|Delivery Type||Delivery length / details|
|Lecture||36 Hours. Contact Hours. 2x2 hour sessions per week|
|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||This puts the students in the position of language learners. One of the Centres staff teaches 3 hours of a language that is unknown to the students (Polish, Catalan or Turkish). Different methodologies, techniques and materials are used for the purpose. The assignment asks that the students respond to the experience in a discursive way and additionally discuss issues in language acquisition and language learning, learning languages in schools, learning English as a second language (for Welsh or international students). Assignment 2: Unknown Language.||25%|
|Semester Assessment||This is drawn from a set of about 10 teacher training topics based on the course input and follows a traditional essay format with stated evaluation criteria made available to students. Assignment 3: Essay.||35%|
|Semester Assessment||This matches the students with the equivalent numbers of the Centres International Foundation students. They meet individually with their profiles 5 or 6 times during Semester 1, get background information, transcribe and analyse spoken discourse, mark and evaluate students writing, assess reading and writing skills, make a diagnostic assessment based on needs and deliver a one-to-one lesson based on those needs. The assignment is a report based on the above. Assignment 1: International student profile.||30%|
|Semester Assessment||Attendance / participation.||10%|
On successful completion of this module, students should be able to:
- demonstrate knowledge and understanding of grammatical and phonological features of the English language;
- distinguish between, and state the relative merits of, different pedagogic principles and methodologies of teaching;
- demonstrate competence in lesson preparation and practical teaching, using appropriate methodologies.
The module is taught in 2 x 2-hour sessions per week. The sessions are not formal lectures but include discussion and practical involvement in teaching strategies.
2. To equip students to benefit more fully from their year abroad.
3. To provide students with transferable vocational life skills.
Harmer, J. (1998) The Practice of English Language Teaching Longman, Harlow Primo search Krashen, S. D. (1987) Principles and Practice in Second Language Acquisition Prentice-Hall Primo search Littlewood, W. (1988) Foreign and Second Language Learning CUP, Cambridge Primo search Matthews, A. et al (eds) (1991) At the Chalk Face Nelson, Surrey Primo search Richards, J. C. & Rodgers, T. S. (1992) Approaches and Methods in Language Teaching CUP, Cambridge Primo search Scrivener, J. (1994) Learning Teaching Heinemann, Oxford Primo search Ur, P. (1996) A Course in Language Teaching CUP, Cambridge Primo search Wright, T. (1991) Roles of Teachers and Learners OUP, Oxford Primo search
This module is at CQFW Level 6