Current Issues in Language Teaching Methodology

Module overview

After a brief historical overview of the origins and development of English language teaching, we study current academic discussions about the need to adapt language teaching methodologies to different environments (the so-called ‘post-method condition’). Action research and exploratory practice will be introduced as a way to investigate, and find solutions to, issues that arise in specific classrooms. Students will then acquire a detailed overview of current issues in ML teaching methodology such as needs analysis, new trends in designing teaching materials, including genre-based teaching (both traditional and digital), the use of corpora for language teaching, English for Specific Purposes, English for Academics Purposes, Content and Language Integrated Learning (CLIL) and technology enhanced language learning.

Aims and Objectives

Learning Outcomes

Transferable and Generic Skills

Having successfully completed this module you will be able to:

Select, adapt and use a wide range of professional/ authentic materials from different sources.
Develop and maintain course notes and bibliography;
Communicate about language teaching and learning in a range of formats and registers, spoken and written, for a range of audiences;
Access theoretical and research materials and assess relative strengths and weaknesses;
Use information technology where appropriate.
Monitor your own progress and evaluate your understanding of key concepts;

Knowledge and Understanding

Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:

the applications of applied linguistic concepts such as genre and corpus linguistics to the teaching of modern languages
how to develop on existing knowledge on language teaching gained in previous academic study, including LING 6012, and practice
Links between theory and practice, teaching and pedagogic principles.
issues of implementation and adaptation to diverse contexts of LT methodologies

Subject Specific Intellectual and Research Skills

Having successfully completed this module you will be able to:

analyse current trends in language teaching methodology and critically assess their applicability to diverse contexts
mediate between applied linguistic concepts and language teaching applications
Allow module members to reflect on their own contexts and adapt and design teaching materials in the light of the topics covered.
Select and evaluate relevant academic publications and discuss them critically;

Learning and Teaching

Teaching and learning methods

Teaching methods include Lecturer and student presentations; Presentation and analysis of video and teaching materials; Discussion of pre-read articles and book chapters; Group activities and exercises. Learning activities include Reading of key texts; Individual or group presentations; Group work

Study time
Type	Hours
Teaching	24
Independent Study	126
Total study time	150

Resources & Reading list

Textbooks

Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching.. New Haven: Yale University Press.

Burns, A. (2010). Doing Action Research in English Language Teaching. A Guide for Practitioners. New York: Routledge.

Knapp, K & Seidlhofer, B (Eds) (2009). Handbook of Foreign Language Communication and Learning. Mouton de Gruyter.

McGrath, I. (2016). Materials evaluation and design for Language Teaching. Edinburgh: Edinburgh University Press.

Kumaravadivelu, B. (2004). Understanding Language Teaching: From Method to Postmethod. Routledge.

Assessment

Assessment strategy

Assessments designed to provide informal, on-module feedback Evaluation of participation; Evaluation of understanding of set reading

Summative

This is how we’ll formally assess what you have learned in this module.

Breakdown
Method	Percentage contribution
Abstract and Presentation	30%
Research proposal	70%

Referral

This is how we’ll assess you if you don’t meet the criteria to pass this module.

Breakdown
Method	Percentage contribution
Abstract and Presentation	30%
Research proposal	70%

Repeat

An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.

Breakdown
Method	Percentage contribution
Abstract and Presentation	30%
Research proposal	70%

Repeat Information

Repeat type: Internal & External