INTO University of Exeter · into university of exeter ... module code elc1800 module convener...

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INTO University of Exeter

Teaching English to Speakers of Other Languages (TESOL)

TESOL Module Handbook

2013 – 2014

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CONTENTS

MODULE DESCRIPTION: ELC 1800 3



ASSESSMENT DETAILS & TIMETABLE: ELC 1800 17

ASSESSMENT DETAILS & TIMETABLE: ELC 2800 18

ASSESSMENT DETAILS & TIMETABLE : ELC 3800 19

ASSESSMENT INFORMATION 20

GENERIC CRITERIA FOR ASSESSMENT AT NQT LEVEL 6 22

ACADEMIC MISCONDUCT 24

COMPLAINTS PROCEDURE 28

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Module Description ELC 1800

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

4

approaches

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

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analysing student errors

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%.

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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). The Practice of English Language Teaching (4th Ed.). Harlow: Pearson Education

Ltd.

Harmer, J. (2012). Essential Teacher Knowledge. 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

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Module Description ELC 2800


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

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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

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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:

Harmer, J. (2007). The 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.

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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

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Languages (TESOL)

CREDIT VALUE

30

MODULE CODE ELC 3800 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 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 evaluate and adapt published and authentic materials for use in the classroom, working in a team to design a syllabus for a term and plan a series of lessons. At the same time you will examine the grammar, vocabulary and phonology of the English language system. 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 moduleyou 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 and authentic materials 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

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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 and assume responsibility for your

individual and joint contributions

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 aspects of language awareness and test

3. Preparation and support for classroom observations and observation journal

4. Evaluating published TESOL materials and adapting authentic materials for classroom use.

5. Giving a formal presentation

6. Focus on receptive and productive skills

7. Critical issues in TESOL and examining principles

8. Connecting theory and practice

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

opportunities in TESOL




222 hrs


N/A


time Description

Scheduled Learning and Teaching activities

68 hours Lectures and practical classes

Scheduled Learning and 10 hours 3 supervised teaching practice sessions,

14

Teaching activities preparation group tutorials and feedback tutorials

Guided independent study 30 hours Designing materials for teaching practice, writing up lesson plans, self assessment and reflection on teaching practice

Guided independent study 182 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 40% Written exams 10% Practical exams 50% DETAILS OF SUMMATIVE ASSESSMENT Form of Assessment

% of credit


ILOs assessed

Feedback method

Language Awareness

Test

10% 1½ hours 1,5,6 Written

Observation Journal 10% 1000 word reflective

essay

1,2,5,7,11 Written

Formal Presentation of

authentic materials

designed for classroom

use

15%

15 minutes

1 – 8, 11

Spoken & written

Assignment:

pedagogical principles

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

1

Written

Teaching practice 35% 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

Language Awareness

Test

Language Awareness Test

1,5,6 before 9th May 2014

Observation Journal Resubmission 1,2,5,7,11 before 9th May 2014

Formal Presentation of

authentic materials &

design for classroom use

Resubmission before 9th May 2014

Assignment: pedagogical Resubmission 1,2,5,7,8,10,11 before 9th May 2014

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principles

Teaching practice Teaching the assessors

1,3,4,6,8-13 To be arranged before 9th May 2014

RE-ASSESSMENT NOTES

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). The 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.

Scrivener, J. (2011). Learning Teaching. The Essential Guide to English Language Teaching (3rd

Ed.).Oxford: Macmillan


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.

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



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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.


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 20/8/2012 LAST REVISION DATE 10.6.13

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

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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 October 25th 2013

Friday November 15th 2013

Assignment 1 Wednesday October 9th 2013

Monday December 9th 2013 4pm

Teaching Practice 1 Wednesday November 20th 2013

Lesson plan & materials to be submitted at time of TP

Task 2: (in-class test)

Friday January 17th 2014

Task 3 Friday Jan 31st 2014 Friday February 28th 2014 4pm

Assignment 2 At start of term 2 Thursday March 27th 2014 4pm

Teaching Practice 2 Wednesday March 5th 2014


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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

Monday Sept 23rd 2013

Presentation & submission Monday October 14th & Monday October 21st 2013

Teaching Practice 1 Week commencing September 30th 2013 (Trinity students) or October 21st 2013 (Non-Trinity students)


Assignment 1 Thursday October 24th 2013

Tuesday December 10th 2013 4pm

Assignment 2 At start of term 2 Thursday May 1st 2014 4pm

Teaching Practice 2 Week commencing January 20th 2014 (Trinity students) or 24th February 2014 (Non-Trinity students)


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ELC 3800 Assessment Observation Journal: (10%) ELC 3800 students will a minimum of 4hours in the first term observing two specific INTO classes. They will complete guided observations of these classes and these observations will inform a 1000 word reflective essay on the observation experience. The sessions will be outside normal TESOL class time. Authentic Materials Task: (15%) Students will select a piece of authentic material and give a 15 minute formal presentation to show how the chosen material can be exploited for classroom use. Language Awareness Test: (10%) This 90 minute test will take place at the start of term 2. This is designed to test knowledge of English grammar, phonology and lexis and the students’ competence in using appropriate specialist ELT terminology in describing language. Teaching Practice: (35%) Teaching practice takes place in term 2. ELC 3800 TESOL students are responsible for working closely to plan and deliver a series of lessons to a group of INTO students between January and March. Each TESOL student will teach 3 x 30minute sessions. Formative feedback is given on the first of these sessions and the remaining two are formally assessed with the average mark put forward for assessment purposes. This will comprise 35% of the total module mark. Students are expected to provide copies of lesson plans and prepared materials at the time of the assessed teaching practice. Assignment: (30%) There is one written assignment in term 2 of approximately 3000 words on a pedagogic topic. ELC 3800 Assessment timetable


Observation Journal

24th September 2013 Wednesday December 11th 2013 4pm

Authentic Materials Task Presentations

31st September 2013 In class time in weeks commencing 25th November & 2nd December 2013

Language Awareness Test

n/a In class week commencing 13th January 2014

Assignment

Monday January 20th 2014

Thursday March 27th 2014

Teaching Practice This will take place: January – March 2014

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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 Teaching Practice: You must provide a complete set of materials and lesson plan at the start of your teaching practice lesson in a clearly labelled plastic folder for your TP assessor. 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.

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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 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.

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

22

Generic Criteria for Assessment at NQF Level 6 (Bachelors Degree with Honours.)

Marks 0-25 (Fail)

26-39 (Fail)

40-49 (3rd

)

50-59 (2.2)

60-69 (2.1)

70-85 (1st

)

86-100 (1st

) Assessment

categories

Knowledge & Understanding of Subject

Major gaps in knowledge and understanding of material at this level. Substantial inaccuracies.

Gaps in knowledge, with only superficial understanding. Some significant inaccuracies.

Threshold level.

Understanding of key aspects of field of study; coherent knowledge, at least in part informed by current research in the subject discipline.

Systematic understanding of field(s) of study, as indicated by relevant QAA subject benchmark statements for the degree programme.

Good understanding of the field(s) of study; coherent knowledge, in line with subject benchmark, at least in part informed by current research in the subject discipline.

Excellent knowledge and understanding of the main concepts and key theories/ concepts of the discipline(s). Clear awareness of the limitations of the knowledge base.

Highly detailed knowledge and understanding of the main theories/concepts of the discipline(s), and an awareness of the ambiguities and limitations of knowledge.

Cognitive/ Intellectual Skills

(e.g. analysis and synthesis; logic and argument; analytical reflection; organisation and communication of ideas and evidence)

Unsubstantiated generalizations, made without use of any credible evidence. Lack of logic, leading to unsupportable/ missing conclusions. Lack of any attempt to analyse, synthesise or evaluate. Poor communication of ideas.

Some evidence of analytical intellectual skills, but for the most part descriptive. Ideas/findings sometimes illogical and contradictory. Generalized statements made with scant evidence. Conclusions lack relevance.

Threshold level.

Evidence of some logical, analytical thinking and some attempts to synthesise, albeit with some weaknesses. Some evidence to support findings/ views, but evidence not consistently interpreted. Some relevant conclusions.

Evidence of some logical, analytical thinking and synthesis. Can analyse new and/or abstract data and situations without guidance. An emerging awareness of different stances and ability to use evidence to support the argument. Valid conclusions.

Sound, logical, analytical thinking; synthesis and evaluation. Ability to devise and sustain persuasive arguments, and to review the reliability, validity & significance of evidence. Ability to communicate ideas and evidence accurately and convincingly. Sound, convincing conclusions.

Thoroughly logical work, supported by judiciously selected and evaluated evidence. High quality analysis, developed independently or through effective collaboration.. Ability to investigate contradictory information and identify reasons for contradictions. Strong conclusions.

Exceptional work; judiciously selected and evaluated evidence. Very high quality analysis, developed independently or through effective collaboration.

Ability to investigate contradictory information and identify reasons for contradictions. Highly persuasive conclusions.

Use of Research-informed Literature

(including referencing, appropriate academic conventions and academic honesty)

Little evidence of reading. Views and findings unsupported and non-authoritative. Academic conventions largely ignored.

Evidence of little reading and/or of reliance on inappropriate sources, and/or indiscriminate use of sources. Academic conventions used inconsistently.

Threshold level.

References to a range of relevant sources. Some omissions and minor errors. Academic conventions evident and largely consistent, with minor lapses.

Knowledge, analysis and evaluation of a range of research-informed literature, including sources retrieved, analysed independently. Academic skills consistently applied.

Knowledge, analysis and evaluation of a range of research-informed literature, including sources retrieved, analysed independently with accuracy and assurance. Good academic skills, consistently applied.

Excellent knowledge of research informed literature embedded in the work. Consistent analysis and evaluation of sources. High-level academic skills consistently applied.

Outstanding knowledge of research-informed literature embedded in the work. Consistent analysis and evaluation of sources. High-level academic skills consistently and professionally applied.

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Graduate Skills for Life and Employment

(e.g. research-related skills; written, graphical and oral communication skills;

group working; problem-solving; practical and professional skills)

LEVEL 6 cont…

Little or no evidence of the required skills in any of the graduate skills identified in the programme specification at this level.

Limited evidence of the graduate skills identified in the programme specification. Significant weaknesses evident, which suggest that the candidate has not gained the skills necessary for graduate-level employment.

Research skills: Can

competently undertake reasonably straightforward research tasks with minimum guidance, but with minor weaknesses. Can communicate in

a range of formats, including orally, at a standard appropriate for graduate-level employment, and with limited weaknesses. Can generally work effectively within a team, negotiating in a

professional manner and managing conflict. Is largely confident and effective in identifying and defining complex problems and

applying knowledge and methods to their solution. Able to recognise own strengths and weaknesses in

relation to graduate employment, with minor areas of weakness.

Research skills:

Can competently undertake reasonably straightforward research tasks with minimum guidance Can communicate

effectively in a range of formats, including orally, at a standard appropriate for graduate-level employment, and with limited weaknesses. Can consistently work effectively within a team,

negotiating in a professional manner and managing conflict. Is confident and flexible in identifying and defining complex problems and

applying knowledge and methods to their solution. Able to evaluate own strengths and weaknesses

in relation to graduate employment.

Research skills:

Can successfully complete a range of research-like tasks, including evaluation, with very limited external guidance. Can communicate

well, confidently and consistently in a range of formats, including orally, at a standard appropriate for graduate-level employment. Can consistently work very well within a team,

leading & negotiating in a professional manner and managing conflict. Is confident and flexible in identifying and defining a range of complex problems and

applying knowledge and methods to their solution. Able to take initiative in evaluating own strengths and weaknesses in

relation to graduate-level professional and practical skills, and act autonomously to develop new areas of skills as necessary.

Research skills:

Can very successfully complete a range of research-like tasks, including evaluation, with a significant degree of autonomy. Can communicate

professionally and confidently in a range of formats, at a high standard appropriate for graduate-level employment. Can work professionally within a team,

showing leadership skills as appropriate, managing conflict and meeting obligations.

Is professional and flexible in autonomously identifying and defining a range of complex problems

and applying knowledge and methods to their solution. Able to show insight and autonomy in evaluating own strengths and weaknesses and

developing professional and practical skills needed for graduate-level employment.

Research skills:

Exceptionally successful in a wide range of research-like tasks, including evaluation, with a high degree of autonomy

Can communicate with an

exceptionally high level of professionalism, in a range of formats, including orally, appropriate for graduate-level employment. Can work exceptionally well and professionally within a team,

showing leadership skills as appropriate, managing conflict, and meeting all obligations.

Is exceptionally professional and flexible in autonomously defining and solving a range of complex problems and

applying knowledge and methods to their solution. Outstanding ability to evaluate own strengths and weaknesses, showing

outstanding attributes for graduate-level employment.

Marks for Level 6

0-25 (Fail)

26-39 (Fail)

40-49 (3rd

)

50-59 (2.2)

60-69 (2.1)

70-85 (1st

)

86-100 (1st

)

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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.

(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

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


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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: 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;

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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: (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

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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)


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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.

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.

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

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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 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

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