Postgraduate Course: Applied Linguistics & Language Teaching (LASC11101)
Course Outline
| School | School of Philosophy, Psychology and Language Sciences |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Availability | Available to all students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | This course covers recent work in which social, political, social-psychological and discourse-based analyses of language situations across the globe have been applied to the understanding of the teaching and learning of English and other languages. A range of competing approaches are explored, and students are encouraged to consider how each of them might relate to the particular problems that interest them and that might form the topic of their eventual dissertation. In the last part of the course they will focus on one particular approach for more in-depth research. |
| Course description |
All readings are available on-line through the university library, and are to be done in advance of the session for which they are indicated.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Information for Visiting Students
| Pre-requisites | None |
| High Demand Course? |
Yes |
Course Delivery Information
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| Academic year 2015/16, Available to all students (SV1)
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Quota: None |
| Course Start |
Semester 2 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 22,
Feedback/Feedforward Hours 1,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
173 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
The assessment will be in the form of a Literature Review Essay (length 4000 words), weighted 100%. This Essay will relate to one of the approaches covered on the course, chosen by the student and, where applicable, linked to their planned dissertation.
Word limits: 4000 with 10% leeway |
| Feedback |
Every meeting is a feed-forward event working toward the assessment, which is a Critical Review Essay.
The first meeting is spent mainly on presenting and discussing a "protocol for assessing articles" which I have devised for the students to follow, both throughout the course and most particularly in their Lit Review assessment. For the next six weeks I present and lead discussions about recent articles in Applied Linguistics & Language Teaching, using the protocol as the point of departure and providing a model of how to treat articles in the Lit Review. For the last five weeks, each of the students presents a recent article which they have chosen (and I have approved) and leads a discussion of it, following the protocol and the model which I have provided in all the earlier sessions. In addition to this, in Week 8 I spend an hour dealing particularly with the writing aspects of the Lit Review Assessment.
Comments provided on submitted assessments |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- explain and evaluate the ways in which ideas from the social, political and social-psychological analysis of language and discourse are currently being applied in the context of language teaching and learning, including issues of language maintenance and policy, the relationship of global languages to local ones, and the range of issues that arise within the various paradigms that frame current applied linguistic work
- have a good overview of the various approaches that dominate the current literature, plus an in-depth understanding of one of these approaches, which will be the subject of their Literature Review Essay
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Reading List
Classroom discourse. Menard-Warwick, Julia (2008), Because She Made Beds. Every Day. Social Positioning, Classroom Discourse, and Language Learning, Applied Linguistics 29/2: 267:89.
Vaish, Viniti (2008), Interactional Patterns in Singapore's English Classrooms, Linguistics and Education 19/4: 366:77.
ELF/EFL. Jenkins, Jennifer (2006), Current Perspectives on Teaching World Englishes and English as a Lingua Franca, TESOL Quarterly 40/1: 157:81.
Saraceni, Mario (2008), English as a Lingua Franca: Between Form and Function, English Today 24/2: 20:6.
Identity. Blackledge, Adrian, Angela Creese & al. (2008), Contesting Language as Heritage: Negotiation of Identities in Late Modernity, Applied Linguistics 29/4: 533:54.
Farrell, Thomas S. C. & Serena Tan Kiat Kun (2008), Language Policy, Language Teachers Beliefs, and Classroom Practices, Applied Linguistics 29/3: 381:403. |
Additional Information
| Graduate Attributes and Skills |
Not entered |
| Additional Class Delivery Information |
Attend all lectures as scheduled |
| Keywords | Not entered |
Contacts
| Course organiser | Prof John Joseph
Tel: (0131 6)50 3497
Email: John.Joseph@ed.ac.uk |
Course secretary | Miss Toni Noble
Tel: (0131 6)51 3188
Email: Toni.noble@ed.ac.uk |
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