Postgraduate Course: TESOL and the Learner (EDUA11027)
Course Outline
| School |
Moray House School of Education |
College |
College of Humanities and Social Science |
| Course type |
Standard |
Availability |
Available to all students |
| Credit level (Normal year taken) |
SCQF Level 11 (Postgraduate) |
Credits |
20 |
| Home subject area |
Education |
Other subject area |
None |
| Course website |
None
|
Taught in Gaelic? |
No |
| Course description |
Experienced teachers already have knowledge and experience of learning in the classroom and the differences in learning styles and strategies which are part of language learning. This module provides teachers with an opportunity to articulate their knowledge, update it from a study of current theory and research in second language acquisition, consider how practice derives from principle and reflect on the development of good practice appropriate to their classroom contexts. |
Entry Requirements
| Pre-requisites |
|
Co-requisites |
|
| Prohibited Combinations |
|
Other requirements |
None
|
| Additional Costs |
None |
Information for Visiting Students
| Pre-requisites |
None |
| Displayed in Visiting Students Prospectus? |
Yes |
Course Delivery Information
|
| Delivery period: 2010/11 Semester 1, Available to all students (SV1)
|
WebCT enabled: No |
Quota: None |
| Location |
Activity |
Description |
Weeks |
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
| Other | Tutorial | online course delivery only | 1-11 | | 13:10 - 13:50 | | | |
| First Class |
Week 1, Monday, 09:00 - 17:00, Zone: Moray House. This course is only available for e-learning TESOL students |
| Additional information |
2 hour(s) per week for 10 week(s). Students should attend a workshop either
Monday 10.00 - 12.00 or
Monday 14.00 - 16.00 |
| No Exam Information |
Summary of Intended Learning Outcomes
By the end of the module, course members will be able to:
1. Demonstrate a knowledge of a range of current theories of second language acquisition and an understanding of how they might influence second language teaching;
2. Understand the principles and issues underlying current research related to language learning;
3. Give an account of language learning processes and strategies;
4. Account for individual differences among learners in regard to motivation and attitude, personality factors and cognitive styles;
5. Relate learner strategies and communication strategies to the theory and practice of learner training;
6. Show an understanding of the main aspects of the concepts of learner autonomy;
7. Demonstrate an understanding of how learning theories relate to language learning;
8. Critically reflect on learning experiences and processes, both as teacher and as learner. |
Assessment Information
| Course participants will demonstrate an understanding of the issues raised in this module by presenting a project based on one or more of the areas covered. The project will be equivalent to 5,000-7,000 words and will consist of either a written assignment or a presentation with supporting written materials. The project will discuss the ways in which the content of this module has reinforced, influenced or changed the course participant's ideas about language teaching related to a specific context and learners and including critical reflection. |
Special Arrangements
| None |
Additional Information
| Academic description |
Not entered |
| Syllabus |
Not entered |
| Transferable skills |
Not entered |
| Reading list |
Not entered |
| Study Abroad |
Not entered |
| Study Pattern |
Not entered |
| Keywords |
Not entered |
Contacts
| Course organiser |
Ms Ruby Rennie
Tel: (0131 6)51 6331
Email: Ruby.Rennie@ed.ac.uk |
Course secretary |
Mrs Moira Ross
Tel: (0131 6)51 6206
Email: moirar@education.ed.ac.uk |
|
copyright 2011 The University of Edinburgh -
13 January 2011 5:54 am
|
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