Language Programme Design (P00369)

? Credit Points : 20 ? SCQF Level : 11 ? Acronym : EDU-P-LPDLING

Students will be encouraged to draw on their reading for the course and prior learning in the core courses Language Learning and Teaching and Language Description for Language Teaching. Among the key readings for the course is the Council of Europe's publication on its framework for the learning, teaching and assessment of languages which aims to provide a common basis for curriculum development across European languages.
The following will be studied and students will be asked to reflect on examples from their own language teaching and learning contexts:
- an overview of curriculum studies and components of syllabuses; the relationship between methodology and syllabus contents
- a critical review of different types of syllabus (eg structural, notional-functional, lexical, skills-based, task-based, integrated, LSP) - their characteristics, rationale, assumptions
- context analysis (including the use of research instruments) and the ecology of the curriculum
- setting objectives, selecting course content, organising course content
- course planning (including evaluating teaching and learning processes)
- task based approaches in language teaching and course delivery
- issues in course implementation
- course and curriculum evaluation

Venue: IALS, 21 Hill Place

Entry Requirements

none

Subject Areas

Home subject area

Education, (The Moray House School of Education, Schedule C)

Delivery Information

? Normal year taken : Postgraduate

? Delivery Period : Semester 2 (Blocks 3-4)

? Contact Teaching Time : 3 hour(s) per week for 10 weeks

? Other Required Attendance : 20 minutes per week for 11 weeks

First Class Information

Date	Start	End	Room	Area	Additional Information
08/01/2008	09:00	11:00			IALS, 21 Hill Place

All of the following classes

Type	Day	Start	End	Area
Lecture	Tuesday	09:00	09:50	Central
Lecture	Wednesday	09:00	10:50	Central

Summary of Intended Learning Outcomes

By the end of the course students:
- will have identified and critically evaluated the characteristics of different types of language teaching syllabus and the theoretical assumptions underlying them (including language courses within the students' teaching contexts) and will be able to:
- demonstrate a critical awareness of research findings applicable to language programme design including discourse studies, second language acquisition research, classroom-based studies on the impact of pedagogy, reported case-studies of course design
- describe and prioritise processes in curriculum planning and course development & be able to relate them to their own teaching context
- demonstrate an awareness of issues in course implementation
- evaluate a short course or major component of a longer language programme
- design or revise a short course or component of a longer language programme.

Assessment Information

A 5000 word project from one of three options with reference to a specified group of learners (and language) within their teaching context. Students are required to demonstrate critical reflection on current and key research, and on theory relevant to course design. They should use logical and coherent reasoning supported by reading and acknowledged by appropriate citation and referencing.