SCHOOL OF ENGLISH LITERATURE, LANGUAGE AND LINGUISTICS. MA Applied Linguistics Optional Modules Booklet
|
|
- Gyles Glenn
- 5 years ago
- Views:
Transcription
1 1 SCHOOL OF ENGLISH LITERATURE, LANGUAGE AND LINGUISTICS MA Applied Linguistics Optional Modules Booklet
2 2 Optional Modules Booklet: Introduction This booklet contains short descriptions of the optional modules that are on offer during the Spring Semester. Its purpose is to provide you with information to help you decide which four modules you would like to take. Please note that if fewer than four students have enrolled for a module, it may be withdrawn. You will then be provided with a further opportunity to select an alternative module from those still on offer. It is possible to transfer from one module to another up to the end of the first week of the second semester, but to do this you need the permission of both the lecturer from whose module you are withdrawing and that of the lecturer whose module who wish to join. You should also inform Jackie Elkington once a transfer has taken place. Transfers between modules are not permitted after the end of the first week of the Spring semester. It is possible, however, to audit modules that you are not officially enrolled on. Auditing means you can sit in on a class and listen, though you should not expect to participate in tutorial discussion. You can only audit a maximum of three modules. Again, it is necessary to obtain the permission of the lecturer whose course you wish to audit, and he or she is perfectly entitled to decline your request. There is no significance whatsoever to the sequence of module descriptions in this booklet. Finally, please read the whole of this booklet carefully. The module choices you make are important both for your enjoyment of the course and for what you gain from the year. Jane Mulderrig November 2013
3 3 MAAL Optional Modules on Offer Spring 2014 ELL 6421 Discourse and Genre Analysis ELL 6413 Theory and Practice of Language ELL 6416 Current Issues in Second Language Acquisition ELL 6411 Language Testing ELL 6422 English to Young Learners EGH 6080 Using Corpora in Applied Linguistics ELL 6419 Development and Evaluation of Language Materials ELL 6721 Intercultural Communication ELL 6199 World Englishes ELL 6019 Sociolinguistics
4 4 ELL6421 Discourse and Genre Analysis Jane Mulderrig : The module aims to introduce you to the critical analysis of spoken and written discourse in contemporary social contexts. It provides a range of resources and techniques for analysing texts and dialogue, enabling you to apply them to real life data drawn from a wide variety of settings. You will be introduced to the key concepts and theoretical approaches both classical and contemporary in the field of discourse analysis. There is an emphasis throughout on the analysis of authentic data. of discourse analysis covered include functional grammatical analysis of clauses and sentences, the representation of social actors and actions, conversational and pragmatic analysis of dialogue, politeness theory, the ethnography of communication, and intertextual and interdiscursive analysis. The first half of the module will focus on spoken discourse; the second half on written discourse. Throughout, you will also be encouraged to reflect upon the role of language use in the (re)production of power relations. Throughout the module and in its assessment you will be encouraged to collect your own examples of data for analysis. TESOL applications: Some of the discussion will highlight the applications of discourse analysis in language teaching, although this will not be the only focus. Those students wishing to pursue this in more depth are recommended to read in particular those texts in the bibliography preceded by an asterisk (*). The whole group will meet for two hours each week involving a combination of lecture-style input in interactive mode and group discussions and practical tasks. Note that the analysis of data is a key component of this module. It is vital that you participate fully in these practical tasks (to be prepared in advance of each session). will be by one research project task of 3000 words.
5 5 ELL6413 Theory and Practice of Language Harry Kuchah The overall module aim is to present a coherent portrait of contemporary concerns and developments in language teaching. It should be emphasised, however, that this is not a course in methodology. It deals rather with ideas (e.g. appropriate methodology) that impact on how language teaching/learning is conceived, and ultimately, therefore, on how language courses are delivered. In short, it is a topic and issues-based course exploring ideas that have animated debate, and sometimes controversy, in the applied linguistics and language teaching community in recent years. Topics covered during the course are likely to include: Task-based language teaching and the focus on form issue large classes Learner autonomy Computers and corpora: applications for language awareness and language teaching Context-based methodology and the politics of English language teaching Age and language learning: implications for language education policy /outcomes: To familiarise students with: task based methodology: issues and limitations the use and abuse of corpora in language description and language teaching the debate over appropriate methodology the socio-cultural context of language education in a range of countries world wide critical pedagogy in language teaching By the end of module students should be able to: demonstrate a greater understanding of cutting edge issues in applied linguistics and language teaching demonstrate a greater understanding of the theoretical and historical background to recent developments in language teaching demonstrate a greater understanding of the socio-cultural context of language education in a range of countries re-assess their professional practice and previous experience in the light of input on current thinking on a range of applied linguistics issues Workshops/seminars, discussion, lectures Written assignment of 3,000 words
6 6 ELL6416 Current Issues in Second Language Acquisition Kook-Hee Gil Topics This is an optional module which builds on extension of the core module: Introduction to Second Language Acquisition. This course provides an overview of the most current research trends on Second Language Acquisition (SLA) in depth, through the main theories and the most important research findings, especially focusing on the part of second language acquisition thought to be constrained by principles of Universal Grammar. It also provides the opportunity to critically evaluate theoretical models and hypotheses by applying them to the analysis of real data produced by second language learners; and to learn relevant methodological and practical aspects involved in the experiment design. Learning Outcomes: By the end of the unit, students should be able to demonstrate: - an in-depth understanding of current issues and most important approaches on second language acquisition - an ability to critically evaluate the theoretical models and hypotheses, articulate their understanding clearly and to formulate critical questions arising from their understanding and reading the assigned articles - an ability to find research questions and hypotheses based on the theoretical issues covered in the course and to design an optimal experimental framework to test their hypothesis - The course consists of lectures and seminars. Lectures will provide necessary input for students to understand the essential theoretical concepts and research issues involved in second language acquisition. In seminars, students will lead the discussion of selected questions from what students submit based on assigned readings in the following topics. Typically, the topics covered in this module may include the following: L2 Acquisition of article system (morphology and semantics interface) L2 Acquisition of tense and agreement (syntax and morphology interface) Role of negative evidence and classroom instructions and poverty of stimulus problems Age factor in Second language acquisition (testing fundamental difference hypothesis) Attainment of L2 knowledge from classroom instructions and naturalistic input Submission of questions for seminar discussion (20%), 3000 word essay (80%)
7 7 ELL6411 Language Testing Oksana Afitska This course introduces students to essential concepts in language testing and educational measurement. It reviews the test design and validation process and explores a variety of methods for the testing of grammar, vocabulary, reading, writing, listening and speaking. By the end of the course students should have the necessary knowledge and skills to critically evaluate test items, and to begin to design and validate their own language tests. The topics covered by the course include: Basic concepts in language testing and educational measurement Test types and testing purposes Concepts in test validation The test design process and validation procedures Test methods in testing grammar, vocabulary, reading, writing, listening, speaking Statistics for the analysis of test scores Current developments in language testing /Outcomes: Students will be familiarised with: Basic concepts in language testing and educational measurement Different types of language and the main purposes for testing The test design process and some basic validation procedures Test methods for the testing of grammar, vocabulary, listening, reading, writing, speaking By the end of the module students should be able to: Demonstrate an understanding of basic concepts in language testing and educational measurement Demonstrate an understanding of basic test design and test validation processes Demonstrate an awareness of current developments in language testing Critically evaluate published tests and test items Apply simple statistics for the analysis of test scores Design satisfactory classroom language tests and validate them Workshops/seminars, discussion, lectures Written assignment of 3,000 words
8 8 ELL6422 English to Young Learners Harry Kuchah This module introduces students to major principles, theoretical frameworks and practical approaches which inform practice in EYL (English for young learners) language classrooms. It familiarises students with core theories underlying learning and development of young learners, explores processes involved in children s acquisition of first and second languages from a socio-cognitive perspective, and demonstrates ways in which most suitable classroom environments can be created in order to support and promote young learners acquisition of second language and their ability to learn generally (learning to learn). In line with introducing students to core principles of teaching major language skills (speaking, reading, listening, writing, vocabulary and grammar), the unit demonstrates ways in which assessment and evaluation can be managed and carried out in EYL classrooms. It also familiarise students with methods of evaluation and design of materials for young learners, discusses current research in EYL classrooms, reviews its trends and highlights areas for further investigation. The unit provides ample opportunities for group and whole class discussions with various hands-on activities allowing exploration and design of materials and tasks for young learners in specific contexts and according to students individual needs. /outcomes: This unit aims to: Develop students knowledge and understanding of major principles and approaches to teaching English language to young learners; Familiarise students with processes involved in children s acquisition of first and second languages; Demonstrate to students ways in which classroom environments can be created to support and promote young learners acquisition of second language; Illustrate to students core principles of teaching major language skills to young learners; Demonstrates to students ways in which assessment and evaluation can be managed and carried out in EYL classrooms; Familiarise students with methods of evaluation and design of materials for young learners; Increase students awareness of current research in EYL classrooms and its trends; Train students in developing own teaching methods, materials and tasks for young language learners to suit their specific contexts. By the end of the unit, students will be able to: Understand and explain major principles and approaches to teaching English language to young learners; Demonstrate a sound understanding of processes involved in children s acquisition of first and second languages; Demonstrate an awareness of ways in which classroom environments can be created to support and promote young learners acquisition of second language; Demonstrate a sound understanding of core principles of teaching, assessment and materials evaluation and design in the context if EYL classrooms; Demonstrate an awareness of current research in EYL classrooms and its trends; Critically evaluate and re-assess own teaching practices and demonstrate ability to develop new teaching techniques, materials and tasks to suit own specific EYL contexts. 2 hour seminars 3000 word essay
9 9 EGH6080 Gabriel Ozon Using Corpora in Applied Linguistics This module introduces the theoretical and practical issues of using language corpora in linguistic studies and explores how the corpus-based approach and other methodologies can be combined in the study of language, including TESOL. The module builds on the knowledge students have acquired from other modules but focuses on the actual phenomena of English rather than on issues relevant primarily to descriptive models. In this light, the module attempts to provide a balance for other, more theory-based modules. Students will be introduced to the notion of the linguistic corpus and will be expected to become familiar with at least one of the major computerised corpora currently in the public domain. This will be instrumental for the study of different applications of corpus linguistics in, e.g. dictionaries and grammars, register variation, language education and research, and many others. While the methodology employed will be largely quantitative, provision is also made for discussion and implementation of qualitative research methods. This module aims to: 1. equip students with a critical understanding of what corpora are, and how they can be used as both a pedagogical tool in the TESOL classroom and to address a range of different applied linguistic research questions 2. enable students to organise and conduct data analysis, focusing on language at a variety of different levels and perspectives 3. train students to use corpus software programs and tools to discover patterns of language structure, use and meaning, 4. illustrate how to design appropriate investigations for corpus-based analyses, 5. develop in students an ability to evaluate and interpret qualitative/quantitative data 6. encourage students to think about applied linguistic research situations in which they may want to design their own corpora, and provide them with the necessary skills and knowledge in order to do so. 7. make students understand and be aware of theory development in different academic communities of enquiry You be asked to prepare and present to the group, one journal article from the list provided discussing research using Corpus Linguistics. 2 Seminars and Practical Laboratory Sessions Written assignment of 3,000 words
10 10 ELL6419 s Development and Evaluation of Language Materials Oksana Afitska This module introduces students to theoretical and practical approaches to materials design, evaluation and development. It familiarizes students with, and develops their practical understanding of, the principles and procedures involved in design, piloting, adaptation, implementation and evaluation of language teaching materials. This part of the module pays particular attention to issues of materials authenticity, role of students in materials design, cultural and linguistic appropriacy of materials. It also covers such core areas in the subject as: materials for target groups (age and L2 proficiency specific materials, materials for specific purposes, self-access materials, internet-based materials, materials for teaching and developing various language skills). During this part of the module, through individual and group work, students will be provided with ample opportunities for evaluating a range of published teaching materials, adapting them for a variety of specific contexts and creating materials for their specific needs. The processes and outcomes of these tasks will be discussed at each session and will serve as basis for students written assignments at the end of semester. /Outcomes: To develop students knowledge and understanding of core theoretical and practical approaches to materials design, evaluation and development. 2 hour seminars Written assignment of 3,000 words. A selection of assignment titles will be provided by the lecturer; if a student has a particular area of interest, the assignment may be negotiated between tutor and student
11 11 ELL6721 Intercultural Communication Jane Mulderrig This module introduces students to some of the key concepts and issues in intercultural communication, and critically evaluates the dominant schools of thought that have been most influential in the field. The module will also assess how academic theories of ICC have been and could be applied in society. To this end, we will discuss a range of different sociolinguistic variables and social practices, in which ICC is relevant (for example race, gender, age, as well as language acquisition and instruction, business communication). Students will be encouraged to critically engage with some of the key academic literature in this field in order to a) identify its distinctive theoretical perspective and the implications thereof, and b) explore the social/cultural/linguistic issues it raises from their own cultural and professional perspective. To facilitate this, each student will lead a group discussion on one of the readings set. Seminars (input and discussion) and Prepared Group Discussions 25% - Group Discussion (prepare discussion Qs based on 1 recommended reading and lead a 30 minute small group discussion) 75% word essay on one of a set of topics provided
12 12 ELL 6199 World Englishes Gabriel Ozon Description The module gives an introduction to the historical and social development of the English language, leading on to consideration of global spread of English in different parts of the world, including postcolonial contexts and the development of new Englishes and creoles. The module provides an analysis of linguistic features (phonology, grammar and lexis) of several varieties of Englishes, and leads on to critically examine issues such as multilingualism, language contact and change, language planning/policy, attitudes towards variation; and globalisation and identity in the classroom. Throughout the module, students are encouraged to draw on their own experiences of linguistic diversity. This unit aims to provide the analytical tools with which to describe, explore and critically evaluate the social and cultural implications of the emergence of varieties of English from multilingual settings around the world. The module provides an overview of these contemporary varieties of English, focusing on their structural characteristics, and considering the form, function, and politics of English in a global context. In particular the module aims to help students develop the following skills: Sharpen observational and analytical skills Apply academic knowledge and analysis to authentic language data Develop a critical stance towards different methods of analysing the links between language and society Raise awareness of the value and diversity of regional language. Outcomes By the end of the unit, a candidate will be able to demonstrate the ability to, the capability for: Demonstrate a comprehensive knowledge of the current state of World Englishes in many countries and situations worldwide Demonstrate factual knowledge of the phonological, grammatical and lexical variation found in English Understand the key issues (e.g. varieties of English, identity and culture) and research agendas in the field Develop an awareness of how social history and contact shape language Reflect critically on the educational implications of English as a world language will be delivered through 2-hour interactive, seminar-style sessions involving both input and practical discussion tasks. The module engages students in extensive reading and interaction with data and resources outside of class. An introduction to state-of-the-art tools and resources for the study of World Englishes will be provided in class. Students will also be encouraged to contribute short presentations on essential readings. will be in the form of a 3,000-word written assignment (research project task, essay).
13 13 ELL6019 Sociolinguistics Gabriel Ozon Description The module aims to introduce students to the fundamental concepts, approaches, and analytical tools involved in studying the relationship between language and society. Students will examine some of the principal methods and theories associated used to describe language variation. After looking at the range of variation that exists in different language domains (phonology, syntax, lexicon ) and ways to describe and to quantify it, we will look at aspects of regional and social variation, including social class, gender, ethnicity and age. Variation within a single language and in various speech communities will be examined (geographic, social and stylistic), as well as parallels between this type of variation and bilingualism. In the final part of this module, we will see how this variation can lead to change, looking at how innovative features can diffuse through a speech community. While there will be a focus on variation in English, other languages will also be used for comparison and illustration, whenever appropriate. The module aims to help students develop the following skills: Critical thinking and reading Develop a critical stance towards different methods of analysing the links between language and society Apply academic knowledge and analysis to authentic language data Acquire skills in collecting, recording and analysing language data Outcomes By the end of the unit, a candidate should: Be familiar with a range of classical and contemporary ways of analysing language variation and change Understand the key issues and research agendas in contemporary sociolinguistics Be able to demonstrate critical reading skills in assessing different approaches to the analysis of language variation Use cogent arguments and appropriate academic sources to support analysis will be delivered through 2 hour interactive, seminar-style sessions involving both input and practical discussion tasks. The students will also be encouraged to contribute short presentations on essential readings. will be in the form of a 3,000 word essay/research project. This assignment allows students to choose from a range of topics covered during the course and either (i) provide a critical discussion of a salient issue in contemporary sociolinguistics, or (ii) provide a piece of language analysis, supporting their arguments with academic sources and empirical evidence.
English Language and Applied Linguistics. Module Descriptions 2017/18
English Language and Applied Linguistics Module Descriptions 2017/18 Level I (i.e. 2 nd Yr.) Modules Please be aware that all modules are subject to availability. If you have any questions about the modules,
More informationACCREDITATION STANDARDS
ACCREDITATION STANDARDS Description of the Profession Interpretation is the art and science of receiving a message from one language and rendering it into another. It involves the appropriate transfer
More informationLinguistics. Undergraduate. Departmental Honors. Graduate. Faculty. Linguistics 1
Linguistics 1 Linguistics Matthew Gordon, Chair Interdepartmental Program in the College of Arts and Science 223 Tate Hall (573) 882-6421 gordonmj@missouri.edu Kibby Smith, Advisor Office of Multidisciplinary
More informationAN INTRODUCTION (2 ND ED.) (LONDON, BLOOMSBURY ACADEMIC PP. VI, 282)
B. PALTRIDGE, DISCOURSE ANALYSIS: AN INTRODUCTION (2 ND ED.) (LONDON, BLOOMSBURY ACADEMIC. 2012. PP. VI, 282) Review by Glenda Shopen _ This book is a revised edition of the author s 2006 introductory
More informationHeritage Korean Stage 6 Syllabus Preliminary and HSC Courses
Heritage Korean Stage 6 Syllabus Preliminary and HSC Courses 2010 Board of Studies NSW for and on behalf of the Crown in right of the State of New South Wales This document contains Material prepared by
More informationCEFR Overall Illustrative English Proficiency Scales
CEFR Overall Illustrative English Proficiency s CEFR CEFR OVERALL ORAL PRODUCTION Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. Can convey
More information1. Programme title and designation International Management N/A
PROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION 1. Programme title and designation International Management 2. Final award Award Title Credit value ECTS Any special criteria equivalent MSc
More informationEQuIP Review Feedback
EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS
More informationProgramme Specification. BSc (Hons) RURAL LAND MANAGEMENT
Programme Specification BSc (Hons) RURAL LAND MANAGEMENT D GUIDE SEPTEMBER 2016 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION BSc (Hons) RURAL LAND MANAGEMENT NB The information contained
More informationNote: Principal version Modification Amendment Modification Amendment Modification Complete version from 1 October 2014
Note: The following curriculum is a consolidated version. It is legally non-binding and for informational purposes only. The legally binding versions are found in the University of Innsbruck Bulletins
More informationFaculty of Social Sciences
Faculty of Social Sciences Programme Specification Programme title: BA (Hons) Sociology Academic Year: 017/18 Degree Awarding Body: Partner(s), delivery organisation or support provider (if appropriate):
More informationHandbook for Graduate Students in TESL and Applied Linguistics Programs
Handbook for Graduate Students in TESL and Applied Linguistics Programs Section A Section B Section C Section D M.A. in Teaching English as a Second Language (MA-TESL) Ph.D. in Applied Linguistics (PhD
More informationTo appear in The TESOL encyclopedia of ELT (Wiley-Blackwell) 1 RECASTING. Kazuya Saito. Birkbeck, University of London
To appear in The TESOL encyclopedia of ELT (Wiley-Blackwell) 1 RECASTING Kazuya Saito Birkbeck, University of London Abstract Among the many corrective feedback techniques at ESL/EFL teachers' disposal,
More informationProcedia - Social and Behavioral Sciences 141 ( 2014 ) WCLTA Using Corpus Linguistics in the Development of Writing
Available online at www.sciencedirect.com ScienceDirect Procedia - Social and Behavioral Sciences 141 ( 2014 ) 124 128 WCLTA 2013 Using Corpus Linguistics in the Development of Writing Blanka Frydrychova
More informationUniversity of Toronto Mississauga Degree Level Expectations. Preamble
University of Toronto Mississauga Degree Level Expectations Preamble In December, 2005, the Council of Ontario Universities issued a set of degree level expectations (drafted by the Ontario Council of
More informationAuthor: Justyna Kowalczys Stowarzyszenie Angielski w Medycynie (PL) Feb 2015
Author: Justyna Kowalczys Stowarzyszenie Angielski w Medycynie (PL) www.angielskiwmedycynie.org.pl Feb 2015 Developing speaking abilities is a prerequisite for HELP in order to promote effective communication
More informationCandidates must achieve a grade of at least C2 level in each examination in order to achieve the overall qualification at C2 Level.
The Test of Interactive English, C2 Level Qualification Structure The Test of Interactive English consists of two units: Unit Name English English Each Unit is assessed via a separate examination, set,
More informationPolitics and Society Curriculum Specification
Leaving Certificate Politics and Society Curriculum Specification Ordinary and Higher Level 1 September 2015 2 Contents Senior cycle 5 The experience of senior cycle 6 Politics and Society 9 Introduction
More informationProgramme Specification
Programme Specification Title: Crisis and Disaster Management Final Award: Master of Science (MSc) With Exit Awards at: Postgraduate Certificate (PG Cert) Postgraduate Diploma (PG Dip) Master of Science
More informationMaster s Programme in European Studies
Programme syllabus for the Master s Programme in European Studies 120 higher education credits Second Cycle Confirmed by the Faculty Board of Social Sciences 2015-03-09 2 1. Degree Programme title and
More informationSpecification and Evaluation of Machine Translation Toy Systems - Criteria for laboratory assignments
Specification and Evaluation of Machine Translation Toy Systems - Criteria for laboratory assignments Cristina Vertan, Walther v. Hahn University of Hamburg, Natural Language Systems Division Hamburg,
More informationProcedia - Social and Behavioral Sciences 154 ( 2014 )
Available online at www.sciencedirect.com ScienceDirect Procedia - Social and Behavioral Sciences 154 ( 2014 ) 263 267 THE XXV ANNUAL INTERNATIONAL ACADEMIC CONFERENCE, LANGUAGE AND CULTURE, 20-22 October
More informationArizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS
Arizona s English Language Arts Standards 11-12th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS 11 th -12 th Grade Overview Arizona s English Language Arts Standards work together
More informationTimeline. Recommendations
Introduction Advanced Placement Course Credit Alignment Recommendations In 2007, the State of Ohio Legislature passed legislation mandating the Board of Regents to recommend and the Chancellor to adopt
More informationLing/Span/Fren/Ger/Educ 466: SECOND LANGUAGE ACQUISITION. Spring 2011 (Tuesdays 4-6:30; Psychology 251)
Ling/Span/Fren/Ger/Educ 466: SECOND LANGUAGE ACQUISITION Spring 2011 (Tuesdays 4-6:30; Psychology 251) Instructor Professor Joe Barcroft Department of Romance Languages and Literatures Office: Ridgley
More informationCELTA. Syllabus and Assessment Guidelines. Third Edition. University of Cambridge ESOL Examinations 1 Hills Road Cambridge CB1 2EU United Kingdom
CELTA Syllabus and Assessment Guidelines Third Edition CELTA (Certificate in Teaching English to Speakers of Other Languages) is accredited by Ofqual (the regulator of qualifications, examinations and
More informationGraduate Program in Education
SPECIAL EDUCATION THESIS/PROJECT AND SEMINAR (EDME 531-01) SPRING / 2015 Professor: Janet DeRosa, D.Ed. Course Dates: January 11 to May 9, 2015 Phone: 717-258-5389 (home) Office hours: Tuesday evenings
More informationIntermediate Academic Writing
Intermediate Academic Writing COURSE DESIGNATOR: MONT 3xxx NUMBER OF CREDITS: 3 LANGUAGE OF INSTRUCTION: French CONTACT HOURS: 45 COURSE DESCRIPTION This class is designed to introduce students to the
More informationSecond Language Acquisition in Adults: From Research to Practice
Second Language Acquisition in Adults: From Research to Practice Donna Moss, National Center for ESL Literacy Education Lauren Ross-Feldman, Georgetown University Second language acquisition (SLA) is the
More informationSociology. M.A. Sociology. About the Program. Academic Regulations. M.A. Sociology with Concentration in Quantitative Methodology.
Sociology M.A. Sociology M.A. Sociology with Concentration in Quantitative Methodology M.A. Sociology with Specialization in African M.A. Sociology with Specialization in Digital Humanities Ph.D. Sociology
More informationTHE EFFECTS OF TASK COMPLEXITY ALONG RESOURCE-DIRECTING AND RESOURCE-DISPERSING FACTORS ON EFL LEARNERS WRITTEN PERFORMANCE
THE EFFECTS OF TASK COMPLEXITY ALONG RESOURCE-DIRECTING AND RESOURCE-DISPERSING FACTORS ON EFL LEARNERS WRITTEN PERFORMANCE Zahra Talebi PhD candidate in TEFL, Faculty of Humanities, University of Payame
More informationLANGUAGE IN INDIA Strength for Today and Bright Hope for Tomorrow Volume 12: 9 September 2012 ISSN
LANGUAGE IN INDIA Strength for Today and Bright Hope for Tomorrow Volume 12: 9 September 2012 ISSN 1930-2940 Managing Editor: M. S. Thirumalai, Ph.D. Editors: B. Mallikarjun, Ph.D. Sam Mohanlal, Ph.D.
More informationDocument number: 2013/ Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering
Document number: 2013/0006139 Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering Program Learning Outcomes Threshold Learning Outcomes for Engineering
More informationELS LanguagE CEntrES CurriCuLum OvErviEw & PEDagOgiCaL PhiLOSOPhy
ELS Language Centres Curriculum Overview & Pedagogical Philosophy .. TABLE OF CONTENTS ELS Background. 1 Acceptance of ELS Levels. 1 Features of ELS Language Centres Academic Program 2 English for Academic
More informationArts, Literature and Communication (500.A1)
Arts, Literature and Communication (500.A1) Pre-University Program College Education This document was produced by the Ministère de l Éducation et de l Enseignement supérieur. Coordination and content
More informationNational Standards for Foreign Language Education
A Correlation of Prentice Hall Ecce Romani I To the ACTFL American Council on the Teaching of Foreign Language National Standards for Foreign Language Education A Correlation of Statement of Philosophy
More informationGeneral study plan for third-cycle programmes in Sociology
Date of adoption: 07/06/2017 Ref. no: 2017/3223-4.1.1.2 Faculty of Social Sciences Third-cycle education at Linnaeus University is regulated by the Swedish Higher Education Act and Higher Education Ordinance
More informationCertificate of Higher Education in History. Relevant QAA subject benchmarking group: History
Certificate of Higher Education in History Awarding Institution: The University of Reading Teaching Institution: The University of Reading Relevant QAA subject benchmarking group: History Faculty of Arts
More informationPROGRAMME SPECIFICATION UWE UWE. Taught course. JACS code. Ongoing
PROGRAMME SPECIFICATION Section 1: Basic Data Awarding institution/body Teaching institution Delivery Location(s) Faculty responsible for programme Modular Scheme title UWE UWE UWE: St Matthias campus
More informationCERTIFICATE OF HIGHER EDUCATION IN CONTINUING EDUCATION. Relevant QAA subject benchmarking group:
CERTIFICATE OF HIGHER EDUCATION IN CONTINUING EDUCATION Awarding Institution: The University of Reading Teaching Institution: The University of Reading Relevant QAA subject benchmarking group: Faculty
More informationMSc Education and Training for Development
MSc Education and Training for Development Awarding Institution: The University of Reading Teaching Institution: The University of Reading Faculty of Life Sciences Programme length: 6 month Postgraduate
More informationAssessment System for M.S. in Health Professions Education (rev. 4/2011)
Assessment System for M.S. in Health Professions Education (rev. 4/2011) Health professions education programs - Conceptual framework The University of Rochester interdisciplinary program in Health Professions
More informationMEd. Master of Education. General Enquiries
MEd 2018 Master of Education The information in this brochure is accurate at the time of printing but may be subject to change at any time. The Faculty reserves the right at all times to withdraw, change
More informationAbbey Academies Trust. Every Child Matters
Abbey Academies Trust Every Child Matters Amended POLICY For Modern Foreign Languages (MFL) September 2005 September 2014 September 2008 September 2011 Every Child Matters within a loving and caring Christian
More informationExams: Accommodations Guidelines. English Language Learners
PSSA Accommodations Guidelines for English Language Learners (ELLs) [Arlen: Please format this page like the cover page for the PSSA Accommodations Guidelines for Students PSSA with IEPs and Students with
More informationSemester: One. Study Hours: 44 contact/130 independent BSU Credits: 20 ECTS: 10
BATH SPA UNIVERSITY Erasmus, exchange & study abroad MODULE CATALOGUE education: semester 1 Modules at Bath Spa University are usually worth either 10, 20 or 40 credits. If you are using the European Credit
More informationPlanning a Dissertation/ Project
Agenda Planning a Dissertation/ Project Angela Koch Student Learning Advisory Service learning@kent.ac.uk General principles of dissertation writing: Structural framework Time management Working with the
More informationGeneral syllabus for third-cycle courses and study programmes in
ÖREBRO UNIVERSITY This is a translation of a Swedish document. In the event of a discrepancy, the Swedishlanguage version shall prevail. General syllabus for third-cycle courses and study programmes in
More informationMater Dei Institute of Education A College of Dublin City University
MDI Response to Better Literacy and Numeracy: Page 1 of 12 Mater Dei Institute of Education A College of Dublin City University The Promotion of Literacy in the Institute s Initial Teacher Education Programme
More informationDEPARTMENT OF JAPANESE LANGUAGE AND STUDIES
FCC Curriculum 98 DEPARTMENT OF JAPANESE LANGUAGE AND STUDIES The Department of Japanese Language and Studies has two majors: Japanese Linguistics and Teaching Methods Japanese Studies Students entering
More informationUNIVERSITY OF THESSALY DEPARTMENT OF EARLY CHILDHOOD EDUCATION POSTGRADUATE STUDIES INFORMATION GUIDE
UNIVERSITY OF THESSALY DEPARTMENT OF EARLY CHILDHOOD EDUCATION POSTGRADUATE STUDIES INFORMATION GUIDE 2011-2012 CONTENTS Page INTRODUCTION 3 A. BRIEF PRESENTATION OF THE MASTER S PROGRAMME 3 A.1. OVERVIEW
More informationBSc (Hons) Banking Practice and Management (Full-time programmes of study)
BSc (Hons) Banking Practice and Management (Full-time programmes of study) The London Institute of Banking & Finance is a registered charity, incorporated by Royal Charter. Programme Specification 1. GENERAL
More informationProgramme Specification. MSc in Palliative Care: Global Perspectives (Distance Learning) Valid from: September 2012 Faculty of Health & Life Sciences
Programme Specification MSc in Palliative Care: Global Perspectives (Distance Learning) Valid from: September 2012 Faculty of Health & Life Sciences SECTION 1: GENERAL INFORMATION Awarding body: Teaching
More informationGERMAN STUDIES (GRMN)
Bucknell University 1 GERMAN STUDIES (GRMN) Faculty Professors: Katherine M. Faull, Peter Keitel (Director) Associate Professors: Bastian Heinsohn, Helen G. Morris-Keitel (Chair) German Studies provides
More informationHigher education is becoming a major driver of economic competitiveness
Executive Summary Higher education is becoming a major driver of economic competitiveness in an increasingly knowledge-driven global economy. The imperative for countries to improve employment skills calls
More informationTESL/TESOL DIPLOMA PROGRAMS VIA TESL/TESOL Diploma Programs are recognized by TESL CANADA
TESL/TESOL DIPLOMA PROGRAMS VIA TESL/TESOL Diploma Programs are recognized by TESL CANADA FULL-TIME AND ONLINE TESL/TESOL PROGRAMS TEACH IN CANADA OR ABROAD TSXV-LOY REVISED NOVEMBER 2014 TRAINING CENTRE
More informationProgram Matrix - Reading English 6-12 (DOE Code 398) University of Florida. Reading
Program Requirements Competency 1: Foundations of Instruction 60 In-service Hours Teachers will develop substantive understanding of six components of reading as a process: comprehension, oral language,
More informationUnderstanding Language
Understanding Language Language, Literacy, and Learning in the Content Areas The Common Core for English Language Learners: Challenges and Opportunities http://ell.stanford.edu A Nation at Risk (1983)
More informationIdeology and corpora in two languages. Rachelle Freake Queen Mary, University of London
Ideology and corpora in two languages Rachelle Freake Queen Mary, University of London 1 Outline Cross-linguistic corpus-assisted discourse studies (C-CADS) Ideology: a latent construct Using C-CADS to
More informationLower and Upper Secondary
Lower and Upper Secondary Type of Course Age Group Content Duration Target General English Lower secondary Grammar work, reading and comprehension skills, speech and drama. Using Multi-Media CD - Rom 7
More informationProfessional Learning Suite Framework Edition Domain 3 Course Index
Domain 3: Instruction Professional Learning Suite Framework Edition Domain 3 Course Index Courses included in the Professional Learning Suite Framework Edition related to Domain 3 of the Framework for
More informationFlorida Reading Endorsement Alignment Matrix Competency 1
Florida Reading Endorsement Alignment Matrix Competency 1 Reading Endorsement Guiding Principle: Teachers will understand and teach reading as an ongoing strategic process resulting in students comprehending
More informationPrimary Award Title: BSc (Hons) Applied Paramedic Science PROGRAMME SPECIFICATION
CORPORTE ND CDEMIC SERVICES Part 1: Basic Data warding Institution Teaching Institution Delivery Location Faculty responsible for programme Department responsible for programme Modular Scheme Title Professional
More informationRED 3313 Language and Literacy Development course syllabus Dr. Nancy Marshall Associate Professor Reading and Elementary Education
RED 3313 Language and Literacy Development course syllabus Dr. Nancy Marshall Associate Professor Reading and Elementary Education Table of Contents Curriculum Background...5 Catalog Description of Course...5
More informationCorpus Linguistics (L615)
(L615) Basics of Markus Dickinson Department of, Indiana University Spring 2013 1 / 23 : the extent to which a sample includes the full range of variability in a population distinguishes corpora from archives
More information282 About the Authors
About the Authors Halina Chodkiewicz is Professor of Applied Linguistics at the Department of English, Maria Curie-Skłodowska University, Lublin, Poland. She teaches psycholinguistics, second language
More informationTeaching ideas. AS and A-level English Language Spark their imaginations this year
Teaching ideas AS and A-level English Language Spark their imaginations this year We ve put together this handy set of teaching ideas so you can explore new ways to engage your AS and A-level English Language
More informationProgramme Specification. MSc in International Real Estate
Programme Specification MSc in International Real Estate IRE GUIDE OCTOBER 2014 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION MSc International Real Estate NB The information contained
More informationAn Introduction to the Minimalist Program
An Introduction to the Minimalist Program Luke Smith University of Arizona Summer 2016 Some findings of traditional syntax Human languages vary greatly, but digging deeper, they all have distinct commonalities:
More informationCOMMUNICATIVE LANGUAGE TEACHING
COMMUNICATIVE LANGUAGE TEACHING There are many ways to teach language. One is called Communicative Language Teaching (CLT). This method is learner-centered and emphasizes communication and real-life situations.
More informationProcedia - Social and Behavioral Sciences 143 ( 2014 ) CY-ICER Teacher intervention in the process of L2 writing acquisition
Available online at www.sciencedirect.com ScienceDirect Procedia - Social and Behavioral Sciences 143 ( 2014 ) 238 242 CY-ICER 2014 Teacher intervention in the process of L2 writing acquisition Blanka
More informationand secondary sources, attending to such features as the date and origin of the information.
RH.9-10.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RH.9-10.1. Cite specific textual evidence
More informationNTU Student Dashboard
NTU Student Dashboard 28,000 Students > 45% Widening Participation Background > 93% Employability < 5% Drop-out Rate Our Starting Point Three Drivers: HERE Project (part of What Works? Student Retention
More informationNational Literacy and Numeracy Framework for years 3/4
1. Oracy National Literacy and Numeracy Framework for years 3/4 Speaking Listening Collaboration and discussion Year 3 - Explain information and ideas using relevant vocabulary - Organise what they say
More informationHIGH SCHOOL COURSE DESCRIPTION HANDBOOK
HIGH SCHOOL COURSE DESCRIPTION HANDBOOK 2015-2016 The American International School Vienna HS Course Description Handbook 2015-2016 Page 1 TABLE OF CONTENTS Page High School Course Listings 2015/2016 3
More informationProgramme Specification
Programme Specification Title: Accounting and Finance Final Award: Master of Science (MSc) With Exit Awards at: Postgraduate Certificate (PG Cert) Postgraduate Diploma (PG Dip) Master of Science (MSc)
More informationEmpirical research on implementation of full English teaching mode in the professional courses of the engineering doctoral students
Empirical research on implementation of full English teaching mode in the professional courses of the engineering doctoral students Yunxia Zhang & Li Li College of Electronics and Information Engineering,
More informationHEPCLIL (Higher Education Perspectives on Content and Language Integrated Learning). Vic, 2014.
HEPCLIL (Higher Education Perspectives on Content and Language Integrated Learning). Vic, 2014. Content and Language Integration as a part of a degree reform at Tampere University of Technology Nina Niemelä
More informationThe International Baccalaureate Diploma Programme at Carey
The International Baccalaureate Diploma Programme at Carey Contents ONNECT What is the IB? 2 How is the IB course structured? 3 The IB Learner Profile 4-5 What subjects does Carey offer? 6 The IB Diploma
More informationDEPARTMENT OF SOCIAL SCIENCES
Department of Social Sciences Operations Manual 1 (12) DEPARTMENT OF SOCIAL SCIENCES Operations Manual 1.0 Department of Social Sciences Operations Manual 2 (12) CHANGE PAGE This is the change page of
More informationThe History of Language Teaching
The History of Language Teaching Communicative Language Teaching The Early Years Chomsky Important figure in linguistics, but important to language teaching for his destruction of The behaviourist theory
More informationMANAGERIAL LEADERSHIP
MANAGERIAL LEADERSHIP MGMT 3287-002 FRI-132 (TR 11:00 AM-12:15 PM) Spring 2016 Instructor: Dr. Gary F. Kohut Office: FRI-308/CCB-703 Email: gfkohut@uncc.edu Telephone: 704.687.7651 (office) Office hours:
More informationHighlighting and Annotation Tips Foundation Lesson
English Highlighting and Annotation Tips Foundation Lesson About this Lesson Annotating a text can be a permanent record of the reader s intellectual conversation with a text. Annotation can help a reader
More informationGoing back to our roots: disciplinary approaches to pedagogy and pedagogic research
Going back to our roots: disciplinary approaches to pedagogy and pedagogic research Dr. Elizabeth Cleaver Director of Learning Enhancement and Academic Practice University of Hull Curriculum 2016+ PgCert
More informationA Minimalist Approach to Code-Switching. In the field of linguistics, the topic of bilingualism is a broad one. There are many
Schmidt 1 Eric Schmidt Prof. Suzanne Flynn Linguistic Study of Bilingualism December 13, 2013 A Minimalist Approach to Code-Switching In the field of linguistics, the topic of bilingualism is a broad one.
More informationAdvanced Grammar in Use
Advanced Grammar in Use A self-study reference and practice book for advanced learners of English Third Edition with answers and CD-ROM cambridge university press cambridge, new york, melbourne, madrid,
More informationBachelor Programme Structure Max Weber Institute for Sociology, University of Heidelberg
Bachelor Programme Structure Max Weber Institute for Sociology, University of Heidelberg The programme contains the following compulsory and elective modules, whose successful completion will be certified
More informationEffect of Word Complexity on L2 Vocabulary Learning
Effect of Word Complexity on L2 Vocabulary Learning Kevin Dela Rosa Language Technologies Institute Carnegie Mellon University 5000 Forbes Ave. Pittsburgh, PA kdelaros@cs.cmu.edu Maxine Eskenazi Language
More informationCurriculum for the Bachelor Programme in Digital Media and Design at the IT University of Copenhagen
Curriculum for the Bachelor Programme in Digital Media and Design at the IT University of Copenhagen The curriculum of 1 August 2009 Revised on 17 March 2011 Revised on 20 December 2012 Revised on 19 August
More informationThe College Board Redesigned SAT Grade 12
A Correlation of, 2017 To the Redesigned SAT Introduction This document demonstrates how myperspectives English Language Arts meets the Reading, Writing and Language and Essay Domains of Redesigned SAT.
More informationGrade 11 Language Arts (2 Semester Course) CURRICULUM. Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None
Grade 11 Language Arts (2 Semester Course) CURRICULUM Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None Through the integrated study of literature, composition,
More informationAGENDA LEARNING THEORIES LEARNING THEORIES. Advanced Learning Theories 2/22/2016
AGENDA Advanced Learning Theories Alejandra J. Magana, Ph.D. admagana@purdue.edu Introduction to Learning Theories Role of Learning Theories and Frameworks Learning Design Research Design Dual Coding Theory
More informationGERM 3040 GERMAN GRAMMAR AND COMPOSITION SPRING 2017
GERM 3040 GERMAN GRAMMAR AND COMPOSITION SPRING 2017 Instructor: Dr. Claudia Schwabe Class hours: TR 9:00-10:15 p.m. claudia.schwabe@usu.edu Class room: Old Main 301 Office: Old Main 002D Office hours:
More informationMonticello Community School District K 12th Grade. Spanish Standards and Benchmarks
Monticello Community School District K 12th Grade Spanish Standards and Benchmarks Developed by the Monticello Community High School Spanish Department Primary contributors to the 9 12 Spanish Standards
More informationGENERAL COMMENTS Some students performed well on the 2013 Tamil written examination. However, there were some who did not perform well.
2013 Languages: Tamil GA 3: Written component GENERAL COMMENTS Some students performed well on the 2013 Tamil written examination. However, there were some who did not perform well. The marks allocated
More informationNational University of Singapore Faculty of Arts and Social Sciences Centre for Language Studies Academic Year 2014/2015 Semester 2
National University of Singapore Faculty of Arts and Social Sciences Centre for Language Studies Academic Year 2014/2015 Semester 2 LAG2201 German 2 Course Outline Course coordinators and lecturers A/P
More informationMASTER S COURSES FASHION START-UP
MASTER S COURSES FASHION START-UP Postgraduate Programmes Master s Course Fashion Start-Up 02 Brief Descriptive Summary Over the past 80 years Istituto Marangoni has grown and developed alongside the thriving
More informationAn Interactive Intelligent Language Tutor Over The Internet
An Interactive Intelligent Language Tutor Over The Internet Trude Heift Linguistics Department and Language Learning Centre Simon Fraser University, B.C. Canada V5A1S6 E-mail: heift@sfu.ca Abstract: This
More informationLanguage Arts: ( ) Instructional Syllabus. Teachers: T. Beard address
Renaissance Middle School 7155 Hall Road Fairburn, Georgia 30213 Phone: 770-306-4330 Fax: 770-306-4338 Dr. Sandra DeShazier, Principal Benzie Brinson, 7 th grade Administrator Language Arts: (2013-2014)
More informationUniversity of Cambridge: Programme Specifications POSTGRADUATE ADVANCED CERTIFICATE IN EDUCATIONAL STUDIES. June 2012
University of Cambridge: Programme Specifications Every effort has been made to ensure the accuracy of the information in this programme specification. Programme specifications are produced and then reviewed
More information