Delta Syllabus Specifications

Module One Module Two Module Three From September 2008

©UCLES 2007 EMC / 4914 / 7Y10

*6015662847*

1

Del

ta M

odul

e O

ne

Focu

s an

d ai

ms

The

mod

ule

focu

ses

on th

e ba

ckgr

ound

to te

achi

ng a

nd le

arni

ng E

SO

L in

a ra

nge

of c

onte

xts.

Ti

tle o

f Mod

ule

Und

erst

andi

ng L

angu

age,

Met

hodo

logy

and

Res

ourc

es fo

r Tea

chin

g

Aim

s 1.

To

dev

elop

can

dida

tes’

kno

wle

dge

of h

isto

rical

and

cur

rent

theo

ries

of fi

rst a

nd s

econ

d la

ngua

ge a

cqui

sitio

n

2.

To in

crea

se c

andi

date

s’ c

ritic

al a

war

enes

s of

app

roac

hes

and

met

hodo

logi

es a

nd th

e pr

inci

ples

und

erpi

nnin

g th

ese

used

in a

rang

e of

ELT

con

text

s

3.

To e

xten

d ca

ndid

ates

’ kno

wle

dge

of la

ngua

ge s

yste

ms

and

skill

s in

thei

r con

text

s of

use

4.

To in

crea

se c

andi

date

s’ k

now

ledg

e of

lear

ners

’ pro

blem

s in

dev

elop

ing

lang

uage

and

ski

lls p

rofic

ienc

y

5.

To e

nabl

e ca

ndid

ates

to c

ritic

ally

eva

luat

e te

achi

ng a

nd re

fere

nce

mat

eria

ls a

nd re

sour

ces

in a

rang

e of

ELT

co

ntex

ts

6.

To in

crea

se c

andi

date

s’ k

now

ledg

e of

the

role

and

met

hods

of a

sses

smen

t

Leve

l P

ostg

radu

ate

Cre

dit V

alue

20

Del

ta M

odul

e O

ne

2

Con

tent

Le

arni

ng O

utco

mes

In

dica

tive

Con

tent

Uni

t Su

cces

sful

can

dida

tes

can:

1 Th

eore

tical

pe

rspe

ctiv

es

on la

ngua

ge

acqu

isiti

on a

nd

lang

uage

teac

hing

1.1

Iden

tify,

exp

lain

, com

pare

and

eva

luat

e th

eorie

s of

Firs

t and

Sec

ond

Lang

uage

A

cqui

sitio

n (F

LA/S

LA)

1.2

Rel

ate

the

influ

ence

of s

uch

theo

ries

to

spec

ified

app

roac

hes

and

met

hodo

logi

es

• H

isto

rical

and

cur

rent

hyp

othe

ses

and

theo

ries

of

lang

uage

and

FLA

(e.g

. im

itatio

n, in

nate

ness

, cog

nitiv

e-de

velo

pmen

tal)

• K

ey c

once

pts

rela

ted

to th

ese

(e.g

. lan

guag

e ac

quis

ition

de

vice

, crit

ical

per

iod,

etc

.)

• H

isto

rical

and

cur

rent

hyp

othe

ses

and

theo

ries

of S

LA

(e.g

. beh

avio

uris

t, co

gniti

ve)

• K

ey c

once

pts

rela

ted

to th

ese

(e.g

. int

erla

ngua

ge,

natu

ral o

rder

hyp

othe

sis,

mon

itor m

odel

, etc

.)

• S

imila

ritie

s an

d di

ffere

nces

bet

wee

n FL

A a

nd S

LA

Del

ta M

odul

e O

ne

3

2 D

iffer

ent

appr

oach

es a

nd

met

hodo

logi

es

incl

udin

g cu

rren

t de

velo

pmen

ts

2.1

Iden

tify

and

com

pare

diff

eren

t met

hodo

logi

cal

pers

pect

ives

and

app

roac

hes

2.2

Des

crib

e cu

rren

t dev

elop

men

ts in

ELT

2.3

Crit

ical

ly a

sses

s an

d ev

alua

te th

e pr

actic

al

effe

ctiv

enes

s of

var

ious

app

roac

hes,

m

etho

dolo

gies

and

tech

niqu

es in

diff

eren

t co

ntex

ts a

nd le

arni

ng e

nviro

nmen

ts

• H

isto

rical

and

cur

rent

app

roac

hes

and

met

hods

in

clud

ing

both

mai

nstre

am (e

.g. g

ram

mar

-tran

slat

ion,

D

irect

Met

hod,

aud

io-li

ngua

l met

hod,

situ

atio

nal

lang

uage

teac

hing

, com

mun

icat

ive

and

task

-bas

ed

lear

ning

app

roac

hes)

and

exp

erim

enta

l or n

on-

mai

nstre

am (e

.g. d

elay

ed o

ral p

ract

ice,

Nat

ural

A

ppro

ach,

TP

R, S

ilent

Way

)

• Le

arni

ng e

nviro

nmen

ts (e

.g. t

he c

lass

room

, res

ourc

e ce

ntre

s, V

LEs,

exp

erie

ntia

l lea

rnin

g ou

tsid

e th

e cl

assr

oom

– th

e w

ork

plac

e, p

roje

ct w

ork,

etc

.)

• C

onte

mpo

rary

issu

es a

nd ta

lkin

g po

ints

as

foun

d in

re

cent

pub

licat

ions

, con

fere

nce

pres

enta

tions

, onl

ine

disc

ussi

on g

roup

s, e

tc.

Del

ta M

odul

e O

ne

4

3 La

ngua

ge s

yste

ms

and

lear

ners

’ lin

guis

tic p

robl

ems

3.1

Ana

lyse

the

rela

tions

hip

betw

een

lang

uage

an

d so

ciet

y

3.2

Ana

lyse

the

rela

tions

hip

betw

een

genr

es

and

cont

ext

3.3

Iden

tify

and

anal

yse

lexi

cal,

gram

mat

ical

, fu

nctio

nal,

phon

olog

ical

and

dis

cour

sal

feat

ures

of l

angu

age

in u

se

3.4

Iden

tify

lingu

istic

pro

blem

s ex

perie

nced

by

lear

ners

with

rega

rd to

spe

cific

lexi

cal,

gram

mat

ical

, fun

ctio

nal,

phon

olog

ical

an

d di

scou

rsal

feat

ures

3.5

Rel

ate

met

hodo

logi

cal c

hoic

es in

lang

uage

sy

stem

s te

achi

ng to

lear

ners

’ cha

ract

eris

tics

and

cont

ext

• H

ow la

ngua

ge is

use

d to

form

, mai

ntai

n an

d tra

nsfo

rm

iden

tity

(e.g

. cul

tura

l, so

cial

, pol

itica

l or r

elig

ious

) and

po

wer

rela

tions

• D

iffer

ence

s in

Eng

lish

in d

iffer

ent w

orld

con

text

s (e

.g. E

nglis

h as

a g

loba

l lan

guag

e; W

orld

Eng

lishe

s,

Eng

lish

as a

ling

ua fr

anca

, etc

.) an

d in

diff

eren

t in

tera

ctio

nal a

nd te

xtua

l con

text

s (e

.g. r

egis

ter,

genr

e,

etc.

); re

late

d de

cisi

ons

abou

t whi

ch v

arie

ties

to te

ach

• Fe

atur

es o

f lan

guag

e sy

stem

s (e

.g. i

n te

rms

of m

eani

ng,

form

, pro

nunc

iatio

n an

d us

e) a

nd a

ssoc

iate

d te

rmin

olog

y, a

ppro

pria

te to

teac

hing

pur

pose

s/le

sson

pl

anni

ng

• C

omm

on o

r typ

ical

err

ors

rela

ted

to L

1 or

oth

er

cont

extu

al fe

atur

es

• E

rror

ana

lysi

s

• R

efer

ence

sou

rces

(e.g

. gra

mm

ars,

cor

pus

data

, re

cord

ings

, etc

.) to

ass

ist a

nd in

form

ana

lysi

s

• P

hone

mic

scr

ipt a

nd tr

ansc

riptio

n co

nven

tions

Del

ta M

odul

e O

ne

5

4 La

ngua

ge s

kills

and

le

arne

rs’ p

robl

ems

4.1

Iden

tify,

ana

lyse

and

com

pare

the

lang

uage

sk

ills, s

ub-s

kills

and

stra

tegi

es n

eede

d by

le

arne

rs to

dev

elop

thei

r com

pete

nce

in:

• sp

eaki

ng

• lis

teni

ng

• re

adin

g

• w

ritin

g

4.2

Iden

tify

prob

lem

s ex

perie

nced

by

lear

ners

with

re

gard

to d

evel

opin

g sp

ecifi

c la

ngua

ge s

kills

, su

b-sk

ills

and

stra

tegi

es

4.3

Rel

ate

met

hodo

logi

cal c

hoic

es in

lang

uage

sk

ills

teac

hing

to le

arne

rs’ c

hara

cter

istic

s an

d co

ntex

t

• Fe

atur

es o

f lan

guag

e sk

ills (e

.g. i

n te

rms

of s

ub-s

kills

, st

rate

gies

) and

ass

ocia

ted

text

s (e

.g. i

n te

rms

of g

enre

, co

mpl

exity

, int

ende

d au

dien

ce) a

nd te

rmin

olog

y;

appl

icat

ion

of a

naly

sis

to te

achi

ng p

urpo

ses

• P

robl

ems

lear

ners

face

in a

chie

ving

suc

cess

in s

kills

w

ork

• Li

tera

cy in

diff

eren

t ELT

con

text

s

• R

efer

ence

sou

rces

for s

kills

ana

lysi

s

Del

ta M

odul

e O

ne

6

5 K

now

ledg

e of

re

sour

ces,

mat

eria

ls

and

refe

renc

e so

urce

s fo

r lan

guag

e le

arni

ng

5.1

Crit

ical

ly e

valu

ate

a ra

nge

of tr

aditi

onal

m

ater

ials

and

e-r

esou

rces

and

mat

eria

ls fo

r us

e by

lang

uage

lear

ners

5.2

Iden

tify

and

eval

uate

app

ropr

iate

pra

ctic

al u

ses

of tr

aditi

onal

mat

eria

ls a

nd e

-res

ourc

es a

nd

mat

eria

ls fo

r app

licat

ion

in a

rang

e of

teac

hing

co

ntex

ts

• R

esou

rces

and

mat

eria

ls to

incl

ude:

his

toric

al a

nd

cont

empo

rary

cou

rseb

ooks

and

oth

er le

arne

r mat

eria

ls,

refe

renc

e so

urce

s; IC

T, in

clud

ing

mul

timed

ia, c

ompu

ter-

base

d an

d on

line

mat

eria

ls; a

uthe

ntic

mat

eria

ls;

activ

ities

, tas

ks a

nd e

xerc

ises

des

igne

d fo

r use

in a

nd

out o

f the

cla

ssro

om

6 K

ey c

once

pts

and

term

inol

ogy

rela

ted

to a

sses

smen

t

6.1

Cla

ssify

the

purp

oses

of a

sses

smen

t

6.2

Rel

ate

key

prin

cipl

es o

f ass

essm

ent t

o cl

assr

oom

ass

essm

ent

6.3

Crit

ical

ly e

valu

ate

wid

ely

used

type

s of

as

sess

men

t

• D

iagn

ostic

, for

mat

ive,

sum

mat

ive

asse

ssm

ent

• C

once

pts

of v

alid

ity, r

elia

bilit

y, im

pact

and

pra

ctic

ality

• W

idel

y av

aila

ble

test

s an

d pu

rpos

es fo

r whi

ch th

ey a

re

used

7

Del

ta M

odul

e Tw

o

Focu

s an

d ai

ms

The

mod

ule

focu

ses

on d

evel

opin

g th

e ca

ndid

ate’

s aw

aren

ess

and

expe

rtise

in re

latio

n to

the

prin

cipl

es a

nd p

rofe

ssio

nal p

ract

ice

of te

achi

ng E

SO

L in

a ra

nge

of c

onte

xts.

Ti

tle o

f Mod

ule

Dev

elop

ing

Prof

essi

onal

Pra

ctic

e

Aim

s 1.

To

dev

elop

can

dida

tes’

aw

aren

ess

of th

e ef

fect

s of

diff

eren

t con

text

s on

the

lear

ning

and

teac

hing

of

Eng

lish

and

fact

ors

affe

ctin

g in

divi

dual

s’ le

arni

ng in

a ra

nge

of E

LT c

onte

xts

2.

To d

evel

op c

andi

date

s’ c

ritic

al a

war

enes

s of

the

diffe

rent

role

s of

teac

hers

, and

the

prin

cipl

es u

nder

pinn

ing

thes

e, a

s pe

rform

ed in

a ra

nge

of E

LT c

onte

xts

3.

To d

evel

op c

andi

date

s’ e

xper

tise

in th

e pl

anni

ng o

f inc

lusi

ve le

sson

s at

diff

eren

t lev

els

4.

To e

xten

d ca

ndid

ates

’ effe

ctiv

e us

e an

d cr

itica

l eva

luat

ion

of a

rang

e of

app

ropr

iate

app

roac

hes,

m

etho

dolo

gies

and

tech

niqu

es to

sup

port

lear

ning

in a

rang

e of

con

text

s

5.

To a

pply

can

dida

tes’

kno

wle

dge

of la

ngua

ge a

nd s

kills

to le

sson

pla

nnin

g an

d te

achi

ng

6.

To e

xten

d ca

ndid

ates

’ use

and

crit

ical

eva

luat

ion

of a

wid

e ra

nge

of a

ppro

pria

te m

ater

ials

and

reso

urce

s fo

r te

achi

ng a

nd th

eir o

wn

prof

essi

onal

dev

elop

men

t

7.

To d

evel

op c

andi

date

s’ a

bilit

y to

refle

ct c

ritic

ally

on

thei

r ow

n be

liefs

abo

ut te

achi

ng a

nd le

arni

ng, a

nd to

ev

alua

te th

eir p

ract

ice

in o

rder

to p

repa

re a

nd te

ach

mor

e su

cces

sful

ly in

futu

re

8.

To d

evel

op c

andi

date

s’ a

bilit

y to

obs

erve

and

refle

ct o

n te

achi

ng a

nd p

rovi

de c

onst

ruct

ive

feed

back

to o

ther

te

ache

rs

9.

To b

road

en c

andi

date

s’ u

nder

stan

ding

of t

he s

tand

ards

of p

rofe

ssio

nal p

ract

ice

10.

To in

crea

se c

andi

date

s’ e

xper

tise

in s

poke

n an

d w

ritte

n co

mm

unic

atio

n in

thei

r ow

n pr

ofes

sion

al ro

les

Leve

l P

ostg

radu

ate

Cre

dit V

alue

20

Del

ta M

odul

e Tw

o

8

Con

tent

Le

arni

ng O

utco

mes

In

dica

tive

Con

tent

Uni

t Su

cces

sful

can

dida

tes

can:

1 Th

e la

ngua

ge

lear

ner a

nd th

e la

ngua

ge le

arni

ng

cont

ext

1.1

Rel

ate

the

role

of E

nglis

h as

a g

loba

l lan

guag

e to

dev

elop

men

ts in

lear

ning

and

teac

hing

in a

ra

nge

of in

tern

atio

nal c

onte

xts

1.2

Com

pare

diff

eren

ces

amon

g le

arne

rs li

nked

to

soci

al, c

ultu

ral a

nd e

duca

tiona

l bac

kgro

und,

the

imm

edia

te lo

cal c

onte

xt, d

iffer

ent m

otiv

atio

ns,

attit

udes

, asp

iratio

ns a

nd p

urpo

ses

for l

earn

ing

and

diffe

rent

lear

ner s

tyle

s an

d st

rate

gies

1.3

Acc

omm

odat

e le

arne

rs a

ccor

ding

to th

eir

diffe

rent

abi

litie

s, m

otiv

atio

ns, a

nd le

arni

ng

styl

es

1.4

Take

into

acc

ount

the

pote

ntia

l of I

CT

in th

e le

arni

ng c

onte

xt c

once

rned

(e.g

. cla

ssro

om,

wor

k pl

ace,

VLE

, etc

.)

1.5

Rel

ate/

appl

y ag

e-re

late

d th

eorie

s of

lear

ning

to

plan

ning

to te

ach

lear

ners

of d

iffer

ent a

ges

• Th

e hi

stor

ical

and

cur

rent

soc

ial,

polit

ical

and

cu

ltura

l pos

ition

of E

nglis

h as

a g

loba

l lan

guag

e;

attit

udes

, exp

ecta

tions

and

val

ues

asso

ciat

ed w

ith

this

evo

lvin

g ro

le; t

he im

pact

and

ram

ifica

tions

of

stud

ying

or u

sing

Eng

lish

in lo

cal c

onte

xts;

pe

rcep

tions

of t

he re

lativ

e st

atus

of v

arie

ties

of

Eng

lish;

rela

tions

hip

betw

een

lang

uage

and

soc

ial

proc

esse

s

• Th

eorie

s of

mot

ivat

ion

and

thei

r app

licat

ion

to

indi

vidu

al le

arne

rs a

nd to

cla

ssro

om c

onte

xts;

way

s of

asc

erta

inin

g ty

pes

and

leve

ls o

f mot

ivat

ion

• Le

arne

r diff

eren

ces

in a

bilit

ies,

sty

les

and

lear

ning

st

rate

gies

; eva

luat

ing

and

adju

stin

g to

thes

e di

ffere

nces

• Im

pact

and

pot

entia

l of l

earn

ing

cont

ext f

or la

ngua

ge

lear

ning

•

ICT

and

its im

pact

and

pot

entia

l for

lang

uage

le

arni

ng

• Th

eory

and

pra

ctic

e of

teac

hing

you

nger

lear

ners

, te

enag

ers

and

adul

ts a

nd h

ow th

ese

affe

ct p

lann

ing

to te

ach

such

lear

ners

Del

ta M

odul

e Tw

o

9

2 Pr

epar

atio

n fo

r te

achi

ng E

nglis

h la

ngua

ge le

arne

rs

2.1

Iden

tify

need

s, e

xpec

tatio

ns a

nd li

ngui

stic

and

le

arni

ng p

robl

ems

of s

peci

fic g

roup

s of

lear

ners

2.2

Iden

tify

and

anal

yse:

• le

xica

l

• gr

amm

atic

al

• fu

nctio

nal

• ph

onol

ogic

al

• di

scou

rsal

feat

ures

of l

angu

age

in u

se a

s re

quire

d by

le

arne

rs

2.3

Ana

lyse

and

com

pare

the

lang

uage

ski

lls, s

ub-

skill

s an

d st

rate

gies

nee

ded

by le

arne

rs to

de

velo

p th

eir c

ompe

tenc

e in

:

• sp

eaki

ng

• lis

teni

ng

• re

adin

g

• w

ritin

g

• Th

e im

pact

of d

ecis

ions

abo

ut ty

pe o

f syl

labu

s (e

.g. g

ram

mat

ical

, lex

ical

, ski

lls-b

ased

, tas

k,

proc

ess,

gen

re, e

tc.)

on m

etho

d

• Le

sson

pla

nnin

g w

ith re

fere

nce

to in

form

atio

n ab

out l

earn

ers

and

the

lear

ning

con

text

, inc

ludi

ng

inst

itutio

nal c

onst

rain

ts

• P

re-te

achi

ng p

repa

ratio

n:

a)

Rel

evan

t ref

eren

ce s

ourc

es (e

.g. g

ram

mar

s,

dict

iona

ries,

etc

.)

b)

Aim

s an

d ob

ject

ives

(i.e

. exp

ecte

d, p

redi

cted

or

poss

ible

out

com

es fo

r the

lear

ners

)

c)

Sol

utio

ns to

ant

icip

ated

pro

blem

s fo

r spe

cific

le

arne

rs a

nd g

roup

s

d)

Just

ifica

tion

for c

hoic

e of

:

• le

sson

con

tent

• te

achi

ng m

etho

dolo

gy

• ap

proa

ches

and

tech

niqu

es

• m

ater

ials

Del

ta M

odul

e Tw

o

10

2.4

App

ly th

eir k

now

ledg

e of

lang

uage

sys

tem

s an

d sk

ills

in p

lann

ing

less

ons

2.5

Pre

pare

less

ons

whi

ch ta

ke in

to a

ccou

nt a

va

riety

of f

acto

rs re

late

d to

diff

eren

tiatio

n am

ong

indi

vidu

al le

arne

rs in

spe

cific

teac

hing

con

text

s

2.6

Pre

pare

less

ons

that

will

act

ivel

y an

d in

clus

ivel

y en

gage

lear

ners

and

sup

port

thei

r dev

elop

men

t an

d pr

ogre

ss

2.7

Cho

ose

met

hods

and

app

roac

hes

that

are

ap

prop

riate

for t

he c

onte

nt a

nd a

ims

of th

e le

sson

2.8

Eva

luat

e th

e ro

le o

f IC

T in

less

on p

repa

ratio

n,

deliv

ery

and

follo

w u

p

2.9

Just

ify th

eir o

wn

deci

sion

s in

less

on p

lann

ing

with

refe

renc

e to

und

erpi

nnin

g th

eorie

s an

d pr

inci

ples

sele

cted

to d

evel

op le

arne

rs’:

• kn

owle

dge

of a

nd c

ontro

l of l

angu

age

syst

ems

• flu

ency

and

con

fiden

ce in

usi

ng th

e la

ngua

ge

appr

opria

tely

• re

adin

g, w

ritin

g, li

sten

ing

and

spea

king

ski

lls,

sub-

skill

s an

d st

rate

gies

• ra

nge

of e

ffect

ive

lear

ning

stra

tegi

es

• ot

her s

kills

rela

ted

to E

LT o

r to

a pa

rticu

lar

cour

se o

f stu

dy (e

.g. e

xam

ski

lls)

e)

Seq

uenc

ing

of s

tage

s an

d es

timat

ion

of ti

min

gs

whi

lst a

llow

ing

for f

lexi

bilit

y in

resp

onse

to th

e ev

olvi

ng c

lass

room

situ

atio

n

f) C

onte

xtua

lly a

war

e en

cour

agem

ent o

f lea

rner

au

tono

my

g)

Org

anis

atio

n of

the

phys

ical

spa

ce to

mat

ch

plan

ned

inte

ract

ion

patte

rns

in th

e le

sson

h) R

elev

ance

and

pot

entia

l of I

CT

for t

he le

sson

and

fu

nctio

nal s

kills

dev

elop

men

t

i) M

onito

ring

and

eval

uatin

g le

arni

ng o

utco

mes

j) A

ppro

pria

te c

onve

ntio

ns o

f for

mat

, sty

le, a

nd

cont

ent i

n th

e pr

e-le

sson

ana

lysi

s an

d le

sson

pl

an

Del

ta M

odul

e Tw

o

11

3 Ev

alua

ting,

se

lect

ing

and

usin

g re

sour

ces

and

mat

eria

ls fo

r te

achi

ng p

urpo

ses

3.1

Dev

elop

prin

cipl

ed c

riter

ia to

info

rm th

e ch

oice

an

d us

e of

mat

eria

ls a

nd re

sour

ces

3.2

App

ly p

rinci

pled

crit

eria

to s

elec

t and

mak

e ef

fect

ive

use

of a

rang

e of

app

ropr

iate

trad

ition

al

mat

eria

ls a

nd e

-res

ourc

es a

nd m

ater

ials

, for

sp

ecifi

ed te

achi

ng a

nd le

arni

ng c

onte

xts

3.3

Ada

pt, d

evel

op a

nd c

reat

e te

achi

ng/le

arni

ng

mat

eria

ls/re

sour

ces,

incl

udin

g IC

T, fo

r spe

cifie

d te

achi

ng a

nd le

arni

ng c

onte

xts

3.4

Crit

ical

ly a

sses

s th

e ef

fect

iven

ess

of m

ater

ials

an

d re

sour

ces

as u

sed

in s

peci

fied

teac

hing

/lear

ning

con

text

s

Influ

ence

of E

LT re

sear

ch, m

arke

t res

earc

h, a

nd

expe

ctat

ions

of l

earn

ers,

teac

hers

, ins

titut

ions

and

go

vern

men

t, in

clud

ing

the

follo

win

g:

• cu

rric

ulum

requ

irem

ents

• la

ngua

ge p

rofic

ienc

y le

vel

• m

otiv

es fo

r lea

rnin

g

• co

gniti

ve le

vel

• af

fect

ive

fact

ors

• to

pic

and

cont

ent (

incl

udin

g cu

ltura

l, lin

guis

tic

appr

opria

tene

ss)

• te

xt ty

pes

• cr

iteria

for j

udgi

ng th

e su

itabi

lity

of d

iffer

ent t

ypes

of

mat

eria

ls a

nd re

sour

ces

for s

peci

fied

teac

hing

and

le

arni

ng c

onte

xts

Mat

eria

ls:

• pr

escr

ibed

mat

eria

ls

• ap

prop

riate

ness

of m

ater

ials

to la

ngua

ge it

em(s

) and

sk

ills

taug

ht

• la

yout

and

des

ign

• m

arke

t orie

ntat

ion:

loca

l and

inte

rnat

iona

l

Del

ta M

odul

e Tw

o

12

Res

ourc

es:

• co

urse

book

s

• co

urse

mat

eria

ls

• su

pple

men

tary

mat

eria

ls a

nd re

sour

ces

(e.g

. on

line

supp

ort m

ater

ials

, gra

ded

read

ers,

gra

mm

ar

refe

renc

es fo

r stu

dent

s an

d te

ache

rs)

• pu

blis

hed

mat

eria

ls n

ot o

rigin

ally

des

igne

d fo

r use

in

the

clas

sroo

m (e

.g. o

n-lin

e ne

ws,

jour

nals

, re

ports

, arti

cles

, prin

ted

new

spap

ers,

mag

azin

es)

• IC

T, in

clud

ing

elec

troni

c re

sour

ces

for c

lass

room

us

e an

d in

divi

dual

stu

dy

4

Man

agin

g an

d su

ppor

ting

lear

ning

4.1

Crit

ical

ly e

valu

ate

a ra

nge

of a

ppro

ache

s an

d te

chni

ques

for a

var

iety

of l

earn

ers

4.2

Diff

eren

tiate

am

ong

the

role

s a

teac

her c

an

assu

me

in re

latio

n to

a v

arie

ty o

f tea

chin

g co

ntex

ts a

nd le

arne

rs

4.3

Cre

ate

cond

ition

s th

at h

elp

esta

blis

h a

safe

le

arni

ng e

nviro

nmen

t and

mai

ntai

n a

good

ra

ppor

t with

and

bet

wee

n le

arne

rs a

nd fo

ster

a

cons

truct

ive

lear

ning

atm

osph

ere

• A

ppro

ache

s an

d cr

iteria

for a

pplic

atio

n to

spe

cific

co

ntex

ts

• Th

eore

tical

des

crip

tions

and

ana

lysi

s of

the

rang

e an

d bo

unda

ries

of p

ossi

ble

clas

sroo

m ro

les

for a

te

ache

r (e.

g. fa

cilit

ator

, man

ager

, coa

ch,

info

rmat

ion-

give

r etc

.)

• Te

achi

ng m

anne

r, qu

aliti

es a

nd p

erso

nal s

tyle

(e.g

. au

then

ticity

, em

path

y et

c.),

the

qual

ity o

f rel

atio

nshi

p an

d in

tera

ctio

n in

the

clas

sroo

m (e

.g. r

espe

ct,

rapp

ort,

affe

ctiv

e is

sues

etc

.)

• Fl

exib

ility

of t

he te

ache

r’s ro

le w

ith d

iffer

ent l

earn

ers

and

in d

iffer

ent t

each

ing

cont

exts

Del

ta M

odul

e Tw

o

13

4.4

Dem

onst

rate

abi

lity

to c

omm

unic

ate

with

le

arne

rs a

nd to

faci

litat

e co

mm

unic

atio

n am

ong

lear

ners

4.5

Man

age

and

supp

ort l

earn

ing

with

indi

vidu

als

and

grou

ps to

max

imis

e le

arni

ng

4.6

Giv

e fe

edba

ck o

n pr

ogre

ss/a

chie

vem

ent f

or a

ll le

arne

rs

4.7

Dem

onst

rate

, with

out s

tere

otyp

ing,

an

unde

rsta

ndin

g of

the

lear

ners

’ cul

tura

l ba

ckgr

ound

(s)/c

onte

xt(s

) and

impl

icat

ions

for

teac

hing

and

lear

ning

4.8

Dem

onst

rate

flex

ible

and

app

ropr

iate

use

of a

ra

nge

of p

ract

ical

cla

ssro

om a

ctio

ns, t

echn

ique

s,

tradi

tiona

l and

e-m

ater

ials

and

reso

urce

s to

hel

p ac

hiev

e sp

ecifi

c go

als

• D

iver

sity

of l

earn

ers’

bac

kgro

unds

, vie

ws

and

lang

uage

abi

litie

s

• P

rinci

ple

of e

qual

ity, i

nclu

sive

ness

and

resp

ect f

or a

ll le

arne

rs a

t all

times

• O

rgan

isat

ion

of th

e ph

ysic

al s

pace

and

util

isat

ion

of

clas

sroo

m re

sour

ces,

taki

ng a

ccou

nt o

f the

lear

ners

, ty

pe o

f les

son,

and

saf

ety

regu

latio

ns

• C

lass

room

pre

senc

e: a

bilit

y to

gai

n an

d ho

ld

atte

ntio

n, to

giv

e cl

ear u

nam

bigu

ous

mes

sage

s, to

lis

ten

to, i

nter

pret

and

resp

ond

to w

hat l

earn

ers

say,

to

sho

w s

uppo

rt, u

nder

stan

ding

and

em

path

y w

here

ap

prop

riate

• A

ppro

pria

te g

rade

d la

ngua

ge to

ask

rele

vant

and

ef

fect

ive

ques

tions

, and

to g

ive

clea

r ins

truct

ions

, ex

plan

atio

ns, d

emon

stra

tions

, fee

dbac

k an

d gu

idan

ce a

s ne

eded

• Ta

sk s

ettin

g an

d m

anag

ing

a va

riety

of w

orki

ng

arra

ngem

ents

as

appr

opria

te

• M

onito

ring

activ

ities

and

lear

ners

• S

trate

gies

to d

eal w

ith p

robl

ems

and

mis

unde

rsta

ndin

gs

• A

ccur

ate

info

rmat

ion

on la

ngua

ge s

yste

ms

and

lang

uage

ski

lls

• W

ays

of c

heck

ing

lear

ners

’ und

erst

andi

ng o

f the

m

eani

ng, f

orm

and

use

of s

peci

fic la

ngua

ge it

ems

Del

ta M

odul

e Tw

o

14

• Ty

pes

and

effe

cts

of v

erba

l and

writ

ten

feed

back

to

lear

ners

• R

ecog

nitio

n of

suc

cess

ful l

earn

er la

ngua

ge u

se

• R

ecog

nitio

n of

pro

blem

s, m

ista

kes

and

erro

rs a

nd

thei

r pos

sibl

e ca

uses

• In

terv

entio

n to

hel

p le

arne

rs w

ith th

ese

prob

lem

s,

mis

take

s an

d er

rors

• Fl

exib

le d

ecis

ion-

mak

ing

abou

t the

tim

ing

and

paci

ng o

f wor

k in

resp

onse

to th

e ev

olvi

ng

clas

sroo

m s

ituat

ion

• E

ffect

ive

and

appr

opria

te c

lass

room

use

of a

var

ied

rang

e of

cur

rent

ly a

vaila

ble

reso

urce

s an

d m

ater

ials

,

• C

heck

ing

lear

ning

and

pro

gres

s

5 Ev

alua

tion

of

less

on p

repa

ratio

n an

d te

achi

ng

5.1

Crit

ical

ly s

elec

t and

dev

elop

crit

eria

for j

udgi

ng

the

effe

ctiv

enes

s of

thei

r pre

para

tion

and

teac

hing

5.2

Crit

ical

ly e

valu

ate

a ra

nge

of te

chni

ques

and

ap

proa

ches

for t

each

ing

lang

uage

sys

tem

s

5.3

Crit

ical

ly e

valu

ate

a ra

nge

of te

chni

ques

and

ap

proa

ches

for d

evel

opin

g le

arne

rs’ l

angu

age

skills

, sub

-ski

lls a

nd s

trate

gies

• E

valu

atio

n of

less

on p

repa

ratio

n be

fore

teac

hing

th

roug

h cr

itica

l thi

nkin

g w

ith re

gard

to a

ssum

ptio

ns

mad

e, p

robl

ems

antic

ipat

ed, d

ecis

ions

take

n, a

nd

the

sele

ctio

n an

d us

e of

mat

eria

ls a

nd re

sour

ces

• E

valu

atio

n of

less

on p

repa

ratio

n an

d ex

ecut

ion

thro

ugh

reca

ll, re

flect

ion

and

criti

cal t

hink

ing

• C

ritic

al re

flect

ion

on th

e re

latio

nshi

p be

twee

n th

e ca

ndid

ate’

s ow

n be

liefs

and

thei

r les

son

prep

arat

ion

and

teac

hing

Del

ta M

odul

e Tw

o

15

5.4

Use

eva

luat

ion

and

deve

lopm

ent p

roce

sses

to

impr

ove

the

prep

arat

ion,

man

agem

ent a

nd

supp

ort o

f lea

rnin

g fo

r all

lear

ners

5.5

Use

crit

ical

refle

ctio

n sk

ills

to e

xten

d ca

ndid

ates

’ ow

n de

velo

pmen

t and

gro

wth

as

a te

ache

r

• Ta

king

acc

ount

of t

hese

eva

luat

ions

in p

lann

ing

futu

re s

tudy

, res

earc

h fo

r tea

chin

g, le

sson

pr

epar

atio

n an

d te

achi

ng

• U

se o

f e-p

ortfo

lio to

log

refle

ctio

ns a

nd a

ctio

n pl

ans

• O

nlin

e se

lf as

sess

men

t

6

Obs

erva

tion/

Ev

alua

tion

of o

ther

te

ache

rs’ l

esso

ns

6.1

Des

crib

e an

d an

alys

e le

sson

s gi

ven

by

colle

ague

s, p

eers

or t

each

ers

at th

e tra

inin

g ce

ntre

6.2

Use

an

obse

rvat

ion

inst

rum

ent t

o an

alys

e th

e le

sson

s

6.3

Use

crit

ical

refle

ctio

n sk

ills

to in

form

obs

erva

tion,

an

alys

is a

nd fe

edba

ck

6.4

Pro

vide

sup

porti

ve a

nd c

onst

ruct

ive

feed

back

, w

here

app

ropr

iate

, to

teac

hers

who

se le

sson

s ha

ve b

een

obse

rved

• O

bser

vatio

n in

stru

men

ts

• Fu

nctio

n an

d fo

rms

of o

bser

vatio

n fe

edba

ck

• R

ole

of o

bser

vatio

n in

qua

lity

assu

ranc

e an

d pr

ofes

sion

al d

evel

opm

ent

• C

lear

nar

rativ

e an

d co

mm

enta

ry o

n ob

serv

atio

n

• U

se o

f e-p

ortfo

lio to

reco

rd o

bser

vatio

ns

Del

ta M

odul

e Tw

o

16

7 Pr

ofes

sion

alis

m

and

oppo

rtun

ities

fo

r pro

fess

iona

l de

velo

pmen

t

7.1

Rev

iew

and

dev

elop

thei

r ow

n pr

actic

e in

the

light

of d

ata

from

thei

r ow

n an

d ot

hers

’ ex

perie

nce

and

from

spe

cific

theo

ries

of

lang

uage

, lan

guag

e le

arni

ng a

nd le

arni

ng th

eory

7.

2 R

efle

ct c

ritic

ally

on

thei

r ow

n be

liefs

abo

ut

lear

ning

and

teac

hing

and

how

thes

e in

fluen

ce

thei

r app

roac

h to

teac

hing

7.

3 R

efle

ct o

n fe

edba

ck re

ceiv

ed fr

om le

arne

rs,

colle

ague

s, tu

tors

and

man

ager

s an

d ho

w th

is is

us

ed fo

r the

ir ow

n de

velo

pmen

t as

a te

ache

r 7.

4 R

elat

e ke

y is

sues

link

ed to

pro

fess

iona

l con

duct

an

d ac

coun

tabi

lity

to th

eir o

wn

wor

k an

d be

havi

our

7.5

Rec

ogni

se a

nd d

emon

stra

te s

tand

ards

of

prof

essi

onal

pra

ctic

e lin

ked

to o

rgan

isat

iona

l re

quire

men

ts w

ith re

gard

to m

anne

r, at

titud

e,

wor

king

rela

tions

hips

, per

sona

l app

eara

nce,

tim

ekee

ping

7.

6 Id

entif

y, e

valu

ate

and

disc

uss

poss

ible

futu

re

spec

ialis

ms

or c

aree

r pat

hs w

ithin

the

lang

uage

te

achi

ng p

rofe

ssio

n or

in re

late

d fie

lds

• R

efle

xivi

ty: l

earn

ing

from

one

self;

refle

ctio

n on

pr

actic

e; a

war

enes

s an

d an

alys

is o

f per

sona

l qu

aliti

es, v

alue

s, a

ttitu

des

and

belie

fs a

nd th

eir

influ

ence

on

clas

s re

latio

nshi

ps, l

esso

ns, a

ctiv

ities

, te

chni

ques

, act

ions

, dec

isio

ns a

nd la

ngua

ge u

sed;

ap

plic

atio

n of

wha

t is

lear

ned

to fu

ture

pre

para

tion

and

teac

hing

• Le

arni

ng fr

om o

ther

s: re

flect

ion

on fe

edba

ck a

nd

info

rmat

ion

(e.g

. fro

m p

eers

, tra

iner

s, c

olle

ague

s,

educ

atio

nal m

anag

ers,

etc

.); re

flect

ion

on th

ings

ob

serv

ed o

r stu

died

(e.g

. boo

ks re

ad, l

esso

ns

wat

ched

, sem

inar

s at

tend

ed, e

tc.);

crit

ical

ly u

sing

th

is to

impr

ove

cand

idat

e’s

own

teac

hing

• C

ontin

uing

refle

ctio

n of

can

dida

tes’

teac

hing

in li

ght

of th

eorie

s of

lear

ning

, lan

guag

e, S

LA, e

tc.,

and

of

thei

r ow

n be

liefs

• N

orm

s an

d co

des

of p

rofe

ssio

nal p

ract

ice

with

in th

e pr

ofes

sion

as

a w

hole

and

with

in s

peci

fic lo

cal

cont

exts

; man

ner,

beha

viou

r, at

titud

es, r

elat

ions

hips

an

d se

lf-pr

esen

tatio

n in

side

and

out

side

the

clas

sroo

m, s

taff-

room

and

sch

ool e

nviro

nmen

t; ro

les

of a

teac

her w

ithin

cla

ssro

om a

nd in

stitu

tion

• Th

e te

ache

r’s ro

le w

ithin

pro

fess

iona

l and

in

stitu

tiona

l cod

es o

f pra

ctic

e; u

nder

lyin

g va

lues

and

no

rms,

pra

ctic

al im

plic

atio

ns a

nd p

oten

tial o

utco

mes

of

eac

h

• A

war

enes

s of

car

eer p

aths

and

dev

elop

men

t of o

wn

care

er tr

ajec

tory

(pla

n) ta

king

acc

ount

of

oppo

rtuni

ties

and

cons

train

ts

17

Del

ta M

odul

e Th

ree

Focu

s an

d ai

ms

The

mod

ule

focu

ses

on b

road

enin

g th

e ca

ndid

ate’

s kn

owle

dge

of a

cho

sen

spec

ialis

m a

nd d

evel

opin

g th

eir u

nder

stan

ding

of

sylla

bus

desi

gn, t

estin

g an

d as

sess

men

t. Ti

tle o

f Mod

ule

Exte

ndin

g Pr

actic

e an

d EL

T Sp

ecia

lism

Aim

s 1.

To

ena

ble

cand

idat

es to

dev

elop

thei

r kno

wle

dge

in re

latio

n to

a s

elec

ted

ELT

spe

cial

ism

2.

To d

evel

op c

andi

date

s’ k

now

ledg

e of

ELT

cur

ricul

um a

nd s

ylla

bus

desi

gn p

rinci

ples

and

app

ly th

is k

now

ledg

e to

a c

onte

xt a

nd a

n ac

tual

lear

ner o

r gro

up o

f lea

rner

s to

who

m th

ey h

ave

acce

ss

3.

To d

evel

op c

andi

date

s’ c

ritic

al a

war

enes

s of

syl

labu

ses

and

cour

ses

and

impl

icat

ions

for t

he s

elec

ted

spec

ialis

m

4.

To d

evel

op c

andi

date

s’ s

kills

in th

e de

sign

and

impl

emen

tatio

n of

syl

labu

ses

and

cour

ses

in re

latio

n to

the

sele

cted

spe

cial

ism

5.

To d

evel

op c

andi

date

s’ c

ritic

al a

war

enes

s of

type

s an

d m

etho

ds o

f ass

essm

ent i

n re

latio

n to

the

sele

cted

sp

ecia

lism

6.

To a

pply

can

dida

tes’

kno

wle

dge

and

unde

rsta

ndin

g of

ass

essm

ent t

o th

e pr

oduc

tion

of a

form

of a

sses

smen

t fo

r the

sel

ecte

d sp

ecia

lism

7.

To e

nabl

e ca

ndid

ates

to s

ynth

esis

e al

l of t

he a

bove

and

pre

sent

a c

oher

ent a

ccou

nt o

f the

pro

ject

to a

third

pa

rty re

ader

ship

Leve

l P

ostg

radu

ate

Cre

dit V

alue

20

Del

ta M

odul

e Th

ree

18

Con

tent

Le

arni

ng O

utco

mes

In

dica

tive

cont

ent

Uni

t Su

cces

sful

can

dida

tes

can:

1 R

esea

rch

into

spe

cial

ist a

reas

1.

1 P

rese

nt a

n in

form

ed d

iscu

ssio

n of

the

cont

ext

and

need

s of

lear

ners

in th

eir s

elec

ted

spec

ialis

m

1.2

Sum

mar

ise

the

prin

cipl

es a

nd th

eorie

s of

te

achi

ng w

hich

are

spe

cific

to th

e se

lect

ed

spec

ialis

m

1.3

App

ly k

now

ledg

e an

d un

ders

tand

ing

of th

e se

lect

ed s

peci

alis

t are

a to

pla

n fo

r and

as

sess

lear

ners

in th

e ch

osen

spe

cial

ism

• R

esea

rch,

ski

lls

• R

esou

rces

• A

ssig

nmen

t pla

nnin

g

• C

onte

xt: n

atio

nal,

educ

atio

nal a

nd

inst

itutio

nal f

eatu

res

• N

eeds

ana

lysi

s

• C

riter

ia fo

r sel

ectin

g re

leva

nt a

ppro

ach

to

teac

hing

• P

rinci

ples

und

erly

ing

plan

ning

and

as

sess

men

t in

the

sele

cted

spe

cial

ist

cont

ext

Del

ta M

odul

e Th

ree

19

2 Sy

llabu

s de

sign

: prin

cipl

es,

influ

ence

s on

, met

hodo

logi

cal

effe

cts

of, a

nd m

ajor

syl

labu

s ty

pes

as a

pplie

d to

the

spec

ific

lear

ning

con

text

2.1

Crit

ical

ly e

valu

ate

appr

oach

es to

syl

labu

s de

sign

, inc

ludi

ng th

eir t

heor

etic

al b

ase,

in

rela

tion

to th

e br

oade

r cur

ricul

um a

nd to

the

spec

ific

lear

ning

/teac

hing

con

text

sel

ecte

d by

th

e ca

ndid

ate

2.2

Des

crib

e th

e in

fluen

ce o

f syl

labu

s de

sign

on

Eng

lish

Lang

uage

Tea

chin

g m

etho

dolo

gy

2.3

Eva

luat

e an

d cr

itica

lly a

sses

s th

e in

fluen

ce o

f m

ajor

theo

ries

of s

econ

d la

ngua

ge a

cqui

sitio

n on

the

desi

gn o

f maj

or ty

pes

of s

ylla

bus

in E

LT

and

thei

r inf

luen

ce o

n co

urse

pro

visi

on

2.4

Sel

ect a

nd d

evel

op c

riter

ia fo

r jud

ging

the

suita

bilit

y of

diff

eren

t typ

es o

f syl

labu

s fo

r st

ated

teac

hing

and

the

spec

ific

lear

ning

co

ntex

t

• P

reva

lent

type

s of

syl

labu

s de

sign

with

re

fere

nce

to a

rang

e of

diff

eren

t con

text

s

• R

atio

nale

info

rmin

g th

e se

lect

ion

of

lang

uage

item

s an

d sk

ills,

and

the

orde

ring

and

sequ

enci

ng o

f the

se in

a

rang

e of

diff

eren

t con

text

s

• In

fluen

ce o

f edu

catio

nal,

cultu

ral,

soci

al,

econ

omic

and

pol

itica

l fac

tors

on

sylla

bus

desi

gn

• E

ffect

(s) t

hat s

ylla

bus

desi

gn (i

n th

e co

ntex

t(s) w

ith w

hich

can

dida

tes

are

fam

iliar

) hav

e on

the

choi

ce o

f m

etho

dolo

gy

• M

ajor

theo

ries

of S

LA a

nd th

eir e

ffect

s on

the

desi

gn o

f maj

or ty

pes

of s

ylla

bus

(e.g

. lex

ical

, fun

ctio

nal,

task

-bas

ed, a

nd

proc

ess-

base

d)

Del

ta M

odul

e Th

ree

20

3 D

esig

ning

syl

labu

s an

d te

achi

ng

prog

ram

mes

to m

eet t

he n

eeds

of

lear

ners

in th

e sp

ecifi

c co

ntex

t of t

heir

sele

cted

sp

ecia

lism

3.1

Des

ign

and

plan

the

impl

emen

tatio

n of

sy

llabu

ses

and

cour

ses

for a

sta

ted

teac

hing

co

ntex

t and

gro

up o

f lea

rner

s

3.2

Crit

ical

ly e

valu

ate,

ada

pt, d

esig

n an

d co

nduc

t a

varie

ty o

f nee

ds a

naly

ses

to in

form

syl

labu

s an

d te

achi

ng p

rogr

amm

es

Maj

or s

ylla

bus

type

s:

• le

xica

l •

form

al

• fu

nctio

nal

• ta

sk-b

ased

•

proc

ess-

base

d •

topi

c-ba

sed

• P

reva

lent

syl

labu

s ty

pes

in th

e sp

ecifi

c co

ntex

t of t

heir

sele

cted

spe

cial

ism

• M

etho

ds o

f ass

essi

ng th

e su

itabi

lity

of

sylla

bus

type

s in

the

spec

ific

cont

ext o

f th

eir s

elec

ted

spec

ialis

m, e

.g. i

dent

ifica

tion

or le

arne

r out

com

es, i

nstit

utio

nal n

eeds

an

alys

is, l

earn

er n

eeds

ana

lysi

s, lo

cal

cultu

ral e

xpec

tatio

ns

• R

elat

ions

hip

of s

ylla

bus

type

to n

eeds

and

ex

pect

atio

ns o

f lea

rner

s/in

stitu

tion/

loca

l cu

lture

Type

s of

nee

ds a

naly

ses:

•

pre-

cour

se a

nd d

urin

g-co

urse

•

form

al a

nd in

form

al

• sp

oken

and

writ

ten

test

s (a

ccur

acy

and

com

mun

icat

ive

fluen

cy)

• di

scre

te it

em te

sts

• in

terv

iew

s •

ques

tionn

aire

s

• M

etho

ds fo

r con

duct

ing

need

s an

alys

es

(Eng

lish

lang

uage

and

lang

uage

ski

lls) w

ith

refe

renc

e to

the

spec

ific

cont

ext o

f the

ir se

lect

ed s

peci

alis

m

Del

ta M

odul

e Th

ree

21

4 C

ours

e de

sign

and

dev

elop

men

t in

the

spec

ific

cont

ext o

f the

ir se

lect

ed s

peci

alis

m

4.1

App

ly th

eir k

now

ledg

e of

nee

ds a

naly

sis

and

sylla

bus

desi

gn to

des

igni

ng a

cou

rse

for t

heir

sele

cted

gro

up o

f lea

rner

s

4.2

Pre

pare

a s

chem

e of

wor

k ba

sed

on th

e co

urse

out

lined

4.3

Sel

ect o

r out

line

appr

opria

te m

ater

ials

for t

he

cour

se

• P

rinci

ples

of c

ours

e de

sign

: seq

uenc

ing,

st

agin

g, re

cycl

ing

• A

ligni

ng th

e co

urse

with

tim

e an

d sc

hedu

ling

cons

train

ts

• S

chem

e of

wor

k lin

ked

to a

bove

, cov

erin

g to

pics

, key

task

s, o

utco

mes

and

reso

urce

s

5 Th

e pr

inci

ples

and

pra

ctic

e of

te

stin

g an

d as

sess

men

t and

ap

plic

atio

n to

the

cand

idat

e’s

spec

ialis

t are

a

5.1

Des

crib

e an

d ex

plai

n m

ajor

prin

cipl

es

invo

lved

in te

stin

g, te

st d

esig

n, a

nd d

iffer

ent

type

s of

ass

essm

ent

5.2

App

ly th

ese

prin

cipl

es to

the

plan

ning

and

/or

desi

gn a

nd u

se o

f ass

essm

ent s

chem

es,

met

hods

and

inst

rum

ents

that

are

fair,

val

id,

relia

ble,

suf

ficie

nt a

nd a

ppro

pria

te fo

r spe

cific

le

arne

rs, u

sing

ICT

whe

re a

ppro

pria

te

• R

elia

bilit

y •

Val

idity

•

Ran

ge

• M

ode

• et

c.

•

Dia

gnos

tic te

stin

g •

Pro

gres

s te

stin

g •

Pla

cem

ent t

ests

•

‘Liv

e’ m

onito

ring

• A

naly

sis

of le

arne

rs’ w

ritte

n te

xt

• A

naly

sis

of le

arne

rs’ s

poke

n te

xt

• U

se o

f ele

ctro

nic

and

onlin

e as

sess

men

t

Del

ta M

odul

e Th

ree

22

5.3

Sel

ect,

adap

t and

cre

ate

valid

cla

ssro

om

test

s an

d ot

her f

orm

s of

info

rmal

ass

essm

ent

appr

opria

tely

5.4

Eva

luat

e an

d in

terp

ret t

he re

sults

of

clas

sroo

m te

sts

appr

opria

tely

• M

ajor

test

s re

leva

nt to

the

cont

ext(s

) w

ith w

hich

can

dida

tes

are

fam

iliar

(e.g

. IE

LTS

, loc

al s

tate

and

gov

ernm

ent

reco

gnis

ed te

sts)

•

Impa

ct th

at te

sts

have

on

teac

hing

m

etho

dolo

gies

and

syl

labu

s co

nten

t

• S

ee in

dica

tive

sylla

bus

cont

ent f

or

5.2

abov

e •

Live

and

reco

rded

obs

erva

tion

• D

esig

n of

feed

back

que

stio

nnai

res

• Fe

edba

ck in

terv

iew

s (e

.g. f

or le

arne

rs,

teac

hers

, ins

titut

ions

)

6 M

onito

ring

and

eval

uatin

g th

e ef

fect

iven

ess

and

qual

ity o

f co

urse

s an

d pr

ogra

mm

es o

f st

udy

6.1

Sel

ect,

adap

t and

cre

ate

appr

opria

te

asse

ssm

ent t

ools

(inc

ludi

ng fo

rmal

test

s an

d ex

ams)

and

met

hods

in o

rder

to m

onito

r and

ev

alua

te th

e ef

fect

iven

ess

and

qual

ity o

f co

urse

s an

d pr

ogra

mm

es o

f stu

dy

• E

vide

nce

of e

ffect

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O, a

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