INTO University of Exeter

1

INTO University of Exeter

Teaching English to Speakers of Other Languages (TESOL)

TESOL Module Handbook

2012 – 2013

2

CONTENTS

MODULE DESCRIPTION: ELC 1800 3



MARKED WORK TO BE SUBMITTED: ELC 1800 16



TESOL MARKING CRITERIA FOR UNDERGRADUATE ASSIGNMENTS 19

ACADEMIC MISCONDUCT 21

COMPLAINTS PROCEDURE 24

3

Module Description ELC 1800 (To be confirmed)

MODULE TITLE Teaching English to Speakers of Other

Languages (TESOL)

CREDIT VALUE

30

MODULE CODE ELC1800 MODULE CONVENER Nicky Davies, Jeanette Lewin, Theresa Weaver

DURATION

TERM 1 2 3 Number Students Taking Module (anticipated)

16

WEEKS 11 11

DESCRIPTION – summary of the module content (100 words) TESOL refers to Teaching English to Speakers of Other Languages, a term that has replaced TEFL (Teaching English as a Foreign Language). In this module you will gain an introduction to many aspects of English language teaching. You will learn about methodology used in communicative language teaching. You will learn how to develop your classroom presence and classroom management skills through the observation of teaching professionals, practical input sessions and supervised peer teaching practice. At the same time you will examine the grammar, vocabulary and phonology of the English language system and learn how to plan well-staged motivating lessons. It may be useful to have studied a second language to A level or above, but this is not a pre-requisite. The module does not lead to a teaching qualification, but you will have the opportunity to be considered to study for the widely recognised Trinity CertTESOL qualification alongside your degree if you progress to the second and third level TESOL modules ELC2800 and ELC3800. Preference will be given to students who have studied ELC 1800. MODULE AIMS – intentions of the module This module aims to develop your intercultural competence, language awareness and critical thinking about your own learning, as well as introduce you to basic concepts of language teaching and the skills required to be an effective teacher. It provides a sound basis for continuation to Level 2 (ELC2800). A wide variety of assessment types are used in order to help you develop transferable skills and enhance your employability. The course is particularly beneficial if you are planning to go on to do a PGCE or continue to pursue a career in TESOL. INTENDED LEARNING OUTCOMES (ILOs) (see assessment section below for how ILOs will be assessed)

On successful completion of this module you should be able to: Module Specific Skills and Knowledge: 1 demonstrate basic knowledge of and basic analytical skills in the fields of English grammar,

phonology, lexis, and discourse and show an ability to describe language, in both oral and

written contexts

2 show an understanding of basic pedagogical concepts in language teaching and demonstrate

an understanding of approaches to Teaching English to Speakers of Other Languages

3 use core TESOL resources and be familiar with the main categories of learning materials

within this area

Discipline Specific Skills and Knowledge: 4 show a good level of analytical skills

5 demonstrate practical abilities, e.g. in explaining and exemplifying

6 show proficiency in your oral and written abilities in describing language and language learning

approaches

4

Personal and Key Transferable/ Employment Skills and Knowledge:

7 reflect on your knowledge and the effectiveness of your learning strategies, monitor your own

progress and provide feedback to peers and staff on elements of your study

8 display a sense of organisation and time management

9 use reference materials effectively

10 show increased awareness of personal and professional requirements for teaching and

demonstrate self-awareness and cultural sensitivity

SYLLABUS PLAN – summary of the structure and academic content of the module

1. Induction session, covering requirements for the module

2. Introduction to learning and teaching

3. Describing and analysing English language, including grammatical, lexical and phonological systems

and discourse features

4. Basic concepts and terminology of TESOL

5. Introduction to basic classroom and pedagogic skills

6. Use and evaluation of appropriate resources used in TESOL

LEARNING AND TEACHING

LEARNING ACTIVITIES AND TEACHING METHODS (given in hours of study time) Scheduled Learning & Teaching activities

68 hours Guided independent study

232 hours

Placement/study abroad

N/A

DETAILS OF LEARNING ACTIVITIES AND TEACHING METHODS Category Hours of study

time Description

Scheduled Learning and teaching activities

68 hours Lectures & practical classes (includes supervised peer teaching, feedback on peer teaching and in-class test)

Guided independent study 20 hours Designing materials for teaching practice, writing up lesson plans, self assessment and reflection on teaching practice.

Guided independent study 80 hours Research (includes observation of classes), preparation and writing up tasks and assignments.

Guided independent study 132 hours Reading and research

ASSESSMENT

FORMATIVE ASSESSMENT - for feedback and development purposes; does not count towards module grade Form of Assessment Size of the

assessment e.g. duration/length

ILOs assessed Feedback method

Written task: identifying and

analysing student errors

500-750 words 1, 4,6,9 Spoken and written

5

Teaching practice (peer teaching) 30 minutes 1-3,5,7-10 Spoken and written

SUMMATIVE ASSESSMENT (% of credit) Coursework 65% Written exams 15% Practical exams 20% DETAILS OF SUMMATIVE ASSESSMENT Form of Assessment

% of credit

Size of the assessment e.g. duration/length


Written assignment and

recorded interview:

comparing learning

experiences

25% 1,500 words 1-10 Spoken and written

In-class test 15% 1.5 hours 1,6 Spoken and written

Written task: vocabulary

teaching and language

awareness

15% 750 words 1,2,4,6,9 Spoken and written

Written assignment:

materials development

25% 1,500 words 1,2,3,4,6,8,9 Spoken and written

Teaching practice (peer

teaching)

20% 30 minutes 1-3,5,7-10 Spoken and written

DETAILS OF RE-ASSESSMENT (where required by referral or deferral) Original form of assessment

Form of re-assessment ILOs re-assessed Time scale for re-assessment

Written assignment and

recorded interview:

comparing learning

experiences

Re-submission 1-10 29th March 2013 deadline for submission

In-class test Re-sit 1,6 May 2013

Written task: vocabulary

teaching and language

awareness

Re-submission 1,2,4,6,9 3rd May 2013 deadline for submission

Written assignment:

materials development

Re-submission 1,2,3,4,6,8,9 3rd May 2013 deadline for submission

Teaching practice Teaching a lesson to the assessors

1-3,5,7-10 To be arranged before end of May

RE-ASSESSMENT NOTES The two written assignments constitute 50% of the module (25%

each), the in-class test and the written task are 15% each and the teaching practice is 20%.

6

RESOURCES

INDICATIVE LEARNING RESOURCES - The following list is offered as an indication of the type & level of

information that you are expected to consult. Further guidance will be provided by the Module Convener.

Basic reading:

Harmer, J. (2007). Practice of English Language Teaching (4th Ed.). Harlow: Pearson Education Ltd.

Longman Dictionary of Contemporary English. (4th Ed.). (2006). Harlow: Pearson Education Ltd.

Swan, M. (2005). Practical English Usage (3rd Ed.). Oxford: OUP.

ELE – www.vle.exeter.ac.uk

Web based and electronic resources:

www.bbc.co.uk/worldservice/learningenglish

Other resources:

CREDIT VALUE 30 ECTS VALUE 15

PRE-REQUISITE MODULES None CO-REQUISITE MODULES None NQF LEVEL (FHEQ) 4 AVAILABLE AS DISTANCE LEARNING YES / NO ORIGIN DATE 20/8/2012 LAST REVISION DATE 20/8/2012

KEY WORDS SEARCH TESOL, TEFL, Trinity CertTESOL, teaching abroad Module Descriptor Template Revised October 2011

http://www.vle.exeter.ac.uk/

http://www.bbc.co.uk/worldservice/learningenglish

7



Languages (TESOL)

CREDIT VALUE

30

MODULE CODE ELC2800 MODULE CONVENER Nicky Davies, Jeanette Lewin

DURATION


16

WEEKS 11 11

DESCRIPTION – summary of the module content (100 words) TESOL refers to Teaching English to Speakers of Other Languages, a term that has replaced TEFL (Teaching English as a Foreign Language). In this module you will gain practical experience of many aspects of English language teaching. You will gain an understanding of second language acquisition theories and learn about methodology used in communicative language teaching. You will learn how to develop your classroom presence and classroom management skills through the observation of teaching professionals, practical input sessions and supervised teaching practice with international students. At the same time you will examine the grammar, vocabulary and phonology of the English language system, develop the ability to assess learners’ communicative competence and learn how to plan well-staged motivating lessons that will meet specific learners’ needs. It may be useful to have studied a second language to A level or above, but this is not a pre-requisite. If you have not studied on our level 1 module (ELC1800), you will be given catch-up tasks to do before the course commences. The module does not lead to a teaching qualification, but you will have the opportunity to be considered to study for the widely recognised Trinity CertTESOL qualification alongside your degree. Preference will be given to students who have studied ELC 1800. MODULE AIMS – intentions of the module This module aims to develop your intercultural competence, language awareness and critical thinking about your own learning and teaching, as well as equip you with the skills to be an effective teacher. This is particularly valuable for students planning to teach on their year abroad. A wide variety of assessment types are used in order to help you develop transferable skills and enhance your employability. The course is particularly beneficial if you are planning to go on to do a PGCE or continue to pursue a career in TESOL.

INTENDED LEARNING OUTCOMES (ILOs)(see assessment section below for how ILOs will be assessed)

On successful completion of this module you should be able to: Module Specific Skills and Knowledge:

1 demonstrate sound understanding and analytical skills in the fields of English grammar,

phonology, lexis and discourse and show an ability to use specialised terminology in describing

language in both oral and written contexts

2 show understanding of, and ability to discuss pedagogical concepts in language teaching and

learning and demonstrate an understanding of approaches to Teaching English to Speakers of

Other Languages to adults, teenagers and young learners

3 understand how to assess needs, set aims and structure a lesson or sequence of lessons to

meet the requirements of specific learners

8

4 adapt and supplement a variety of TESOL resources to meet the needs of specific learners

5 demonstrate an effective classroom presence and apply effective classroom management

skills

Discipline Specific Skills and Knowledge: 6 evaluate the significance of information and show a good level of analytical skills


8 show proficiency in your oral and written abilities in describing a range of language and

language learning approaches

Personal and Key Transferable/ Employment Skills and Knowledge: 9 reflect on your knowledge and the effectiveness of your learning strategies, monitor your own

progress and provide feedback to peers and staff on elements of your study

10 take responsibility for your own learning and display a sense of organisation and time

management

11 manage learning resources and use English Language Teaching reference materials

effectively

12 show awareness of a range of personal and professional requirements for teaching and

demonstrate cultural sensitivity through knowledge and awareness of different cultures in a

variety of situations



2. Guided observations of classes taught by English Language Teaching professionals

3. Introduction to second language acquisition theories

4. Structuring a listening skills lesson

5. Adapting and supplementing the course book to teach listening and speaking skills

6. Inductive ways of teaching a grammar point

7. Experiencing lessons in an unknown language and keeping a reflective journal

8. Structuring a reading skills lesson

9. Structuring a speaking skills lesson

10. Assessing language proficiency and communicative competence

11. Assessing and responding to needs

12. Planning a one-to-one lesson

13. Planning a sequence of lessons

9




225 hours


N/A


time Description


68 hours Lectures and practical classes


7 hours 2 supervised teaching practice sessions, preparation group tutorials and feedback tutorials

Guided independent study 20hours Designing materials for teaching practice, writing up lesson plans, self-assessment and reflection of teaching practice

Guided independent study 80 hours Research (includes observation of classes), preparation and writing up assignments

Guided independent study 125 hours Reading and research

ASSESSMENT




Task: peer teaching a grammatical item. Feedback on classroom presence and classroom management (this task is also summative – see below)

15 minutes 5 Spoken and written

SUMMATIVE ASSESSMENT (% of credit) Coursework 55% Written exams N/A Practical exams 45%

DETAILS OF SUMMATIVE ASSESSMENT Form of Assessment

% of credit



Task: peer teaching a

grammatical item

10% 15 minutes 1,2,3,6,7,10,11 Spoken and written

Teaching practice 15% 30 minutes 1-5, 7-12 Spoken and written

Video-recorded for

self evaluation.

Assignment: unknown

language journal

20% 3,000 words 1,2.6.7.8.9-12 Spoken and written

Teaching practice 20% 30 minutes 1-5, 7-12 Spoken and written

Video-recorded for

10

self evaluation.

Assignment: learner

profile

35% 3,000 words + 120-180

minutes of interviews +

1 hour teaching

1-12 Spoken and written

DETAILS OF RE-ASSESSMENT(where required by referral or deferral) Original form of assessment

Form of re-assessment ILOs re-assessed Time scale for re-assessment

Task: peer teaching a

grammatical item

Teaching a grammatical point to the assessors (15 minutes)

1,2,3,6,7,10,11 To be arranged before end of May 2013

Teaching practice Teaching a lesson to the assessors (30 minutes)

1-5, 7-12 To be arranged before end of May

Assignment: unknown

language journal

Commentary and reflection on a DVD ELT lesson (3,000 words)

1,2,6,7,8, 9-12 29th March 2013 deadline for submission

Teaching practice Teaching a lesson to the assessors (30 minutes)

1-5, 7-12 To be arranged before the end of May 2013

Assignment: learner

profile

3,000-word assignment based on the needs analysis from a recorded interview with a learner + interview with assessor to discuss lesson plan

1-12 31st May 2013 deadline for submission

RE-ASSESSMENT NOTES– The first assignment (unknown learner journal) constitutes 20%

and the second assignment (learner profile) constitutes 35% of the module mark. The first

teaching practice is 15% and the second one is 20%. The task is 10% of the module mark.

RESOURCES


information that you are expected to consult.Further guidance will be provided by the Module Convener.

Basic reading:

Bolitho R. & Tomlinson, B. 2005. Discover English. Oxford: MacMillan.

Harmer, J. 2007. Practical English Language Teaching (4th Ed.). Harlow: Pearson Education Ltd.

Harmer , J. 2007. How to Teach English. Harlow: Pearson Education Ltd.

Kelly, G. 2000. How to Teach Pronunciation. Harlow: Pearson Education Ltd.

Swan, M. 2005. Practical English Usage (3rd Ed.). Oxford: OUP.

11

ELE – http://vle.exeter.ac.uk/



http://www.britishcouncil.org/learning-teaching-english-gateway

http://www.coe.int/t/dg4/linguistic/cadre_EN.asp


PRE-REQUISITE MODULES ELC 1800 or equivalent CO-REQUISITE MODULES None NQF LEVEL (FHEQ) 5 AVAILABLE AS DISTANCE LEARNING YES / NO ORIGIN DATE 20/8/12 LAST REVISION DATE 20/8/12

KEY WORDS SEARCH TESOL, TEFL, Trinity CertTESOL, teaching abroad

http://vle.exeter.ac.uk/



http://www.coe.int/t/dg4/linguistic/cadre_EN.asp

12



Languages (TESOL)

CREDIT VALUE

30

MODULE CODE ELC 3800 MODULE CONVENER Nicky Davies, Jeanette Lewin, Carol McCullough

DURATION


16

WEEKS 11 11

DESCRIPTION – summary of the module content (100 words) TESOL refers to Teaching English to Speakers of Other Languages, a term that has replaced TEFL (Teaching English as a Foreign Language). In this module you will gain practical experience of many aspects of English language teaching. You will gain a good understanding of second language acquisition theories and critically examine methodology used in communicative language teaching. You will learn how to further develop your classroom presence and classroom management skills through the observation of teaching professionals, practical input sessions and supervised teaching practice with international students. You will learn how to adapt authentic materials for the language classroom. At the same time you will examine the grammar, vocabulary and phonology of the English language system, develop the ability to assess learners’ communicative competence and learn how to plan well-staged motivating lessons that will meet specific learners’ needs. It may be useful to have studied a second language to A level or above, but this is not a pre-requisite. You are expected to have studied TESOL at level 2 or have worked as a language assistant on your year abroad, The module does not lead to a teaching qualification, unless you were accepted on a place to study for the widely recognised Trinity CertTESOL qualification alongside your degree when taking the level 2 module (ELC2800). MODULE AIMS – intentions of the module This module aims to develop your intercultural competence, language awareness and critical awareness of your own learning and teaching, as well as equip you with the skills to be an effective teacher. A variety of assessment types are used in order to help you develop transferable skills and enhance your employability. The course is particularly beneficial if you are planning to go on to do a PGCE or continue to pursue a career in TESOL. INTENDED LEARNING OUTCOMES (ILOs)(see assessment section below for how ILOs will be assessed)

On successful completion of this module you should be able to: Module Specific Skills and Knowledge: 1 demonstrate good analytical skills in the fields of English grammar, phonology, lexis and

discourse and show competence in the use of specialised ELT terminology in describing

language, both in oral and written contexts

2 show a critical understanding of pedagogical concepts in language learning and teaching

3 design, select and use TESOL resources appropriate to a variety of teaching contexts and

produce coherent lesson plans

4 demonstrate a sufficient knowledge of home culture and institutions in order to transmit this

information in a classroom situation

Discipline Specific Skills and Knowledge: 5 critically evaluate the significance of information and show a good level of analytical skills

13


7 show proficiency in your own oral and written abilities and apply appropriate knowledge in

describing a range of language and language learning approaches

Personal and Key Transferable/ Employment Skills and Knowledge: 8 act autonomously with minimal supervision within agreed guidelines

9 interact effectively within a team or professional group

10 manage learning resources and use English Language Teaching reference materials

effectively

11 show awareness of a range of personal and professional requirements for teaching and

demonstrate cultural sensitivity through knowledge and awareness of different cultures in a

variety of situations

12 evaluate your own strengths and weaknesses in theoretical and practical areas of the

module

13 operate effectively in complex and unpredictable contexts and in a manner appropriate to the

discipline



2. Review of communicative competence

3. Focus on the learner and teaching

4. Giving a formal presentation

5. Focus on receptive and productive skills

6. Critical issues in TESOL and examining principles

7. Connecting theory and practice

8. Review of transferable skills and overview of employment and continuing professional development

opportunities in TESOL




232 hrs


N/A


time Description

Scheduled Learning and Teaching activities

68 hours Lectures and practical classes

Scheduled Learning and Teaching activities

10 hours 3 supervised teaching practice sessions, preparation group tutorials and feedback tutorials

Guided independent study 30 hours Designing materials for teaching practice,

14

writing up lesson plans, self assessment and reflection on teaching practice

Guided independent study 192 hours Reading and research (includes observation of classes), preparation and writing up assignments

ASSESSMENT



ILOs assessed

Feedback method

Teaching Practice 30 minutes 1,3,4,6,8-13 Spoken SUMMATIVE ASSESSMENT (% of credit)

Coursework 60% Written exams N/A Practical exams 40% DETAILS OF SUMMATIVE ASSESSMENT Form of Assessment

% of credit


ILOs assessed

Feedback method

Assignment: written

case study (80%)

Formal presentation of

case study (20%)

30% 2,000 words

10-15 minutes

1,5,6,7,8,10,1

1

Spoken and written

Assignment:

pedagogical principles

30% 3,000 words 1,2,5,7,8,10,1

1

Written

Teaching practice 40% 2 x 30 minutes 1,3,4,6,8-13 Spoken and written

DETAILS OF RE-ASSESSMENT(where required by referral or deferral) Original form of assessment

Form of re-assessment ILOs re-assessed

Time scale for re-assessment

Assignment: written case

study (80%)

Formal presentation of

case study (20%)

Resubmission, using recorded interviews Presentation to the assessors

1,5,6,7,8,10,11 29th March 2013 deadline for submission To be arranged before end of March 2013

Assignment: pedagogical

principles

Resubmission 1,2,5,7,8,10,11 3rd May 2013 deadline for submission

Teaching practice Teaching the assessors

1,3,4,6,8-13 To be arranged before end of May 2013

RE-ASSESSMENT NOTES– The two assignments are worth 30% each and the teaching

practice constitutes 40% of the module mark.

15

RESOURCES


information that you are expected to consult.Further guidance will be provided by the Module Convener.

Basic reading:

Harmer, J. (2007). Practice of English Language Teaching (4th Ed.). Harlow: Pearson Education

Ltd.

Harmer, J. (2007). How to Teach English. Harlow: Pearson Education Ltd.

Kelly, G. (2000). How to Teach Pronunciation. Harlow: Pearson Education Ltd.

Lightbown, P. M. & Spada, N. (2006). How Languages are Learned (3rd Ed.). Oxford: OUP.

Longman Dictionary of Contemporary English (4th Ed.). (2006). Harlow: Pearson Education Ltd.

Richards, J. C. & Schmidt, R. (2002). Longman Dictionary of Language Teaching and Applied

Linguistics (3rd Ed.). Harlow: Pearson Education Ltd.

Swan, M. (2005). Practical English Usage (3rd Ed.). Oxford: OUP.

Swan, M. & Smith, B. (2001). Learner English (2nd Ed.). Cambridge: CUP.

ELE – www.vle.exeter.ac.uk




Other resources:

Bowen, T. & Marks, J. (1994). Inside Teaching. Oxford: Heinemann English Language Teaching.

Hedge, T. (2000). Teaching and Learning in the Language Classroom. Oxford:OUP.

Lewis, M. (1993). The Lexical Approach. Language Teaching Publications.

Lewis, M. (1997). Implementing the Lexical Approach. Language Teaching Publications.

Senior, R. (2006). The Experience of Language Teaching. Cambridge: CUP.

Thornbury, S. (2002). How to Teach Vocabulary. Harlow: Pearson Education Ltd.

Widdowson, H. (2003). Defining Issues in English Language Teaching. Oxford: OUP.

Williams, N. & Burden, R. (1997). Psychology for Language Teachers. Cambridge: CUP.

Willis, J. (1996). A Framework for Task-Based Teaching. Cambridge: CUP.

Willis, J. & Willis, D. (Eds). (1996). Challenge and Change in Language Teaching. Oxford:

MacMillan Heinemann.

http://www.vle.exeter.ac.uk/



16


PRE-REQUISITE MODULES ELC 2800 or equivalent (to include some teaching practice) CO-REQUISITE MODULES None NQF LEVEL (FHEQ) 6 AVAILABLE AS DISTANCE LEARNING YES / NO ORIGIN DATE 20/8/12 LAST REVISION DATE 20.8.12

KEY WORDS SEARCH TESOL, TEFL, Trinity CertTESOL, teaching abroad Module Descriptor Template Revised October 2011

ELC 1800 Assessment Assignments (one per term) = 50% of total. The assignments cover aspects of both Practical Teaching and Language Awareness. Both assignments should be approximately 1500 words. See timetable for submission dates. Language Awareness Tasks: (30%) There are three language awareness (grammar, vocabulary and phonology) tasks. These are based on the Language Awareness part of the course. The first task will be formative and the two formally assessed tasks, one of which will be an in-class test, are equally weighted. See timetable for dates. Teaching Practice: (20%) This involves two short teaching sessions. These will take place within class time and students will work in groups and teach their peers. The first teaching practice will be formative. See timetable for dates. ELC 1800 Assessment timetable

Component Date set Submission date

Task 1 (formative)

Friday November 2nd 2011

Friday November 23rd 2012

Assignment 1 Wednesday October 17th 2012

Monday December 10th 2012 4pm

Teaching Practice 1 Wednesday November 28th 2012

Lesson plan & materials to be submitted at time of TP

Task 2: (in-class test)

Friday January 18th 2013

Task 3 Friday Feb 1st 2013 Friday March 1st 2012 4pm

Assignment 2 At start of term 2 Thursday March 28th 2013 4pm

Teaching Practice 2 Wednesday March 13th 2013


17

ELC 2800 Assessment Assignments (one per term) = 55% of total The assignments cover aspects of both Practical Teaching and Language Awareness. The first assignment should be 3000 words and is worth 20%. The second assignment should be 3000 words and is worth 35%. See timetable for submission dates. Tasks: (15%) there is one formally assessed task: a practical teaching task. Students will also receive formative feedback on classroom presence and classroom management. See timetable for dates. Teaching Practice: (35%) involves two sessions plus feedback. These will take place outside normal class time and students will teach INTO international students. The first teaching practice will be awarded 15% and the second 20%.

ELC 2800 Assessment timetable


Task

Friday Oct 5th 2012 Presentation & submission Friday October 26th & Friday November 2nd 2012

Teaching Practice 1 Week commencing October 8th 2012 (Trinity students) or November 5th 2012 (Non-Trinity students)


Assignment 1 Wednesday October 31st 2012

Monday January 14th 2013 4pm

Assignment 2 At start of term 2 Thursday May 2nd 2013 4pm

Teaching Practice 2 Week commencing January 21st 2013 (Trinity students) or 18th February 2013 (Non-Trinity students)


18

ELC 3800 Assessment Class Observations: Students on ELC 3800 will spend 5 – 8 hours in the first term observing one specific INTO class. As these observations will inform the first written assignment, you are strongly advised to keep thorough written records. The sessions will be outside normal TESOL class time. Teaching Practice: (40%) In term 2 you will have the opportunity for regular teaching practice with a group of INTO international students, working closely with your TESOL colleagues. There will be formative feedback on the first of these sessions. You will be formally assessed on two of these teaching sessions between January and March and the higher mark will be put forward for assessment purposes. This will comprise 40% of the total module mark. You will be expected to provide copies of lesson plans and prepared materials. Assignments: There are two assignments comprising 60% of the module marks, 30% each. The first assignment will be a written case study of 2000 words (80%) with a 10 - 15 minute formal presentation of the findings (20%). The second will be a written assignment of approximately 3000 words on a pedagogic or language-related topic. ELC 3800 Assessment timetable


Assignment 1

Thursday October 4th 2012

Thursday December 13th 2012 4pm

Assignment 1 presentations

In class time Monday December 3rd & Thursday December 6th 2012

Assignment 2

Monday January 14th 2013

Thursday March 28th 2013

Teaching Practice This will take place: January – March 2013

19

ASSESSMENT

Assessment: for all TESOL modules is by continuous assessment. Students must complete all required work and gain at least 40% overall in order to pass the module. As the TESOL modules are practically based, attendance at all taught sessions is expected. In the event of illness, students are expected to inform one of the Programme Managers. In the event of longer term absence, a doctor’s certificate is required. Failure to attend classes could jeopardise the award of credits for these modules.

Marking procedures

A minimum of 25% of assignments will normally be double-marked

TESOL undergraduate marking criteria apply to all written assignments

Marking co-ordination and moderation meetings are held before and after assessment takes place

Teaching Practice sessions will normally be recorded Submission of assignments TWO copies of each assignment should be submitted in word-processed form, in a loose binder and containing a cover sheet (title page) on which is given the following: the module the title of the assignment your student number (Please note, do NOT put your name on the assignment

cover sheets) the date of submission of the assignment number of words Word limits You will be given a word limit for your assignments. You may submit work up to 10% over the word limit but any text exceeding this limit will not be assessed. The word limit does not include the front page, reference lists or appendices. Handing in your work You should hand in your work in person to Marion Fulcher (Academic Support Manager) in room 2.05. You will be asked to sign your name. Late submission Students are expected to submit their work by the date and time given. Penalties for late submission are: 1 Work submitted after the deadline and up to two weeks late will receive a maximum of the module pass mark, i.e. 40%. 2 Assessed work submitted more than two weeks beyond a submission date will receive a mark of zero. If there are special circumstances, extensions may be given by arrangement with the Programme Manager. For further details on regulations refer to Undergraduate Degrees and Awards: Assessment Procedures, at: http://admin.exeter.ac.uk/academic/tls/tqa/Part%208/8Eugexams2.pdf

http://admin.exeter.ac.uk/academic/tls/tqa/Part%208/8Eugexams2.pdf

20

Mitigation If you are ill at the time of your assessment or there are other personal circumstances that are affecting your assessment, you can apply for mitigation. You must do this in writing at the time of submission or exam. You will normally be expected to provide documentary evidence such as a doctor’s certificate to support your application. It is not possible to apply for mitigation after you have received your results.

TESOL MARKING CRITERIA FOR UNDERGRADUATE ASSIGNMENTS

>70% Distinction (1st class degree) The work will be well planned and lucidly written with a clearly defined, relevant focus. It will provide a critical review of a diverse range of relevant examples which are well integrated into the answer’s structure. The intentions of the assessment topic will be shown to be fully understood. Overall, the work will be of excellent quality showing substantial perceptive and critical insight and will represent undergraduate work of promise. An answer at this level represents a work of outstanding quality and is well above the average standard expected. It will show at a high level the majority but not necessarily all of the following criteria:

clarity of argument and expression

evidence of wider reading

insight into theoretical issues

evidence of critical thinking

independent personal reflection linked to practical experience in the field

well argued viewpoint and appropriate evidence convincingly presented

integration of theory and practice into a coherent and reasonable whole 60 – 69% Good Pass (Class 11, division 1) The work will be well planned and clearly written with a well defined and relevant focus. It will provide a critical review of a range of relevant examples which are well integrated into the answer’s structure. The intentions of the assessment topic will be shown to be fully understood. Overall, the work will demonstrate perceptive and critical insight. An answer at this level represents a work of good quality and is above the average standard expected. It will show most of the following criteria:

clarity of argument and expression

evidence of wider reading

insight into theoretical issues

evidence of critical thinking

independent personal reflection linked to practical experience in the field

well argued viewpoint and appropriate evidence convincingly presented

integration of theory and practice into a coherent and reasonable whole 50 – 59% Satisfactory (Class 11, division 2) The work will include relevant information clearly presented. A sound level of understanding based largely on textbooks and class input will be demonstrated. There will be some personal reflection and an ability to relate theory and practice although the work may contain some errors or omissions. The intentions of the assessment topic will have been understood, although not necessarily fully

21

elaborated. Overall the work will demonstrate knowledge and application and there may be some evidence of critical thinking. An answer at this level represents a work of satisfactory quality and displays a sound level of competence as indicated by the following:

substantially correct with an understanding of the basic principles

some development of arguments, if only limited

no major misconceptions

some evidence of personal reflection linked to practical experience in the field 40 – 49% Pass (3rd Class degree) The work at this level is a mainly descriptive account with little discussion or commentary and little personal interpretation. The intentions of the assessment topic have been understood although not elaborated. A basic understanding of the issues is shown but is not coherently or accurately presented. At times key issues may seem to have been poorly understood. A third class answer demonstrates some knowledge or understanding of the general area but tends to be weak in the following ways:

the answer does not support assertions with sufficient authority or evidence

insufficient attention is paid to presentational details

the work is simplistic or brief (possibly written in note form)

the relevance of theory to practice may be present but superficial or insubstantial <39% Fail The work will be poorly organised. Little or no reference to source material will suggest the reading has been inadequate. Alternatively, references may be irrelevant or inappropriate. Important points of information are missing or inaccurately or incompletely represented. There will be little or no discussion of issues or evidence of reflection. The relevance of theory to practice will not be demonstrated. Overall the work does not meet the required standard. The writer may have misunderstood assignment instructions or guidelines.

ACADEMIC MISCONDUCT

(including plagiarism, collusion and cheating in assessment)

The University expects all of its students to behave in a manner which upholds the principles of academic honesty. All types of academic misconduct in assessed work are taken very seriously, whether this is for formative or summative assessment

(1) Definitions There are several types of academic misconduct, defined in the TQA manual http://admin.exeter.ac.uk/academic/tls/tqa/Part%208/8Lplag1.pdf Plagiarism, i.e. the act of representing work or ideas as one’s own without appropriate acknowledgement or referencing. There are four main types of plagiarism, which could occur within all modes of assessment (including examination):

(i) Direct copying of text from a book, article, fellow student's essay, handout, thesis, web page or other source without proper acknowledgement.

(ii) Claiming individual ideas derived from a book, article etc. as one's own, and incorporating them into one's work without acknowledging the source of these ideas.

http://admin.exeter.ac.uk/academic/tls/tqa/Part%208/8Lplag1.pdf

22

(iii) Overly depending on the work of one or more others without proper acknowledgement of the source, by constructing an essay, project etc. by extracting large sections of text from another source, and merely linking these together with a few of one's own sentences.

(iv) The re-submission or re-use of the student’s own work in another assignment whether this was submitted at the University of Exeter or any other academic institution worldwide.

Cheating also includes:

(a) The use or possession of unauthorised books, notes, electronic aids or

other materials in an examination;

(b) Obtaining an examination paper ahead of its authorised release;

(c) Collusion, i.e. the representation of another’s work or ideas as one’s own

without appropriate acknowledgement or referencing, where the owner of

the work knows of the situation and both work towards the deceit of a third

party. This differs from plagiarism where the owner of the work does not

knowingly allow the use of his or her work;

(d) Acting dishonestly in any way including fabrication of data and

impersonation, whether before, during or after an examination or other

assessment so as to either obtain or offer to others an unfair advantage in

that examination or assessment;

(2) Categories (from TQA Manual http://admin.exeter.ac.uk/academic/tls/tqa/Part%208/8Lplag1.pdf Poor Academic Practice Poor Academic Practice may arise from lack of understanding of academic protocols, and is most common in early stages of programme. Examples: inadequate referencing

inclusion of inadequate paraphrasing or of un-attributed or incorrectly attributed copying, based on the same point of misunderstanding. It would not be acceptable to consider a case as “poor academic practice” where: (a) there is any indication that the student intended to gain an unfair advantage, or; (b) the student had already been found guilty of an offence of “poor academic practice” of a similar academic kind or had committed an offence of “academic misconduct” or “severe academic misconduct” of any kind. Poor academic practice cases are always handled at College level. Academic Misconduct Academic Misconduct involves behaviour which, if not detected, would have deceived those setting, administering and marking the assessment and/or would have obtained advantage on the part of the student. Examples:


23

An assignment includes text which is either inadequately paraphrased or directly quoted without speech marks and not referenced;

An assignment fails to provide a reference in the text for ideas that are not the student's own;

An assignment contains text, tables etc which are identical to that of another student;

An assignment which is identical or closely related to one submitted by the student at an earlier point and for which a mark has been received. Academic misconduct cases are normally handled at College level. All cases of cheating in examinations must be referred to the Faculty Office, and as such should be classed as examples of severe academic misconduct. Severe Academic Misconduct Severe Academic Misconduct may be a second offence or involve evidence of extensive plagiarism or cheating, or clear evidence of behaviour which is designed todeceive those setting, administering and marking the assessment and/or behavior designed to obtain advantage on the part of the student. Examples: Taking notes into or using any unauthorised device in an examination; Impersonating another person during an examination or arranging for another person to impersonate you during an examination;

An assignment that includes extensive and significant quantities of un- attributed or incorrectly attributed copying which makes a significant contribution to the assignment;

Any case where a student has previously been penalised for plagiarism;

The use by a student of essay sites that involve a commercial transaction;

Plagiarism within a dissertation or thesis of a postgraduate programme (both taught and research). This would be placed within this category, unless the extent of the plagiarism was considered to be very minimal. Suspected severe academic misconduct cases involving plagiarism are referred by the College directly to a Committee of Academic Enquiry. Cases of suspected cheating in formal examinations will be referred to a Review Panel.

Procedures for dealing with suspected academic misconduct In cases where evidence of suspected plagiarism is found, the Dean of the College concerned (or the nominee) shall deal with the matter internally in the first instance. Where there is a prima facie case of suspected cheating/plagiarism all previous summatively assessed work counting towards classification of a programme or progression will be re-checked for academic misconduct. For final year students this must include all summative work in the previous years. The student will be advised in writing (normally within 10 working days of the case being reported to the Dean of College) of the nature of the suspected offence. The letter should include, as a minimum, the information laid out in the appropriate template letter in annex 2. In this letter the Dean of College will indicate which of the following procedures will apply:

24

(i) Cases of poor academic practice In cases of poor academic practice the normal procedure is for the Academic Misconduct Officer to present a case to the Dean of College for application of a penalty without a formal meeting with the student. (ii) Cases of Academic Misconduct In cases of Academic Misconduct the normal procedure is for the College to convene a formal meeting with the student to discuss the case, which should be chaired by the Dean of College. (iii) Cases of Severe Academic Misconduct In cases of Severe Academic Misconduct where the College believes that the appropriate penalty goes beyond that which is in their powers to apply the case should be referred directly to the Faculty Office In all cases the Faculty Office shall be copied into the Dean of College’s letter to the student concerned.

Penalties a) The candidate is to be formally reprimanded and the mark in the assessment set as zero. The candidate is allowed to re-sit the assessment or re-submit the work but the mark will be capped at the pass mark. b) The candidate is formally reprimanded and a mark of zero is to be recorded for the performance of the candidate in all the written examinations and other assessments s/he sat in the year the offence occurred. The candidate may repeat the year in question upon payment of the appropriate fees but the marks will be capped at the pass mark. c) The candidate is formally reprimanded and a mark of zero is recorded for the work in question with no right of referral. d) The candidate is formally reprimanded and zero recorded for the performance of the candidate in all written examinations and assessments in the year the offence occurred. e) The candidate is formally reprimanded and excluded from the University with the result that they will not be awarded a degree. In all cases, guidance and rules on the definitions, categories, procedures and penalties are as laid down in the University’s TQA Manual (See website http://admin.exeter.ac.uk/academic/tls/tqa/Part%208/8Lplag1.pdf)

COMPLAINTS PROCEDURE

Introduction

INTO University of Exeter follows the University’s guidelines on complaints and is committed to providing a high quality service for all its students. We aim to resolve complaints promptly and to handle complaints in a serious and fair manner. You will be given information on how to make a complaint and on the result.


25

If you wish to make a complaint about a general University matter, you can ask for help from staff including your personal tutor or Programme Manager. The Student Advice Centre of the Guild of Students will also give you advice. More information on the University Complaints procedure can be found on the University and INTO University of Exeter websites.

Complaints within INTO University of Exeter

1 How to complain

If you have a minor complaint about something at INTO University of Exeter you should speak to a member of the academic or administrative staff in the Centre. If you have a serious complaint about academic programmes or any other aspect, you should first talk to your personal tutor or to one of the Programme managers at INTO University of Exeter.

1. If you are not happy with the response to your complaint, then you can ask to speak to the Director of the Centre.

2. If the matter is still not resolved, then you can contact the Director of Student Services at the University. Staff in the centre will explain to you how to do this.

It is the University’s stated policy that complaints should be resolved in 28 days.

2 Student Academic Appeals INTO University of Exeter follows the rules on academic appeals set out in the Teaching Quality Assurance Manual of the University. The rules can be found here: http://www.exeter.ac.uk/staff/policies/calendar/part1/otherregs/appeals/ You can appeal against your formal assessment results on certain grounds, as follows:

a) There were important circumstances affecting your performance of which a Board of Examiners had not been aware before reaching its decision, but only if you can present reasonable grounds why such circumstances had not been presented to a Mitigation Committee or the Examination Board in advance of its meeting; and/or

b) There were procedural irregularities in the formal conduct of an assessment or in reaching another academic decision; and/or

c) There is evidence of prejudice or of bias on the part of one or more examiners and/or markers.

Please note: you cannot appeal against a decision of an examination board, or the academic judgement of an internal or external assessor, unless you believe that this judgment was not made fairly or according to the correct University process. You cannot appeal because you are not happy with the academic judgment of the internal and/or external examiners. All marking and testing procedures follow certain guidelines. For example, a proportion of all work is second marked. This is usually enough to ensure that marking is fair. Please see your Programme Manager if you would like more information on marking procedures. If you wish to appeal against your assessment results, you must do so within 10 working days of being notified of an academic decision. Appeals lodged outside this

http://www.exeter.ac.uk/staff/policies/calendar/part1/otherregs/appeals/

26

period will not normally be considered unless there are fully justifiable reasons. You should use an Academic Appeals Form for your appeal, and this should be sent to the INTO University of Exeter Academic Director. The Academic Director will carry out investigations to determine whether there are grounds for appeal. The findings of these investigations will be considered in an Appeals Panel, where a recommendation will be made. You will be notified of the decision once the Appeals Panel has taken place. Finally students should be aware that anyone making unwarranted and unsubstantiated allegations concerning the reputation or conduct of members of staff may be subject to disciplinary proceedings

http://www.exeter.ac.uk/media/level1/academicserviceswebsite/academicpolicyandstudentadministration/documents/appealfm.rtf

INTO University of Exeter

Documents

Transcript of INTO University of Exeter