s PROGRAMME SPECIFICATION Final PART 1: COURSE SUMMARY INFORMATION Course summary Final award Diploma in TESOL Intermediate award n/a Course status Validated Awarding body University of Brighton School Humanities Location of study/ campus Falmer Partner institution(s) Name of institution Host department Course status 1. n/a SELECT 2. n/a 3. n/a Admissions Admissions agency Direct to School Page 1 of 15
Entry requirements Include any progression opportunities into the course. Typical entry requirements. Individual offers may vary. Please check the University's website for current entry requirements. Successful applicants will normally: (i) have 2 years of English language teaching experience at a variety of levels (approximately1,200 hours) (ii) have a first degree (e.g. BA) or equivalent (iii) have an initial TESOL teaching qualification, e.g. Trinity Certificate in TESOL (iv) have a standard of English which is sufficient to teach at a variety of levels (v) be able to provide two professional references, one of which relates to most recent language teaching experience. Start date (mmm-yy) Normallyptember Mode of study Applicants whose first language is not English will have to provide evidence that their level of English is equivalent to IELTS 6.5 with 6 in writing. Applicants who do not have a first degree or equivalent may be asked to provide supplementary evidence of their ability to study at Higher Education level. Application process: Consideration of applications All applications will be considered by the Course Leader and, where possible, one other member of the course team. Where the minimum requirements for entry are met, applicants will normally be called for interview with the Course Leader. The interview process Interviews will cover the following areas: previous teaching experience, reasons for choosing to apply for the Diploma course and future career aspirations, expectations of workload, experience of working as part of a team, feelings about receiving critical feedback, and what they know or would like to ask about the course. Where a face-to-face interview is not feasible, a telephone or Skype interview will be conducted. Recognition of Prior Learning At the interview stage claims for Recognition of Prior Learning (RPL) will be considered. RPL cannot normally be considered for TE710 (ELT Methodology: Approaches and Methods), TE719 (Professional Teaching Practice) or TE720 (Reflective Teacher Development). There are two entry points: September 2018 and February 2019 Mode of study Duration of study (standard) Maximum registration period Full-time 1 year 6 years Part-time 2 years 6 years Sandwich n/a n/a Distance n/a n/a Course codes/categories UCAS code n/a Page 2 of 15
Contacts Course Leader (or Course Development Leader) Admissions Tutor Examination and Assessment External Examiner(s) Examination Board(s) (AEB/CEB) Barbara Chamberlin Barbara Chamberlin Name Place of work Date tenure expires Dr Teti Dregas Durham University 30 th September 2020 Joint AEB and CEB for PG Programme in English Language Teacher Education and PG Programme in Linguistics and English Language Approval and review Approval date Review date Validation February 2017 1 2021-2022 2 Programme Specification February 2017 3 February 2018 4 Professional, Statutory and Regulatory Body 1 (if applicable): Professional, Statutory and Regulatory Body 2 (if applicable): Professional, Statutory and Regulatory Body 3 (if applicable): n/a n/a 5 n/a n/a n/a n/a 1 Date of original validation. 2 Date of most recent periodic review (normally academic year of validation + 5 years). 3 Month and year this version of the programme specification was approved (normally September). 4 Date programme specification will be reviewed (normally approval date + 1 year). If programme specification is applicable to a particular cohort, please state here. 5 Date of most recent review by accrediting/ approving external body. Page 3 of 15
PART 2: COURSE DETAILS AIMS AND LEARNING OUTCOMES Aims The aims of the course are: The aims of the Diploma in TESOL (Teaching English to Speakers of Other Languages) have been developed in line with the aims of equivalent professional programmes for in-service English language teachers. They have also been informed by LLUK subject specifications for teachers of ESOL and the LLUK standards for teaching and supporting learning in Further Education (DfES/FENTO) The aims of the programme are: 1. Engage reflexively with the academic debates current in TESOL relating to local and globalised contexts. 2. Develop a critical awareness of the range of theoretical, conceptual, empirical and philosophical issues attendant on the key problems addressed in the literature and other research within TESOL. 3. Develop the ability to critically interrogate a range of sources, concepts and methodologies. 4. Develop critical and evaluative research skills and techniques appropriate to the relevant field. 5. Enable students to approach language teaching reflectively and use this to identify pathways for continuing professional development. 6. Study effectively within a framework that ensures effective and motivating learning, and requires commitment by the students. 7. Study effectively within a flexible framework that can take place alongside students professional and personal commitments. 8. Develop and synthesise literacies and competencies in planning teaching in order to apply these to diverse professional settings. Learning outcomes The outcomes of the main award provide information about how the primary aims are demonstrated by students following the course. These are mapped to external reference points where appropriate 6. Knowledge and theory At the end of the course, students will be able to demonstrate: 1. A deep and comprehensive understanding of the current debates in teaching English as a second language (approaches, methods, strategies, resources, technologies, contexts) and the kinds of choices available to the English language teacher, including the evaluation, production and application of learning technologies and materials. (KT1) 2. An understanding and insight into how the English language functions, both as a linguistic system and as a socio-cultural representation, and how this might relate to pedagogy, in both UK and non-uk settings. (KT2) 3. The ability to apply an in-depth cross-cultural awareness to the critical analysis of language teaching norms, practices and educational values. (KT3) 4. An understanding of ways in which opportunities can be developed to contribute innovatively to professional life as managers of learning and teaching, teacher developers and 6 Please refer to Course Development and Review Handbook or QAA website for details. Page 4 of 15
materials developers within a specific professional context. (KT4) 5. A critical, theoretical and conceptual awareness of the factors affecting language acquisition and learning. (KT5) 6. A critical and culturally-sensitive understanding of multimodal materials and resources for language teaching and learning driven by context-specific decision-making. (KT6) Skills Includes intellectual skills (i.e. generic skills relating to academic study, problem solving, evaluation, research etc.) and professional/ practical skills. At the end of the course, students will be able to: Research skills 1. Encourage further development of students critical capacities through evaluation of current research in the relevant disciplines, and show critical understanding of some key conceptual and methodological issues and central debates within relevant fields. (S1) 2. Conduct research independently, and draw useful conclusions from it, whilst demonstrating originality and acting autonomously when executing different stages of various tasks. (S2) 3. Show ability to engage confidently with a relevant academic community through the application of methods and techniques learned in order to apply and extend knowledge and understanding in a given discipline. (S3) 4. Work autonomously, making effective use of learning resources available. (S4) 5. Use a range of ICT tools for the presentation of assessed work and bibliographical searching. (S6) Professional skills 6. Clearly and critically locate, synthesise, evaluate and apply a range of learning resources, information and ideas to the researching of professional problems. (S7) 7. Engage confidently and appropriately with both critical and professional communities. (S8) 8. Identify and critically reflect on current professional issues in order to formulate and evaluate solutions. (S9) 9. Apply learning to current professional life and to the identification of needs and strategies for continuing professional development (S10) 10. Autonomously plan and manage their own learning and, when appropriate, teaching. (S11) 11. Evaluate and critically reflect on their own and others professional performance, maintaining multiple cultural and professional contexts and reflect on personal learning and teaching experiences in such a way as to develop a deep understanding of appropriacy in second language pedagogy. (S12) 12. Build on competencies surrounding multi-modal literacies and their application to professional use and development. (S13) Page 5 of 15
QAA subject benchmark statement (where applicable) 7 In line with the QAA Framework for Higher Education Qualifications, the Diploma in TESOL enables students to deepen their understanding of the diverse and complex body of ELT knowledge required by competent, experienced Diploma-level teachers. Due to the practical nature of the course, students are required to demonstrate an understanding of this knowledge through practical application of ideas and methods in their teaching. Therefore, the course is directly related to their employment, demonstrating not only their practical skills, but their knowledge, understanding, reflectivity and ability to problem solve in a diverse range of ELT educational contexts. PROFESSIONAL, STATUTORY AND REGULATORY BODIES (where applicable) Where a course is accredited by a PSRB, full details of how the course meets external requirements, and what students are required to undertake, are included. n/a LEARNING AND TEACHING Learning and teaching methods This section sets out the primary learning and teaching methods, including total learning hours and any specific requirements in terms of practical/ clinical-based learning. The indicative list of learning and teaching methods includes information on the proportion of the course delivered by each method and details where a particular method relates to a particular element of the course. The learning and teaching approach for the course as a whole is informed by three main themes: the development of knowledge and understanding through seminars, workshops and personal research; critical evaluation of personal and public theories through the writing or delivery of: essays, blog posts, presentations, materials evaluation, and the development of professional skills and strategies for continuing professional development through the observation of others teaching, being observed teaching by peers and tutors, and discussing and reflecting on these experiences. A virtual learning environment StudentCentral is used to extend the learning environment and provide learning support, with details of modules, reading and online materials, samples of work and assessment (where appropriate), and the opportunity to use facilities such as the Discussion Board, or to consult each other s work, and post reports from study groups. All written work is submitted via TurnItIn which is then normally marked online so students can access feedback, grade and annotations on their work. Opportunities for blended learning are incorporated where and when appropriate. For example, TE710 English Language Teaching Methodology: Approaches and Methods includes a formative presentation which makes use of the flipped classroom (input is provided via tutorproduced videos available on StudentCentral to allow space and time in class for student response and input). 7 Please refer to the QAA website for details. Page 6 of 15
TE714 and TE720 both make use of edublogs, the University of Brighton blog host, for their assessed portfolios. TE720 requires students to set up and maintain the blog for the full year if part-time, or the second year of their studies if part-time. This blog captures their ongoing reflections regarding observations (assessed and otherwise) and is specifically designed to help develop student s ability to critically reflect to encourage professional development. The blog for TE714 specifically focuses on aspects of English language teaching materials, and regular tasks are provided by the module tutor so students are continuously engaged in dialogue (with each other, other members of the online ELT community and the tutor) to deepen their understanding of the critical issues surrounding the use of materials. Students will also be encouraged to experiment with a variety of media (e.g. ICTs, audio-visual media) in their teaching. Technical support for this will be available if required from course tutors and the technical team. To facilitate the reflective process, all assessed lessons are video-recorded (with the informed consent of students institution and classes) and (where possible) the post-lesson reflection is audio recorded. These files are given to the students (only) to use as a platform for reflection. Diploma students are required to engage with the recording of their lesson to identify specific action points to enable professional development. In turn, this provides opportunities to explore specific aspects of teaching such as teacher language, classroom dynamics, teacher and learner roles. Student support Personal tutoring As the cohort for this course is relatively small, the Course Leader also serves as the personal tutor for all students. In addition to usual duties, the personal tutor will have responsibility for providing tutorial support for the TE720 Reflective blog. Academic orientation Students will receive an induction which includes a learning resources induction and induction into the use of StudentCentral. ASSESSMENT Assessment methods This section sets out the summative assessment methods on the course and includes details on where to find further information on the criteria used in assessing coursework. It also provides an assessment matrix which reflects the variety of modes of assessment, and the volume of assessment in the course. The assessment strategy takes account of the University s assessment strategy. Assessment aims to give both a formative and summative feedback to students through the use of a variety of assessment tasks which have been designed to enable students to demonstrate competence in teaching and higher level learning skills appropriate to the level of the course. All modules are assessed using the assessment criteria detailed on individual module descriptions, which are linked to the learning outcomes for the specific module. Additionally, the criteria for award of particular marks are provided by the Grading Criteria/Grading Descriptors which are provided in the Course Handbook. Learning Outcome KT1. A deep and comprehensive understanding of the current debates in Assessment method, module and number of credits Essay TE711(20 credits) Page 7 of 15
teaching English as a second language (approaches, methods, strategies, resources, technologies, contexts) and the kinds of choices available to the English language teacher, including the evaluation, production and application of learning technologies and materials KT2. An understanding and insight into how the English language functions, both as a linguistic system and as a sociocultural representation, and how this might relate to pedagogy, in both UK and non-uk settings. Exam TE716 (20 credits) Exam TE716 (20 credits) KT3. The ability to apply an in-depth crosscultural awareness to the critical analysis of language teaching norms, practices and educational values. KT4. An understanding of ways in which opportunities can be developed to contribute innovatively to professional life as managers of learning and teaching, teacher developers and materials developers within a specific professional context. KT5. A critical, theoretical and conceptual awareness of the factors affecting language acquisition and learning. KT6. A critical and culturally-sensitive understanding of multi-modal materials and resources for language teaching and learning driven by context-specific decision-making. S1. Encourage further development of students critical capacities through evaluation of current research in the relevant disciplines, and show critical understanding of some key conceptual and methodological issues and central debates within relevant fields. S2. Conduct research independently, and draw useful conclusions from it, whilst demonstrating originality and acting autonomously when executing different stages of various tasks. S3. Show ability to engage confidently with a relevant academic community through the application of methods and techniques learned in order to apply and extend knowledge and understanding in a given discipline. Essay TE711(20 credits) Essay TE711(20 credits) Essay TE711(20 credits) All but particularly: Page 8 of 15
S4. Work autonomously, making effective use of learning resources available. S5. Use a range of ICT tools for the presentation of assessed work and bibliographical searching. S6. Clearly and critically locate, synthesis, evaluate and apply a range of learning resources, information and ideas to the researching of professional problems. S7. Engage confidently and appropriately with both critical and professional communities. S8. Identify and critically reflect on current professional issues in order to formulate and evaluate solutions. S9. Apply learning to current professional life and to the identification of needs and strategies for continuing professional development S10. Autonomously plan and manage their own learning and, when appropriate, teaching. Essay TE711(20 credits) Exam TE716 (20 credits) Essay TE711(20 credits) Exam TE716 (20 credits) Essay TE711(20 credits) All but particularly: S11. Evaluate and critically reflect on their own and others professional performance, maintaining multiple cultural and professional contexts and reflect on personal learning and teaching experiences in such a way as to develop a deep understanding of appropriacy in second language pedagogy. S12. Build on competencies surrounding multi-modal literacies and their application to professional use and development All but particularly: Page 9 of 15
SUPPORT AND INFORMATION Institutional/ University Course-specific Additional support, specifically where courses have nontraditional patterns of delivery (e.g. distance learning and work-based learning) include: All students benefit from: University induction week Student Handbook: the University and you Course Handbook Extensive library facilities Computer pool rooms E-mail address Welfare service Student support Personal tutor for advice and guidance In addition, students on this course benefit from: Please refer to information held in studentcentral. Page 10 of 15
PART 3: COURSE SPECIFIC REGULATIONS COURSE STRUCTURE This section includes an outline of the structure of the programme, including stages of study and progression points. Course Leaders may choose to include a structure diagram here. Semester 1 Semester 2 TE710 ELT Methodology: Approaches and Methods 20 M level credits Mandatory TE716 Language Awareness 20 M level credits Compulsory TE719 Professional Teaching Practice 20 M level credits Mandatory TE720 Reflective Teacher Development 20 M level credits Mandatory TE714 English Language Teaching Materials 20 M level credits Compulsory TE711 Second Language Acquisition 20 M level credits Compulsory All modules must be taken. Modules TE711, TE714 and TE716 are compulsory. Modules TE710, TE719 and TE720 are mandatory. TE711 (Second Language Acquisition), TE710 (English Language Teaching Methodology: Approaches and Methods), TE714 (English Language Teaching Materials) and TE716 (Language Awareness) are 'taught' modules with weekly face-to-face contact time. These modules aim to develop and deepen the students knowledge and skills in areas specific to English language teaching, as well as develop understanding of personal, cultural and contextual factors affecting learning and teaching. TE720 (Reflective Teacher Development) is a module that runs throughout the academic year and is fronted by a series of seminars to introduce students to reflection and how to capture this on their blog. TE719 (Professional Teaching Practice) and is not taught, instead it covers assessment of teaching and the development of professional practice. This module involves students in assessed teaching, so students apply theory derived from the taught modules to their own practice and to the identification of their own professional development needs. Students are responsible for organising their own teaching and arranging teaching observations, in the first instance with the Course Leader. Modules Status: M = Mandatory (modules which must be taken and passed to be eligible for the award) C = Compulsory (modules which must be taken to be eligible for the award) O = Optional (optional modules)* Page 11 of 15
A = Additional (modules which must be taken to be eligible for an award accredited by a professional, statutory or regulatory body, including any non-credit bearing modules) *Optional modules listed are indicative only and may be subject to change, depending on timetabling and staff availability Level 8 Module code Status Module title Credit 7 TE710 M ELT Methodology: Approaches and Methods 20 7 TE716 C Language Awareness 20 7 TE714 C English Language Teaching Materials 20 7 TE711 C Second Language Acquisition 20 7 TE719 M Professional Teaching Practice 20 7 TE720 M Reflective Teacher Development 20 8 All modules have learning outcomes commensurate with the FHEQ levels 0, 4, 5, 6, 7 and 8. List the level which corresponds with the learning outcomes of each module. Page 12 of 15
AWARD AND CLASSIFICATION Award type Award* Title Level Eligibility for award Classification of award Total credits 9 Minimum credits 10 Ratio of marks 11 : Class of award Final Diploma TESOL 7 Total credit 120 Minimum credit at level of award 120 Total credit Minimum credit at level of award Total credit Minimum credit at level of award Total credit Minimum credit at level of award Total credit Minimum credit at level of award *Foundation degrees only Progression routes from award: Level 7 marks Postgraduate degree Award classifications Mark/ band % Foundation degree Honours degree Postgraduate 12 degree (excludes PGCE and BM BS) 70% - 100% Distinction First (1) Distinction 60% - 69.99% Merit Upper second (2:1) Merit 50% - 59.99% Lower second (2:2) Pass 40% - 49.99% Third (3) Pass 9 Total number of credits required to be eligible for the award. 10 Minimum number of credits required, at level of award, to be eligible for the award. 11 Algorithm used to determine the classification of the final award (all marks are credit-weighted). For a Masters degree, the mark for the final element (e.g, dissertation) must be in the corresponding class of award. 12 Refers to taught provision: PG Cert, PG Dip, Masters. Page 13 of 15
EXAMINATION AND ASSESSMENT REGULATIONS Please refer to the Course Approval and Review Handbook when completing this section. The examination and assessment regulations for the course should be in accordance with the University s General Examination and Assessment Regulations for Taught Courses (available from staffcentral or studentcentral). Specific regulations which materially affect assessment, progression and award on the course The following course-specific regulations apply: (i) Classification of the Diploma in TESOL: In order to gain an award of distinction, students must achieve: - a weighted mean, calculated to two decimal places, of 70% or above in the modules that comprise the award In order to gain an award of merit, students must achieve: - a weighted mean, calculated to two decimal places, of 60% - 69.99% in the modules that comprise the award In order to gain an award of pass, students must achieve: - a weighted mean, calculated to two decimal places, of 50% - 59.99% in the modules that comprise the award (ii) Teaching assessment and observations Teaching assessment A key element of the course will be the teaching practice associated with module TE719 Professional Teaching Practice. Teaching is observed by the course team 5 times throughout the course. Each of these assessed lessons will be followed by a debriefing meeting, where possible, reflections provided by the student on the lesson and finally by tutor comments on these reflections and feedback, which will include a grade and advice on ways to improve and move forward. The four lessons awarded the highest marks will be put forward for the final grade for practical teaching (TE719). All four of the top marks must achieve 50% or higher in order to pass the module overall. Students are required to reflect in writing on these experiences in their Reflective Blog, as the assessment for TE720 Reflective Teacher Development. Peer observation Students will be required, as a minimum, to observe peers three times and be observed by peers three times, to take part in a debriefing meeting on these classes and to provide the teachers whose lessons they observe with written comments. They are also required to reflect on these lessons in their Reflective Blog, submitted for TE720 Reflective Teacher Development. The observed/graded lesson protocol Each observed lesson for TE719 should be a minimum of 45 minutes in length and a maximum of 1 hour and each class should normally contain at least 6 students. One lesson may contain fewer students and / or a different teaching context (such as videoconference Document template revised: 2010 Page 14 of 15
teaching). Across the 5 graded lessons teachers should show an ability to teach at least two distinct levels and show an ability to teach a range of language skills and lesson types. Location for teaching assessment Teaching assessment will normally take place at the student s own place of work. If students do not have regular employment, they will need to make personal arrangements for teaching practice. The university is not responsible for providing teaching opportunities. Cause for concern Please see Student Handbook for more information. (iv) Reflective Blog In addition to the teaching observations, all students will be required to keep a Reflective Blog (for TE720) which includes as minimum: - lesson plans, teaching materials, reflections on observed teaching and tutor - feedback on observed lessons - peer observation feedback - reflective accounts of observation of others teaching - accounts of and reflections on a minimum of 5 critical incidents that have occurred in their teaching during the course Exceptions required by PSRB Not applicable Document template revised: 2010 Page 15 of 15