Last modified: 22 Aug 2024 11:46
This course is an introduction to teaching English as an international language. It is designed to give a theoretical and practical understanding of the complexity of English, and how learners of English need to be supported and guided in their learning of the component parts of English syntax, grammar, phonology and vocabulary.
| Study Type | Undergraduate | Level | 1 |
|---|---|---|---|
| Term | Summer School | Credit Points | 15 credits (7.5 ECTS credits) |
| Campus | Aberdeen | Sustained Study | No |
| Co-ordinators |
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The course is segmented into nine topic sections which build understanding of the theoretical ideas that underpin language learning, before moving to consideration of techniques that can be used to support learners in English language classrooms.
1. Understanding systems of language 1
This topic explores the language system, starting with parts of speech and the components of English language and grammar. This learning is contextualised within, how the component parts fit together to form phrases and simple sentences.
2. Understanding systems of language 2
Building on the first topic, this topic explores further complexity of the language system. This includes complex sentences, phrases, lexis and chunking of language.
3. Theories of Learning
As an introduction to pedagogy/andragogy, this topic explores key learning theories from behaviourism (drills and repetition), scaffolding and modelling learning, and learning as a social process. These theories will be linked to the learning within the course and built on throughout the subsequent topics.
4. Language acquisition
Following on from theories of learning, this topic focuses on the processes of language acquisition. This includes the interplay of language learning with a student’s first language and other learnt languages.
5. Phonology
Phonology supports learners of English to decode and read English words. This section of the course will focus on the phonetic code, decoding, blending and how this supports reading words and sentences. The applications of phonics to spelling and word patterns will also be introduced.
6. Reading
Building on the learning related to phonics, approaches to early reading will be explored. This will include the difference between decoding and understanding texts.
7. Communicative approaches
This topic area focuses on communication and approaches speakers of English use to communicate with each other. This topic will also explore how communicative activities can be designed and delivered in English Language classrooms.
8. Teaching Language
The principles of teaching languages will be explored. This exploration will look at inductive and deductive practices, as well as ways to support learning of grammar and sentence construction.
9. Teaching skills & strategies
Building on the principles of teaching languages, the final topic areas will focus on the skills and strategies teachers can use to support learners in the classroom. This topic will consider misconceptions that are common and ways learners can be supported to build on their learning over time.
Information on contact teaching time is available from the course guide.
| Assessment Type | Summative | Weighting | 60 | |
|---|---|---|---|---|
| Assessment Weeks | Feedback Weeks | |||
| Feedback |
Length: 10 minutes This would be a presentation where students would select an aspect of language learning that can be difficult for learners (articles/ consonant clusters etc.) and prepare a 10-minute recorded presentation on the area of learning and how learning might be presented to learners to support their understanding of this learning. |
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Conceptual | Create | To identify aspects of the language system that can cause particular groups of learners difficulty and create appropriate learning opportunities for them |
| Factual | Apply | To explore theories of learning and how these have had an impact on the language learning classroom |
| Factual | Understand | To understand the components of the English language system |
| Factual | Understand | To understand theories of language acquisition |
| Assessment Type | Summative | Weighting | 40 | |
|---|---|---|---|---|
| Assessment Weeks | Feedback Weeks | |||
| Feedback |
This would be a weekly multiple choice quiz (first 8 weeks 5% weighting each week). This quiz would be based on the learning of the week and would be automatically marked with feedback provided. Each quiz would have 10 questions with a 0.5% weighting on each question. Feedback would be immediate as automated. |
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Factual | Apply | To explore theories of learning and how these have had an impact on the language learning classroom |
| Factual | Understand | To understand the components of the English language system |
| Factual | Understand | To understand theories of language acquisition |
There are no assessments for this course.
| Assessment Type | Summative | Weighting | ||
|---|---|---|---|---|
| Assessment Weeks | Feedback Weeks | |||
| Feedback | ||||
| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Factual | Understand | To understand the components of the English language system |
| Factual | Apply | To explore theories of learning and how these have had an impact on the language learning classroom |
| Factual | Understand | To understand theories of language acquisition |
| Conceptual | Create | To identify aspects of the language system that can cause particular groups of learners difficulty and create appropriate learning opportunities for them |
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