SECOND LANGUAGE LEARNING AND TEACHING - 2024/5
Module code: ELAM028
This module develops your awareness and understanding of the processes of learning a second language and how teachers can support linguistic diversity in the classroom.
This module considers the multilingual and multicultural context of student learning in higher education and the importance of supporting language development as part of disciplinary learning. This module develops students¿ understanding of how students learn a second language and different methodologies for supporting students who have English as a second language.
School of Literature and Languages
HERON Marion (Sy Inst Educ)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 7
Module cap (Maximum number of students): N/A
Overall student workload
Independent Learning Hours: 94
Seminar Hours: 22
Practical/Performance Hours: 1
Guided Learning: 22
Captured Content: 11
Prerequisites / Co-requisites
Indicative content includes:
- Perspectives on second language learning (linguistic, psychological, social)
- Instructed language learning
- First language acquisition
- Approaches and methods in second language teaching
- Teaching skills
- Supporting students who have English as a second language.
- Lesson planning
|Assessment type||Unit of assessment||Weighting|
|Coursework||2000 word evaluation of lesson plan and teaching session||50|
|Oral exam or presentation||15 minute oral presentation on critique of second language learning theories||50|
The assessment strategy is designed to provide students with the opportunity to demonstrate that they have achieved the learning outcomes as well as developed employability skills, digital capabilities, global and cultural capabilities, and resourcefulness and resilience.
The summative assessment consists of:
- Coursework: Reflective commentary of a lesson plan, 2,000 words, 50%, addressing learning outcomes 4,5,6. You are required to prepare a detailed lesson plan (1 hour) for a specific group of students. In the lesson plan you will include information such as learning outcomes, materials, timing, aims, procedure and evaluation. The lesson plan will be focused on a specific language learning objective. You will then teach this lesson to your group of students and following the teaching, you will reflect on the plan and the lesson, and evaluate them according to the achievement of learning outcomes and students’ language development. In the critique you will also refer to the literature on teaching methodology to provide support for your rationale and claims. Through this assessment you will demonstrate your understanding of teaching (employability skills) and evaluation of teaching (resourcefulness and resilience) and your global and cultural capabilities (understanding second language learners).
- Oral presentation: 15 minutes, critiquing a / theories from second language acquisition and their application to teaching approach in a diverse HE classroom. 50%, addresses learning outcomes 1,2,3, 5. You are required to choose one or two theories from second language acquisition and critique them with reference to other literature and your own learning and teaching contexts. You will consider the strengths and limitations of your chosen theories and apply these to a real world context. The oral presentation will be a power point with voice over. Through this assessment you will demonstrate your employability skills (communication), your resourcefulness and resilience (presentation).
Formative assessment & feedback
- Coursework: You will have the opportunity to receive peer review on your lesson plans. There will be a dedicated 1 hour slot in a seminar session for group discussion and feedback on lesson plans during the drafting stage.
- Coursework: Reflection – you will have the opportunity to receive feedback on a draft reflection from your module tutor.
- Oral presentation: You will have the opportunity to practice your oral presentation to your group in a dedicated session in a synchronous seminar. You will receive peer feedback from your group using the assessment rubrics
- Review and evaluate theories of second language acquisition and learning in the light of general theories of learning and theories of first language acquisition.
- Provide an overview of developments in (English) language teaching approaches
- Support students in the critical evaluation of a range of (language) teaching methodologies and methods
- Enable students to evaluate own practice or methodological stance
- Enable students to develop a rationale, which is supported by research findings, for their own teaching practice
|001||Evaluate second language learning theories||CK|
|002||Apply theories to a familiar learning and teaching environment||KP|
|003||Critically evaluate a range of historical and contemporary language teaching methodologies, in the light of second language learning/acquisition theories||CK|
|004||Identify the advantages and disadvantages of specific methods when applied to a range of English language teaching and learning contexts||CKPT|
|005||Reflect on own practice/stance in multilingual contexts||PT|
|006||Design an English language learning lesson which meets the needs of a specified group of learners using a reasoned methodology||KPT|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Methods of Teaching / Learning
The learning and teaching strategy is designed to encourage interaction and communication with all group members. The mode of study is online and therefore the synchronous seminars and discussion board activities are crucial to the development of a group identity.
You will have access to pre-recorded short videos and different supporting resources such as pdf slides, short articles and language learning materials. The captured content aims to develop understanding of key concepts and theories. You will be expected to engage with the captured content in order to participate in the interactive activities both online and in the synchronous sessions. All the captured content will be accompanied by a guided learning worksheet. In order to maximise the learning opportunities from the captured content, and to make links to the in-session material, you will be expected to engage with the captured content prior to the synchronous sessions. All the captured content will be accompanied by a guided learning worksheet which you will be expected to complete prior to the synchronous sessions. Engagement with the captured content and other online resources support the development of your digital capabilities and ability to work autonomously.
Weekly synchronous seminar sessions
The synchronous seminar sessions will build on the captured content and will allow students to explore issues and reflect on their own practices. It is expected that you will bring your completed guided learning worksheet to these sessions. These synchronous seminar sessions will involve interactive tasks either whole class or in break out rooms, quizzes and presentations. The aim of the seminar sessions is to apply the theories and concepts from the captured content to your own learning and teaching contexts and to critique the theories presented in the literature. To maximise the potential for sharing ideas and learning from others, you will be expected to participate in whole group and smaller group activities and discussions based on the pre-session and in-class material. Discussions and other interactive activities with classmates supports the development of global and cultural awareness and understanding of how to work in multilingual contexts. In addition, the exercises in the seminar sessions allow you to develop your employability through practical application.
The guided study comprises a number of reading activities drawing on the key literature in the field. All readings are accompanied by a reading comprehension worksheet which will allow you to read key texts and engage with theories in their own contexts. Guided study aims to encourage independent work and develop planning and monitoring skills
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Upon accessing the reading list, please search for the module using the module code: ELAM028
Surrey's Curriculum Framework is committed to developing graduates with strengths in Employability, Digital Capabilities, Global and Cultural Capabilities, Sustainability and Resourcefulness and Resilience. This module is designed to allow students to develop knowledge, skills and capabilities in the following areas:
Employability: This module provides you with an understanding of language teaching methodology as practiced by teachers in a variety of contexts. You will have the opportunity to practice different teaching methodologies and receive feedback from peers and tutor. As part of the summative assessment, you will develop your skills in critiquing and reflecting on your lesson planning and materials. These are all key skills for teaching. You will also have the opportunity to give an oral presentation, a key employability skill, particularly in the educational context. You will take on the role of both a teacher and a leader in the presentation as you critique and reflect on theories and practice.
Digital Capabilities: You will be expected to engage with all the online materials and resources through Surrey Learn. You will be participating in regular synchronous seminar sessions as well as contributing to the online discussion boards. The module takes a flipped learning approach and as such you will be engaging with captured content in a variety of different modes. You will work in collaborative groups in Teams break out rooms and you will use PowerPoint and voice over for your oral presentation.
Global and Cultural Capabilities: A key theme of this module is understanding the linguistic and cultural diversity of students in the classroom. As a result, you will be considering how to support linguistic diversity in the classroom and how to maximise the potential for a diverse student backgrounds in terms of both language and culture. At the same time, you will be considering how to support students and you will learn how to use different teaching methodologies to ensure that all students have access to the learning opportunities. You will develop your own communication skills as you interact and work with students from different language and cultural backgrounds.
Resourcefulness and Resilience: You will be required to carry out oral presentations to peers and record an oral presentation. This may prove stressful, but you will develop the skills to overcome these challenges and work with others to provide and receive feedback. You will develop the skills and understanding to enact the feedback to further enhance your work and to work resiliently, even if the feedback is negative.
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2024/5 academic year.