requisites-

Co-Requisites-



EN7562 Management in ELT / Critical Discourse Perspectives



-

-

-

-


















Assessment Methods-









EN7563 Management in ELT / Intercultural Communication



-

-

-



Pre-Requisites-

Co-Requisites-



EN7563 Management in ELT / Intercultural Communication



-

-

-

-


















Assessment Methods-









EN7564 English for Specific Purposes / Technology in Language Education



-

-

-



Pre-Requisites-

Co-Requisites-



EN7564 English for Specific Purposes / Technology in Language Education



-

-

-

-


















Assessment Methods-









EN7565 English for Specific Purposes / Young Learners and ELT



-

-

-



Pre-Requisites-

Co-Requisites-



EN7565 English for Specific Purposes / Young Learners and ELT



-

-

-

-


















Assessment Methods-









EN7566 English for Specific Purposes / Critical Discourse Perspectives



-

-

-



Pre-Requisites-

Co-Requisites-



EN7566 English for Specific Purposes / Critical Discourse Perspectives



-

-

-

-


















Assessment Methods-









EN7567 English for Specific Purposes / Intercultural Communication



-

-

-



Pre-Requisites-

Co-Requisites-



EN7567 English for Specific Purposes / Intercultural Communication



-

-

-

-


















Assessment Methods-









EN7568 Technology in Language Education / Young Learners and ELT



-

-

-



Pre-Requisites-

Co-Requisites-



EN7568 Technology in Language Education / Young Learners and ELT



-

-

-

-


















Assessment Methods-









EN7569 Technology in Language Education / Critical Discourse Perspectives



-

-

-



Pre-Requisites-

Co-Requisites-



EN7569 Technology in Language Education / Critical Discourse Perspectives



-

-

-

-


















Assessment Methods-









EN7570 Technology in Language Education / Intercultural Communication



-

-

-



Pre-Requisites-

Co-Requisites-



EN7570 Technology in Language Education / Intercultural Communication



-

-

-

-


















Assessment Methods-









EN7571 Young Learners and ELT / Critical Discourse Perspectives



-

-

-



Pre-Requisites-

Co-Requisites-



EN7571 Young Learners and ELT / Critical Discourse Perspectives



-

-

-

-


















Assessment Methods-









EN7572 Young Learners and ELT / Intercultural Communication



-

-

-



Pre-Requisites-

Co-Requisites-



EN7572 Young Learners and ELT / Intercultural Communication



-

-

-

-


















Assessment Methods-









EN7573 Critical Discourse Perspectives / Intercultural Communication



-

-

-



Pre-Requisites-

Co-Requisites-



EN7573 Critical Discourse Perspectives / Intercultural Communication



-

-

-

-











Period: OctoberOccurence: DCoordinator:Mark Scheme: PGT Mark Scheme



Period: SeptemberOccurence: DCoordinator:Mark Scheme: PGT Mark Scheme










EN7574 Corpus Linguistics and Language Learning/Teaching



LecturesSeminars






Total Module Hours













Intended Learning Outcomes1. Retrieve and analyse different features of language in diverse corpora, for the purposes of linguistic discovery andlanguage learning/teaching. 2. Critically assess the strengths and weaknesses of corpus data and software tools for a) language analysis, and b) learningand teaching applications. 3. Investigate lexical characteristics across different varieties of language (registers/genres, regional varieties), differentsociolinguistic categories of speaker (age, sex, social class, speaker’s L1) and different time periods. 4. Compile and analyse their own corpora using appropriate methods. 5. Critically assess previous research in the field, and the usefulness of corpus methodologies for different applications,including language teaching and learning. 6. Outline the difference between teacher training, teacher education and teacher development. 7. Demonstrate an understanding of reflective practitioner approach in the development of language teacher educationprogrammes; 8. Evaluate various teacher education activities appropriate to specific programmes; 9. Demonstrate understanding of the principles underlying mentoring, supervision and peer observation models in languageteacher education.









EN7575 Corpus Linguistics and Language Learning/Teaching / Teacher Education



1. Retrieve and analyse different features of language in diverse corpora, for the purposes of linguistic discovery andlanguage learning/teaching. 2. Critically assess the strengths and weaknesses of corpus data and software tools for a) language analysis, and b) learningand teaching applications. 3. Investigate lexical characteristics across different varieties of language (registers/genres, regional varieties), differentsociolinguistic categories of speaker (age, sex, social class, speaker’s L1) and different time periods. 4. Compile and analyse their own corpora using appropriate methods. 5. Critically assess previous research in the field, and the usefulness of corpus methodologies for different applications,including language teaching and learning. 6. Outline the difference between teacher training, teacher education and teacher development. 7. Demonstrate an understanding of reflective practitioner approach in the development of language teacher educationprogrammes; 8. Evaluate various teacher education activities appropriate to specific programmes; 9. Demonstrate understanding of the principles underlying mentoring, supervision and peer observation models in languageteacher education.




Assessment MethodsSummative AssessmentWith the prior agreement of the tutor, an assignment on an approved topic (6000 words).

Pre-Requisites

Co-Requisites

Excluded Combinations

Guided Independent Study: Indicative ActivitiesAt the beginning of the module, the students are expected to read the module planning unit for information (e.g. moduleintroduction, assignment brief and reading lists) and view the introductory video, compiled by the module convenor. Thestudents then engage with the unit materials and complete a selection of suggested formative activities. The formativeassessment consists of completion of two moderated e-tivities. In addition, students guide each other through participation inthe module discussion forum, supported by the e-moderator for the module. Throughout the module, the students have thesupport of their personal tutor and are advised on relevant literature and other sources

EN7575 Corpus Linguistics and Language Learning/Teaching / Teacher Education




Summative AssessmentWith the prior agreement of the tutor, an assignment on an approved topic (6000 words).

At the beginning of the module, the students are expected to read the module planning unit for information (e.g. moduleintroduction, assignment brief and reading lists) and view the introductory video, compiled by the module convenor. Thestudents then engage with the unit materials and complete a selection of suggested formative activities. The formativeassessment consists of completion of two moderated e-tivities. In addition, students guide each other through participation inthe module discussion forum, supported by the e-moderator for the module. Throughout the module, the students have thesupport of their personal tutor and are advised on relevant literature and other sources





















EN7576 Corpus Linguistics and Language Learning/Teaching / Language Testing andAssessment



Intended Learning Outcomes1. Retrieve and analyse different features of language in diverse corpora, for the purposes of linguistic discovery andlanguage learning/teaching. 2. Critically assess the strengths and weaknesses of corpus data and software tools for a) language analysis, and b) learningand teaching applications. 3. Investigate lexical characteristics across different varieties of language (registers/genres, regional varieties), differentsociolinguistic categories of speaker (age, sex, social class, speaker’s L1) and different time periods. 4. Compile and analyse their own corpora using appropriate methods. 5. Critically assess previous research in the field, and the usefulness of corpus methodologies for different applications,including language teaching and learning. 6. Describe and evaluate different approaches to the definition of validity and validation in language testing research. Readand critically evaluate complex validation texts from the history of validity theory. 7. Explain the relationship of validity theory to the relationship between large-scale (institutional) testing and classroomassessment. Investigate the relationship between testing and classroom practice with regard to test preparation and the socialimpact of tests. Evaluate the relevance of models of communicative language ability to the selection of constructs as the basisfor test design. Read and critically evaluate models of communicative language ability for use as heuristics in testdevelopment. 8. Construct and critically evaluate test frameworks and test specifications. 9. Design test tasks and items according to test specifications



Pre-Requisites

Co-Requisites



EN7576 Corpus Linguistics and Language Learning/Teaching / Language Testing andAssessment



1. Retrieve and analyse different features of language in diverse corpora, for the purposes of linguistic discovery andlanguage learning/teaching. 2. Critically assess the strengths and weaknesses of corpus data and software tools for a) language analysis, and b) learningand teaching applications. 3. Investigate lexical characteristics across different varieties of language (registers/genres, regional varieties), differentsociolinguistic categories of speaker (age, sex, social class, speaker’s L1) and different time periods. 4. Compile and analyse their own corpora using appropriate methods. 5. Critically assess previous research in the field, and the usefulness of corpus methodologies for different applications,including language teaching and learning. 6. Describe and evaluate different approaches to the definition of validity and validation in language testing research. Readand critically evaluate complex validation texts from the history of validity theory. 7. Explain the relationship of validity theory to the relationship between large-scale (institutional) testing and classroomassessment. Investigate the relationship between testing and classroom practice with regard to test preparation and the socialimpact of tests. Evaluate the relevance of models of communicative language ability to the selection of constructs as the basisfor test design. Read and critically evaluate models of communicative language ability for use as heuristics in testdevelopment. 8. Construct and critically evaluate test frameworks and test specifications. 9. Design test tasks and items according to test specifications
















Intended Learning Outcomes1. Retrieve and analyse different features of language in diverse corpora, for the purposes of linguistic discovery andlanguage learning/teaching. 2. Critically assess the strengths and weaknesses of corpus data and software tools for a) language analysis, and b) learningand teaching applications. 3. Investigate lexical characteristics across different varieties of language (registers/genres, regional varieties), differentsociolinguistic categories of speaker (age, sex, social class, speaker’s L1) and different time periods. 4. Compile and analyse their own corpora using appropriate methods. 5. Critically assess previous research in the field, and the usefulness of corpus methodologies for different applications,including language teaching and learning. 5. Analyse a range of syllabus and course types. 6. Describe and explain key concepts and terminology used in course and syllabus design. 7. Evaluate learning needs across a range of settings










EN7577 Corpus Linguistics and Language Learning/Teaching / Course Syllabus andDesign



1. Retrieve and analyse different features of language in diverse corpora, for the purposes of linguistic discovery andlanguage learning/teaching. 2. Critically assess the strengths and weaknesses of corpus data and software tools for a) language analysis, and b) learningand teaching applications. 3. Investigate lexical characteristics across different varieties of language (registers/genres, regional varieties), differentsociolinguistic categories of speaker (age, sex, social class, speaker’s L1) and different time periods. 4. Compile and analyse their own corpora using appropriate methods. 5. Critically assess previous research in the field, and the usefulness of corpus methodologies for different applications,including language teaching and learning. 5. Analyse a range of syllabus and course types. 6. Describe and explain key concepts and terminology used in course and syllabus design. 7. Evaluate learning needs across a range of settings





Pre-Requisites

Co-Requisites



EN7577 Corpus Linguistics and Language Learning/Teaching / Course Syllabus andDesign
























EN7578 Corpus Linguistics and Language Learning and Teaching / Materials Design andDevelopment



Intended Learning Outcomes1. Retrieve and analyse different features of language in diverse corpora, for the purposes of linguistic discovery andlanguage learning/teaching. 2. Critically assess the strengths and weaknesses of corpus data and software tools for a) language analysis, and b) learningand teaching applications. 3. Investigate lexical characteristics across different varieties of language (registers/genres, regional varieties), differentsociolinguistic categories of speaker (age, sex, social class, speaker’s L1) and different time periods. 4. Compile and analyse their own corpora using appropriate methods. 5. Critically assess previous research in the field, and the usefulness of corpus methodologies for different applications,including language teaching and learning.6. Describe and explain key concepts and terminology used in materials development and design. 7. Evaluate critically a range of existing pedagogic material. 8. Design learning and teaching tasks appropriate to a particulargroup of language learners



Pre-Requisites-

Co-Requisites-



EN7578 Corpus Linguistics and Language Learning and Teaching / Materials Design andDevelopment



1. Retrieve and analyse different features of language in diverse corpora, for the purposes of linguistic discovery andlanguage learning/teaching. 2. Critically assess the strengths and weaknesses of corpus data and software tools for a) language analysis, and b) learningand teaching applications. 3. Investigate lexical characteristics across different varieties of language (registers/genres, regional varieties), differentsociolinguistic categories of speaker (age, sex, social class, speaker’s L1) and different time periods. 4. Compile and analyse their own corpora using appropriate methods. 5. Critically assess previous research in the field, and the usefulness of corpus methodologies for different applications,including language teaching and learning.6. Describe and explain key concepts and terminology used in materials development and design. 7. Evaluate critically a range of existing pedagogic material. 8. Design learning and teaching tasks appropriate to a particulargroup of language learners



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-

-














Intended Learning Outcomes1. Retrieve and analyse different features of language in diverse corpora, for the purposes of linguistic discovery andlanguage learning/teaching. 2. Critically assess the strengths and weaknesses of corpus data and software tools for a) language analysis, and b) learningand teaching applications. 3. Investigate lexical characteristics across different varieties of language (registers/genres, regional varieties), differentsociolinguistic categories of speaker (age, sex, social class, speaker’s L1) and different time periods. 4. Compile and analyse their own corpora using appropriate methods. 5. Critically assess previous research in the field, and the usefulness of corpus methodologies for different applications,including language teaching and learning. 6. Explain and evaluate the role of the manager in ELT contexts. 7. Analyse the management of a variety of academic programmes. 8. Understand key issues involved in managing people, resources and change.










EN7579 Corpus Linguistics and Language Learning/Teaching / Management and ELT



1. Retrieve and analyse different features of language in diverse corpora, for the purposes of linguistic discovery andlanguage learning/teaching. 2. Critically assess the strengths and weaknesses of corpus data and software tools for a) language analysis, and b) learningand teaching applications. 3. Investigate lexical characteristics across different varieties of language (registers/genres, regional varieties), differentsociolinguistic categories of speaker (age, sex, social class, speaker’s L1) and different time periods. 4. Compile and analyse their own corpora using appropriate methods. 5. Critically assess previous research in the field, and the usefulness of corpus methodologies for different applications,including language teaching and learning. 6. Explain and evaluate the role of the manager in ELT contexts. 7. Analyse the management of a variety of academic programmes. 8. Understand key issues involved in managing people, resources and change.





Pre-Requisites

Co-Requisites



EN7579 Corpus Linguistics and Language Learning/Teaching / Management and ELT













Intended Learning Outcomes1. Retrieve and analyse different features of language in diverse corpora, for the purposes of linguistic discovery andlanguage learning/teaching. 2. Critically assess the strengths and weaknesses of corpus data and software tools for a) language analysis, and b) learningand teaching applications. 3. Investigate lexical characteristics across different varieties of language (registers/genres, regional varieties), differentsociolinguistic categories of speaker (age, sex, social class, speaker’s L1) and different time periods. 4. Compile and analyse their own corpora using appropriate methods. 5. Critically assess previous research in the field, and the usefulness of corpus methodologies for different applications,including language teaching and learning.6. Demonstrate knowledge of the origins and reasons for ESP/EAP and Business English in relation to ELT. 7. Identify and explain the role, methods, application and evaluation of needs analysis within ESP/EAP and Business English. 8. Evaluate course and material design within ESP. 9. Examine the roles and relationships of teachers and learners in ESP settings. 10. Review the domains of English for business purposes and English for academic purposes and consider their importancewithin ESP and ELT









EN7580 Corpus Linguistics and Language Learning/Teaching / English for SpecificPurposes



1. Retrieve and analyse different features of language in diverse corpora, for the purposes of linguistic discovery andlanguage learning/teaching. 2. Critically assess the strengths and weaknesses of corpus data and software tools for a) language analysis, and b) learningand teaching applications. 3. Investigate lexical characteristics across different varieties of language (registers/genres, regional varieties), differentsociolinguistic categories of speaker (age, sex, social class, speaker’s L1) and different time periods. 4. Compile and analyse their own corpora using appropriate methods. 5. Critically assess previous research in the field, and the usefulness of corpus methodologies for different applications,including language teaching and learning.6. Demonstrate knowledge of the origins and reasons for ESP/EAP and Business English in relation to ELT. 7. Identify and explain the role, methods, application and evaluation of needs analysis within ESP/EAP and Business English. 8. Evaluate course and material design within ESP. 9. Examine the roles and relationships of teachers and learners in ESP settings. 10. Review the domains of English for business purposes and English for academic purposes and consider their importancewithin ESP and ELT





Pre-Requisites

Co-Requisites



EN7580 Corpus Linguistics and Language Learning/Teaching / English for SpecificPurposes













Intended Learning Outcomes1. Retrieve and analyse different features of language in diverse corpora, for the purposes of linguistic discovery andlanguage learning/teaching. 2. Critically assess the strengths and weaknesses of corpus data and software tools for a) language analysis, and b) learningand teaching applications. 3. Investigate lexical characteristics across different varieties of language (registers/genres, regional varieties), differentsociolinguistic categories of speaker (age, sex, social class, speaker’s L1) and different time periods. 4. Compile and analyse their own corpora using appropriate methods. 5. Critically assess previous research in the field, and the usefulness of corpus methodologies for different applications,including language teaching and learning. 6. Explain how new technologies can contribute to language learning and teaching. 7. Investigate and evaluate current issues and developments in TELL. 8. Exploit the WWW for language learning. Use and evaluate TELL software. 9. Evaluate TELL authoring programmes and create basic TELL activities. 10. Integrate technologies in language teaching.









EN7581 Corpus Linguistics and Language Learning/Teaching / Technology EnhancedLanguage Learning



1. Retrieve and analyse different features of language in diverse corpora, for the purposes of linguistic discovery andlanguage learning/teaching. 2. Critically assess the strengths and weaknesses of corpus data and software tools for a) language analysis, and b) learningand teaching applications. 3. Investigate lexical characteristics across different varieties of language (registers/genres, regional varieties), differentsociolinguistic categories of speaker (age, sex, social class, speaker’s L1) and different time periods. 4. Compile and analyse their own corpora using appropriate methods. 5. Critically assess previous research in the field, and the usefulness of corpus methodologies for different applications,including language teaching and learning. 6. Explain how new technologies can contribute to language learning and teaching. 7. Investigate and evaluate current issues and developments in TELL. 8. Exploit the WWW for language learning. Use and evaluate TELL software. 9. Evaluate TELL authoring programmes and create basic TELL activities. 10. Integrate technologies in language teaching.





Pre-Requisites

Co-Requisites



EN7581 Corpus Linguistics and Language Learning/Teaching / Technology EnhancedLanguage Learning













Intended Learning Outcomes1. Retrieve and analyse different features of language in diverse corpora, for the purposes of linguistic discovery andlanguage learning/teaching. 2. Critically assess the strengths and weaknesses of corpus data and software tools for a) language analysis, and b) learningand teaching applications. 3. Investigate lexical characteristics across different varieties of language (registers/genres, regional varieties), differentsociolinguistic categories of speaker (age, sex, social class, speaker’s L1) and different time periods. 4. Compile and analyse their own corpora using appropriate methods.5. Critically assess previous research in the field, and the usefulness of corpus methodologies for different applications,including language teaching and learning. 6. Identify the key factors regarding young children learning English. 7. Relate these factors to specific educational contexts. 8. Critically evaluate a range of current approaches to working with young learners. 9. Reflect on ways to introduce story-based language teaching for children










EN7582 Corpus Linguistics and Language Learning/Teaching / Young Learners and ELT



1. Retrieve and analyse different features of language in diverse corpora, for the purposes of linguistic discovery andlanguage learning/teaching. 2. Critically assess the strengths and weaknesses of corpus data and software tools for a) language analysis, and b) learningand teaching applications. 3. Investigate lexical characteristics across different varieties of language (registers/genres, regional varieties), differentsociolinguistic categories of speaker (age, sex, social class, speaker’s L1) and different time periods. 4. Compile and analyse their own corpora using appropriate methods.5. Critically assess previous research in the field, and the usefulness of corpus methodologies for different applications,including language teaching and learning. 6. Identify the key factors regarding young children learning English. 7. Relate these factors to specific educational contexts. 8. Critically evaluate a range of current approaches to working with young learners. 9. Reflect on ways to introduce story-based language teaching for children





Pre-Requisites

Co-Requisites



EN7582 Corpus Linguistics and Language Learning/Teaching / Young Learners and ELT













Intended Learning Outcomes1. Retrieve and analyse different features of language in diverse corpora, for the purposes of linguistic discovery andlanguage learning/teaching. 2. Critically assess the strengths and weaknesses of corpus data and software tools for a) language analysis, and b) learningand teaching applications. 3. Investigate lexical characteristics across different varieties of language (registers/genres, regional varieties), differentsociolinguistic categories of speaker (age, sex, social class, speaker’s L1) and different time periods. 4. Compile and analyse their own corpora using appropriate methods. 5. Critically assess previous research in the field, and the usefulness of corpus methodologies for different applications,including language teaching and learning. 6. Demonstrate a deepened understanding of critical approaches to the analysis of discourse and of the key theoretical andpractical issues within CDA. 7. Apply a CD approach to the analysis of written and spoken texts. 8. Display understanding of the reflexivity of language: how social situations impact on language use and how language useconstitues social situations. 9. Examine the relevance of CDA in educational and language learning contexts and consider the implications of criticalapproaches for language teaching and language learning









EN7583 Corpus Linguistics and Language Learning/Teaching / Critical DiscoursePerspectives



1. Retrieve and analyse different features of language in diverse corpora, for the purposes of linguistic discovery andlanguage learning/teaching. 2. Critically assess the strengths and weaknesses of corpus data and software tools for a) language analysis, and b) learningand teaching applications. 3. Investigate lexical characteristics across different varieties of language (registers/genres, regional varieties), differentsociolinguistic categories of speaker (age, sex, social class, speaker’s L1) and different time periods. 4. Compile and analyse their own corpora using appropriate methods. 5. Critically assess previous research in the field, and the usefulness of corpus methodologies for different applications,including language teaching and learning. 6. Demonstrate a deepened understanding of critical approaches to the analysis of discourse and of the key theoretical andpractical issues within CDA. 7. Apply a CD approach to the analysis of written and spoken texts. 8. Display understanding of the reflexivity of language: how social situations impact on language use and how language useconstitues social situations. 9. Examine the relevance of CDA in educational and language learning contexts and consider the implications of criticalapproaches for language teaching and language learning





Pre-Requisites

Co-Requisites



EN7583 Corpus Linguistics and Language Learning/Teaching / Critical DiscoursePerspectives













Intended Learning Outcomes1. Retrieve and analyse different features of language in diverse corpora, for the purposes of linguistic discovery andlanguage learning/teaching. 2. Critically assess the strengths and weaknesses of corpus data and software tools for a) language analysis, and b) learningand teaching applications. 3. Investigate lexical characteristics across different varieties of language (registers/genres, regional varieties), differentsociolinguistic categories of speaker (age, sex, social class, speaker’s L1) and different time periods. 4. Compile and analyse their own corpora using appropriate methods. 5. Critically assess previous research in the field, and the usefulness of corpus methodologies for different applications,including language teaching and learning. 6. Analyse the influence of cultural beliefs, attitudes and conventions on their own communicative behaviour. 7. Identify and explain some of the key factors which can affect intercultural communication. 8. Analyse cultural differences in communication using various theoretical frameworks. 9. Adapt their own behaviour appropriately in intercultural communicative contexts. 10. Critically evaluate the influence of culture on language learning and teaching.









EN7584 Corpus Linguistics and Language Learning/Teaching / InterculturalCommunication



1. Retrieve and analyse different features of language in diverse corpora, for the purposes of linguistic discovery andlanguage learning/teaching. 2. Critically assess the strengths and weaknesses of corpus data and software tools for a) language analysis, and b) learningand teaching applications. 3. Investigate lexical characteristics across different varieties of language (registers/genres, regional varieties), differentsociolinguistic categories of speaker (age, sex, social class, speaker’s L1) and different time periods. 4. Compile and analyse their own corpora using appropriate methods. 5. Critically assess previous research in the field, and the usefulness of corpus methodologies for different applications,including language teaching and learning. 6. Analyse the influence of cultural beliefs, attitudes and conventions on their own communicative behaviour. 7. Identify and explain some of the key factors which can affect intercultural communication. 8. Analyse cultural differences in communication using various theoretical frameworks. 9. Adapt their own behaviour appropriately in intercultural communicative contexts. 10. Critically evaluate the influence of culture on language learning and teaching.





Pre-Requisites

Co-Requisites



EN7584 Corpus Linguistics and Language Learning/Teaching / InterculturalCommunication




001 Assignment 1 (A1): Essay (1,000 words) 30 45 0002 Assignment 2 (A2): Portfolio (2,000 word commentary - core

document: classroom task)70 45

Period: OctoberOccurence: DCoordinator: Christina WolfMark Scheme: PGT Mark Scheme


Intended Learning OutcomesOn successful completion of the module, students should be able to:1. Demonstrate understanding of the wider context in which tertiary education institutions operate: norms, conventions andvalues in relation to tertiary education course delivery, assessment, ethical practices and academic conduct2. Demonstrate a range of transferable skills, including study and research skills as well as communicative and criticalthinking skills3. Demonstrate a high level of systemic language knowledge and ability to analyse academic discourse4. Analyse a wide range of genres and types of texts existing in academic contexts and design learning tasks to integratethem into lessons5. Recognize and explore disciplinary differences and how they influence the way knowledge is expanded and communicated

Teaching and Learning Methods- The module syllabus and materials are in line with the British Association of Lecturers of English for Academic Purposes(BALEAP) Competency Framework (https://www.baleap.org/wp-content/uploads/2016/04/teap-competency-framework.pdf) - Module materials for guided self-study are available on the University of Leicester Virtual Learning Environment (VLE). - Interactive asynchronous communication tools are available on the VLE. - E-tivities typically consist of forum discussions and the use of other possible online interactive tools. - Formative assignment with feedback on areas that students need to work on or develop further. - Individual 60-minute synchonous tutorials via Skype or phone before the submission of the assignments. Students areexpected to send drafts of their assignments to their tutor 48 hours before the tutorial appointment when improvements in thedrafts and other pertinent issues are discussed. - Students are encouraged to keep an informal individual (non-assessed) reflective journal as a means of promoting greaterdepth and range of reflection for the portfolio assignment. - Samples of materials and teaching documents are provided to students who have no access to them during the course.

VLE content areas include: - Course documents folder - Study support folder - Avoiding plagiarism information and tutorial - Module content folders - Assignment briefs and guidelines for submission - Electronic reading lists

LecturesSeminars 2




Supervised time in studio/workshopWork Based Learning 20




EN7905 Academic Values and Practices



On successful completion of the module, students should be able to:1. Demonstrate understanding of the wider context in which tertiary education institutions operate: norms, conventions andvalues in relation to tertiary education course delivery, assessment, ethical practices and academic conduct2. Demonstrate a range of transferable skills, including study and research skills as well as communicative and criticalthinking skills3. Demonstrate a high level of systemic language knowledge and ability to analyse academic discourse4. Analyse a wide range of genres and types of texts existing in academic contexts and design learning tasks to integratethem into lessons5. Recognize and explore disciplinary differences and how they influence the way knowledge is expanded and communicated

- The module syllabus and materials are in line with the British Association of Lecturers of English for Academic Purposes(BALEAP) Competency Framework (https://www.baleap.org/wp-content/uploads/2016/04/teap-competency-framework.pdf) - Module materials for guided self-study are available on the University of Leicester Virtual Learning Environment (VLE). - Interactive asynchronous communication tools are available on the VLE. - E-tivities typically consist of forum discussions and the use of other possible online interactive tools. - Formative assignment with feedback on areas that students need to work on or develop further. - Individual 60-minute synchonous tutorials via Skype or phone before the submission of the assignments. Students areexpected to send drafts of their assignments to their tutor 48 hours before the tutorial appointment when improvements in thedrafts and other pertinent issues are discussed. - Students are encouraged to keep an informal individual (non-assessed) reflective journal as a means of promoting greaterdepth and range of reflection for the portfolio assignment. - Samples of materials and teaching documents are provided to students who have no access to them during the course.




Assessment MethodsAssignment 1 (A1): Essay (1,000 words)Assignment 2 (A2): Portfolio (2,000 word commentary - core document: classroom task)

Pre-Requisites-

Co-Requisites-


Guided Independent Study: Indicative Activities- E-tivities: students are encuraged and expected to contribute to forum discussions, wikis and blogs, both by initially postingon those but also by commenting on the content posted by other member of the group. (15% of the time allocated forindependent guided study) - Reading group: there are forum discussion threads where students are encouraged to post comments on the compulsoryand independent reading done for the module. (15% of the time allocated for independent guided study) - Independent reading: besides the required reading provided in the reading list, students should conduct some independentlibrary research in order to write their assignments. (40% of the time allocated for independent guided study) - Portfolio building: this should be an ongoing activity throughout the module when students are expected to collect articles,relevent documents and material that serves of evidence of their learning to be submitted as Assignment 2. (30% of the timeallocated for independent guided study)

EN7905 Academic Values and Practices



Assignment 1 (A1): Essay (1,000 words)Assignment 2 (A2): Portfolio (2,000 word commentary - core document: classroom task)

-

-

-

- E-tivities: students are encuraged and expected to contribute to forum discussions, wikis and blogs, both by initially postingon those but also by commenting on the content posted by other member of the group. (15% of the time allocated forindependent guided study) - Reading group: there are forum discussion threads where students are encouraged to post comments on the compulsoryand independent reading done for the module. (15% of the time allocated for independent guided study) - Independent reading: besides the required reading provided in the reading list, students should conduct some independentlibrary research in order to write their assignments. (40% of the time allocated for independent guided study) - Portfolio building: this should be an ongoing activity throughout the module when students are expected to collect articles,relevent documents and material that serves of evidence of their learning to be submitted as Assignment 2. (30% of the timeallocated for independent guided study)




001 Assignment 1 (A1): Essay (1,000 words) 30 0002 Assignment 2 (A2): Portfolio (2,000 word commentary - core

document: needs analysis questionnaire)70

Period: JanuaryOccurence: DCoordinator: Christina WolfMark Scheme: PGT Mark Scheme



document: needs analysis questionnaire)70



Intended Learning OutcomesOn successful completion of the module, students should be able to:1. Recognise the relevance of EAP students prior learning experiences, individual differences in motivation, learning andcognitive styles as well as cultural influences on students' educational expectations2. Demonstrate a range of transferable skills, including study and research skills as well as communicative and criticalthinking skills3. Explain the role of critical thinking in academic contexts and describe the use of tasks, processes and interactions thatrequire students to demonstrate critical thinking skills4. Explain the importance of student autonomy in academic contexts and show that participants can identify tasks, processesand interactions that require students to work effectively in groups or independently as appropriate5. Demonstrate an understanding of the relevance of the use of new technologies to enhance learning and supportautonomous learning

LecturesSeminars








EN7910 EAP Students



On successful completion of the module, students should be able to:1. Recognise the relevance of EAP students prior learning experiences, individual differences in motivation, learning andcognitive styles as well as cultural influences on students' educational expectations2. Demonstrate a range of transferable skills, including study and research skills as well as communicative and criticalthinking skills3. Explain the role of critical thinking in academic contexts and describe the use of tasks, processes and interactions thatrequire students to demonstrate critical thinking skills4. Explain the importance of student autonomy in academic contexts and show that participants can identify tasks, processesand interactions that require students to work effectively in groups or independently as appropriate5. Demonstrate an understanding of the relevance of the use of new technologies to enhance learning and supportautonomous learning



Teaching and Learning Methods- The module syllabus and materials are in line with the British Association of Lecturers of English for Academic Purposes(BALEAP) Competency Framework (https://www.baleap.org/wp-content/uploads/2016/04/teap-competency-framework.pdf) - Module materials for guided self-study are available on the University of Leicester Virtual Learning Environment (VLE). - Interactive asynchronous communication tools are available on the VLE. - E-tivities typically consist of forum discussions and the use of other possible online interactive tools. - Individual 60-minute synchonous tutorials via Skype or phone before the submission of the assignments. Students areexpected to send drafts of their assignments to their tutor 48 hours before the tutorial appointment when improvements in thedrafts and other pertinent issues are discussed. - Students are encouraged to keep an informal individual (non-assessed) reflective journal as a means of promoting greaterdepth and range of reflection for the portfolio assignment. - Samples of materials and teaching documents are provided to students who have no access to them during the course.


Assessment MethodsAssignment 1 (A1): Essay (1,000 words)Assignment 2 (A2): Portfolio (2,000 word commentary - core document: needs analysis questionnaire)

Pre-Requisites-

Co-Requisites-


Guided Independent Study: Indicative Activities- E-tivities: students are encuraged and expected to contribute to forum discussions, wikis and blogs, both by initially postingon those but also by commenting on the content posted by other members of the group. (15% of the time allocated forindependent guided study) - Reading group: there are forum discussion threads where students are encouraged to post comments on the compulsoryand independent reading done for the module. (15% of the time allocated for independent guided study) - Independent reading: besides the required reading provided in the reading list, students should conduct some independentlibrary research in order to write their assignments. (40% of the time allocated for independent guided study) - Portfolio building: this should be an ongoing activity throughout the module when students are expected to collect articles,relevent documents and material that serves of evidence of their learningto be submitted as Assignment 2. (30% of the timeallocated for independent guided study)

EN7910 EAP Students



- The module syllabus and materials are in line with the British Association of Lecturers of English for Academic Purposes(BALEAP) Competency Framework (https://www.baleap.org/wp-content/uploads/2016/04/teap-competency-framework.pdf) - Module materials for guided self-study are available on the University of Leicester Virtual Learning Environment (VLE). - Interactive asynchronous communication tools are available on the VLE. - E-tivities typically consist of forum discussions and the use of other possible online interactive tools. - Individual 60-minute synchonous tutorials via Skype or phone before the submission of the assignments. Students areexpected to send drafts of their assignments to their tutor 48 hours before the tutorial appointment when improvements in thedrafts and other pertinent issues are discussed. - Students are encouraged to keep an informal individual (non-assessed) reflective journal as a means of promoting greaterdepth and range of reflection for the portfolio assignment. - Samples of materials and teaching documents are provided to students who have no access to them during the course.


Assignment 1 (A1): Essay (1,000 words)Assignment 2 (A2): Portfolio (2,000 word commentary - core document: needs analysis questionnaire)

-

-

-

- E-tivities: students are encuraged and expected to contribute to forum discussions, wikis and blogs, both by initially postingon those but also by commenting on the content posted by other members of the group. (15% of the time allocated forindependent guided study) - Reading group: there are forum discussion threads where students are encouraged to post comments on the compulsoryand independent reading done for the module. (15% of the time allocated for independent guided study) - Independent reading: besides the required reading provided in the reading list, students should conduct some independentlibrary research in order to write their assignments. (40% of the time allocated for independent guided study) - Portfolio building: this should be an ongoing activity throughout the module when students are expected to collect articles,relevent documents and material that serves of evidence of their learningto be submitted as Assignment 2. (30% of the timeallocated for independent guided study)




002 Assignment 1 (A1): Essay (1,000 words) 30003 Assignment 2 (A2): Portfolio (2,000 word commentary - core

documents: assignment brief + marked piece of work)70

Period: MarchOccurence: DCoordinator: Christina WolfMark Scheme: PGT Mark Scheme


002 Assignment 1 (A1): Essay (1,000 words) 30003 Assignment 2 (A2): Portfolio (2,000 word commentary - core

documents: assignment brief + marked piece of work)70



Intended Learning OutcomesOn successful completion of the module, students should be able to:1. Demonstrate knowledge of the key differences between the needs and process required for designing and delivering anEAP lesson considering a range of teaching theories and approaches2. Demonstrate a range of transferable skills, including study and research skills as well as communicative and criticalthinking skills3. Demonstrate knowledge of a range of learning technology resources and their contribution to the accessibility andenhancement of learning and to the inclusivity for different groups of leaners4. Plan the delivery of a lesson based on an existing syllabus and based on relevant methodological and pedagogicalprinciples5. Demonstrate capacity to select and adapt appropriate materials for use in an EAP context

LecturesSeminars








EN7915 Assessment and Feedback



On successful completion of the module, students should be able to:1. Demonstrate knowledge of the key differences between the needs and process required for designing and delivering anEAP lesson considering a range of teaching theories and approaches2. Demonstrate a range of transferable skills, including study and research skills as well as communicative and criticalthinking skills3. Demonstrate knowledge of a range of learning technology resources and their contribution to the accessibility andenhancement of learning and to the inclusivity for different groups of leaners4. Plan the delivery of a lesson based on an existing syllabus and based on relevant methodological and pedagogicalprinciples5. Demonstrate capacity to select and adapt appropriate materials for use in an EAP context



Teaching and Learning Methods- The module syllabus and materials are in line with the British Association of Lecturers of English for Academic Purposes(BALEAP) Competency Framework (https://www.baleap.org/wp-content/uploads/2016/04/teap-competency-framework.pdf) - Module materials for guided self-study are available on the University of Leicester Virtual Learning Environment (VLE). - Interactive asynchronous communication tools are available on the VLE. - E-tivities typically consist of forum discussions and the use of other possible online interactive tools. - Individual 60-minute synchonous tutorials via Skype or phone before the submission of the assignments. Students areexpected to send drafts of their assignments to their tutor 48 hours before the tutorial appointment when improvements in thedrafts and other pertinent issues are discussed. - Students are encouraged to keep an informal individual (non-assessed) reflective journal as a means of promoting greaterdepth and range of reflection for the portfolio assignment. - Samples of materials and teaching documents are provided to students who have no access to them during the course.


Assessment MethodsAssignment 1 (A1): Essay (1,000 words)Assignment 2 (A2): Portfolio (2,000 word commentary - core documents: lesson plan + teaching materials)

Pre-Requisites-

Co-Requisites-


Guided Independent Study: Indicative Activities- E-tivities: students are encuraged and expected to contribute to forum discussions, wikis and blogs, both by initially postingon those but also by commenting on the content posted by other members of the group. (15% of the time allocated forindependent guided study) - Reading group: there are forum discussion threads where students are encouraged to post comments on their compulsoryand independent reading done for the module. (15% of the time allocated for independent guided study) - Independent reading: besides the required reading provided in the reading list, students should conduct some independentlibrary research in order to write their assignments. (40% of the time allocated for independent guided study) - Portfolio building: this should be an ongoing activity throughout the module when students are expected to collect articles,relevant documents and material that serves of evidence of their learning to be submitted as Assignment 2. (30% of the timeallocated for independent guided study)

EN7915 Assessment and Feedback



- The module syllabus and materials are in line with the British Association of Lecturers of English for Academic Purposes(BALEAP) Competency Framework (https://www.baleap.org/wp-content/uploads/2016/04/teap-competency-framework.pdf) - Module materials for guided self-study are available on the University of Leicester Virtual Learning Environment (VLE). - Interactive asynchronous communication tools are available on the VLE. - E-tivities typically consist of forum discussions and the use of other possible online interactive tools. - Individual 60-minute synchonous tutorials via Skype or phone before the submission of the assignments. Students areexpected to send drafts of their assignments to their tutor 48 hours before the tutorial appointment when improvements in thedrafts and other pertinent issues are discussed. - Students are encouraged to keep an informal individual (non-assessed) reflective journal as a means of promoting greaterdepth and range of reflection for the portfolio assignment. - Samples of materials and teaching documents are provided to students who have no access to them during the course.


Assignment 1 (A1): Essay (1,000 words)Assignment 2 (A2): Portfolio (2,000 word commentary - core documents: lesson plan + teaching materials)

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- E-tivities: students are encuraged and expected to contribute to forum discussions, wikis and blogs, both by initially postingon those but also by commenting on the content posted by other members of the group. (15% of the time allocated forindependent guided study) - Reading group: there are forum discussion threads where students are encouraged to post comments on their compulsoryand independent reading done for the module. (15% of the time allocated for independent guided study) - Independent reading: besides the required reading provided in the reading list, students should conduct some independentlibrary research in order to write their assignments. (40% of the time allocated for independent guided study) - Portfolio building: this should be an ongoing activity throughout the module when students are expected to collect articles,relevant documents and material that serves of evidence of their learning to be submitted as Assignment 2. (30% of the timeallocated for independent guided study)





documents: lesson plan + teaching materials)70

Period: MayOccurence: DCoordinator: Christina WolfMark Scheme: PGT Mark Scheme



documents: lesson plan + teaching materials)70



LecturesSeminars








EN7920 Teaching Practices


module specification - university of leicester · total module hours 150 student workload (hours)...

Documents