Unit name | Second Language Learning |
---|---|
Unit code | EDUCM5904 |
Credit points | 20 |
Level of study | M/7 |
Teaching block(s) |
Academic Year (weeks 1 - 52) |
Unit director | Dr. Giampapa |
Open unit status | Not open |
Pre-requisites |
None |
Co-requisites |
None |
School/department | School of Education |
Faculty | Faculty of Social Sciences and Law |
This unit focuses on the knowledge and understanding of how a a second language is acquired across formal and informal contexts in TESOL.
Unit activities, seminars and assessed tasks are based upon the understanding that teachers are an integral part of the second language learning process. Therefore, in this unit language teachers will explore the cognitive, affective, (socio)linguistic and sociocultural processes in language learning. Drawing on second language learning research, the unit will consider, for example: how sociocultural perspectives on language learning foreground the role of social interaction in the learning process; how a language learner's changing identity interfaces with the second language learning process in diverse contexts of learning. These will be explored through research in TESOL and Applied Linguistics, in tandem with teachers’ professional experiences.
Engagement with second language learning processes facilitates links with aspects of TESOL pedagogy (e.g., task-based learning) in formal contexts of learning; Exploration of the design and outcomes of key research also links with the Research Methods for TESOL on the MSc TESOL. A focus on interaction within a sociocultural perspective facilities links with the Analysing Language for TESOL unit.
The unit aims:
By the end of this unit, students will have developed an understanding of:
By the end of this unit, students will have developed skills in:
Individualised and supervised studies to include on-line discussion, supervision and directed reading
Formative Assessment:
Formative assessment for this unit includes: instructor feedback (oral and written) on students’ work. This is done though tutorials, comments on assignments, and informally through classroom discussions and presentations. Peer and self-reflection is also used to encourage engagement with theory and practice.
Summative Assessment:
Summative assessment for the unit consists of: a 4000 word assignment focussing on key second language learning areas of research from a teaching and learning perspective. This consists of a literature review in an area of second language learning research, critiquing of the research, and demonstrating insights from the research with reference to students’ professional contexts.