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Faculty of Arts

BA (Hons) Linguistics and Teaching English to Speakers of Other Languages (TESOL)

ON CAMPUS COURSE GUIDE 2016/7

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About this guide Welcome Course Management and Staff Involved with the Course Course Structure About the Course Contact Hours University Academic Calendar Timetables Student Voice Student Feedback Student Charter Engagement The Wolverhampton Graduate External Examiners Academic Regulations Exam Regulations Course information Personal Tutor Academic Misconduct Support for Students Anonymous Marking Where to Get Help with your Course Extensions, Extenuating Circumstances and Leave of Absence Health and Safety Issues Health and Wellbeing whilst using your computer Progression for Further Study Alumni

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About this guide This Course Guide has been designed to help you plan your course. You are encouraged to read this Guide through now. It will be a considerable advantage to you to be familiar from the outset with the various aspects of your studies that are described. It may be that the relevance of some of the sections will not be immediately obvious. Keep it somewhere accessible, so that you can refer to it as needed. Obviously even in a document like this we have not covered every query and problem that you might have about the course. The Course Guide should be read in conjunction with the Undergraduate Student Guide / Postgraduate Student Guide; the Student Charter; the University’s Policies and Regulations and the University Assessment Handbook documents should provide you with all the basic information that we think you will need for your period of study here. If you find that there is something you need to know, please contact your Academic Faculty Office or local Student Centre on the details included below.

Please enter the contact details for your Personal Tutor for your future reference:

----------------------------------------------------- The name of your Personal Tutor will be given to you at the beginning of your course and can be checked via e:Vision

Your local Academic Faculty Office is:

Student Support Office City Campus North George Wallis MK517 Tel. 01902 322427 Your Student Advisor is : Belinda Smith 01902 322466

Your Student Centre is:

Student Centre – North City Campus Ground Floor MX Building Tel:- 01902 321150

Please note that in order to develop and improve the Course, it may be necessary on occasions to amend or revise the details given in this Course Guide. We are pleased to hear your views and welcome suggestions for ways of improving the operation of the Course.

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Welcome On behalf of the Course Management Team I should like to extend to you a very warm welcome and wish you every success in your studies at the University of Wolverhampton. The University experience and academic success is all about the effort you put into learning and making the most of the wide range of opportunities available to you. We welcome students who are eager to think for themselves, to take control of their own learning and who are ready to get involved in developing the skills required in a highly competitive job market. You will need to demonstrate good time management skills, independent learning, flexibility and discipline in order to achieve a study-work-life balance. We believe it is important that you are encouraged to make your own contribution to the effective operation and development of your chosen course. We are, therefore, keen to hear your views and would welcome any suggestions that you may have about ways of improving any aspect of your course and/or the student experience here at the University. Dr Tom Dickins, Course Leader, Linguistics, T.Dickins@wlv.ac.uk Judith Hamilton Course Leader, TESOL, J.R.Hamilton@wlv.ac.uk Course Management and Staff Involved with the Course Linguistics Tom Dickins T.Dickins@wlv.ac.uk Dr Tom Dickins, who is the Course Leader for BA Linguistics Joint, teaches on the applied linguistics modules Language in Use, Language and Society, Language Variation and Change, and Research Methods for English Language, Linguistics & TESOL, as well as the MRES Human Sciences. His interests include lexicology, language variation and change, sociolinguistics, and language and political discourse, with particular reference to Slavonic languages (especially Russian and Czech). He also teaches Russian on the WLP programme. Irina Moore I.Moore@wlv.ac.uk Dr Irina Moore teaches on the structural linguistics modules How Words and Sentences are Formed, Working with Sounds and Words, More about Words and Sentences, and Language and the Mind. Her PhD is in psycholinguistics, and other interests include language and translation, morphology, and sociolinguistics (linguistic landscaping, language policies and planning). She also teaches Russian on the WLP programme. Marion West M.West2@wlv.ac.uk Marion West teaches on the structural linguistics module How Words and Sentences are Formed and applied linguistics modules Language in Use and Language and Society, Language and Meaning, and Research Methods for English Language, Linguistics & TESOL. Her main interests relate to semantics, pragmatics, language acquisition, research methods, and language teaching methodology. She is currently researching tutorial interaction using Conversation Analysis as part of her doctoral studies. She also teaches on the Volunteering in Action module. TESOL Judith Hamilton J.R.Hamilton@wlv.ac.uk

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Judith Hamilton teaches on both TESOL and English as a Foreign Language modules. Her main interests are Language Teaching methodology, materials design and development and language awareness. She is currently Course Leader for TESOL. Tony Shannon-Little A.Shannon-Little@wlv.ac.uk Dr Tony Shannon-Little contributes to Level 5 and 6 TESOL modules, observes teaching practice, and supervises final year independent study projects. His main interests relate to group work in language teaching, intercultural awareness, and assessment design. He also teaches English as a Foreign Language, specifically English Advanced for Business, and Intercultural Communication. He is a moderator for the Trinity CertTESOL. Debbie Orpin D.S.Orpin@wlv.ac.uk Interests include Stylistics, Conversation Analysis, Discourse Analysis, Language and Ideology, Lexis, Grammar, Pragmatics (ie. Speech Acts, Co-operation in discourse etc.) . Course Structure for Undergraduate courses Students will study: Full-time: normally modules worth 120 credits each academic year Part-time: normally modules worth no more than 80 credits each academic year.

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Year 1 (Level 4) from 2016/17 Semester 1 Semester 2

Take all FOUR of these Core modules (20 credits each)

4LN001 Language in Use C 4LN002 Language Patterns (New title for How Words and Sentences are Formed)

4EN003 How English Works (Note: this counts as your TESOL module in

semester 1) C 4TS001 Introduction to TESOL

Choose TWO of these options – one each semester (20 credits each)

Choose one: 4HU003 From Student to Scholar

4WL002 Basic Language 4WL003 Elementary Language

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Choose one: 4SL011 Volunteering in the Community

4HU003 From Student to Scholar 4WL002 Basic Language

4WL003 Elementary Language Year 2 (Level 5) in 2016/17 (The old programme, with one addition)

Semester 1 Semester 2

Take both of these Core modules (20 credits each)

5TS002 Developing Language Skills C 5TS001 Teaching Language Systems

C 5LN004 Sounds and Structure

Choose THREE of these options – TWO in semester 1 & ONE in semester 2 (20 credits each)

5LN001 Language and Society 5LN003 Pragmatics and Conversation (New title

for Language and Meaning) 5EN005 Stylistics

5WL001 Basic Language 5WL003 Elementary Language

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5LN002 Research Methods for English Language, Linguistics and TESOL

5EN002 Varieties of English 5SL008 Volunteering in Action

5WL001 Basic Language 5WL003 Elementary Language

Note: You must take a minimum of 2 LN-coded modules (40 credits) at level 5.

Level 5 Sandwich Year option from 2016/17

O 5HU004 Supervised Work Experience 40

Year 3 (Level 6) in 2016/17 and 2017/18 (Partial phasing in of the new programme, with one addition)

Semester 1 Semester 2 Take all three of these Core modules (20 credits each)

6TS001 The Language Learner and Language Acquisition

6TS002 Materials Evaluation & Design 6LN002 Independent Study

Take TWO of these options (20 credits) Take ONE of these options (20 credits)

6LN001 Language Variation and Change 6LN005 Language and the Mind

6EN003 Gender, Sex and Language 6WL001 Intermediate/Advanced Language

6TS003 Work Placement for TESOL (Not to be taken with 6HU001 for Honours Award)

6HU001 Business and Community Link (Not to be taken with 6TS003 for Honours Award)

6LN004 Morphology 6EN016 Communication, Cooperation and Conflict

6TS003 Work Placement for TESOL (Not to be taken with for Honours Award)

6HU001 Humanities Business and Community Link (Not to be taken with 6TS003 for Honours Award)

6WL001 Intermediate/Advanced Language

Note: You must take a minimum of 2 LN-coded modules (40 credits) at level 6.

Year 3 (Level 6) in 2018/19 (Phasing-in of the new programme, with a further addition)

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Take all three of these Core modules (20 credits each)

6TS001 The Language Learner and Language Acquisition

6TS002 Materials Evaluation & Design 6LN002 Independent Study

Take TWO of these options (20 credits) Take ONE of these options (20 credits)

6LN001 Language Variation and Change 6LN005 Language and the Mind

6EN003 Gender, Sex and Language 6WL001 Intermediate/Advanced Language

6TS003 Work Placement for TESOL (Not to be taken with 6HU001 for Honours Award)

6HU001 Humanities Business and Community Link (Not to be taken with 6TS003 for Honours Award)

6LN004 Morphology 6EN016 Communication, Cooperation and Conflict

6LN006 Meaning and Interaction (New Linguistics module) 6TS003 Work Placement for TESOL (Not to be taken with

6HU001 for Honours Award) 6WL001 Intermediate/Advanced Language

Note: You must take a minimum of 2 LN-coded modules (40 credits) at level 6.

Guidance to Faculties About the Course This Guide outlines the modules which are available, teaching and learning activities and assessment tasks. If there is anything you need to discuss further, please contact Dr Tom Dickins, Course Leader, Linguistics, T.Dickins@wlv.ac.uk Judith Hamilton Course Leader, TESOL, J.R.Hamilton@wlv.ac.uk The educational aims of the course are: The Linguistics & TESOL course aims to develop your understanding of the nature of language and how it works. This includes the processes involved in language learning; the main features of the English language systems; the formal, sociological, psychological and applied perspectives of systematic language study; the applicability of current language teaching approaches; a range of technologies; appropriate learning objectives for different materials, and areas of cultural diversity. The course seeks to equip you with the practical and theoretical knowledge and skills, and the personal and professional values needed to achieve success. Many of our students opt for a career using ESOL, and eventually take on leading roles in local, national and global communities. Others choose a related career path requiring an in-depth knowledge of language, including forensic linguistics, computational research, speech and language therapy, publishing etc. The course also provides a solid foundation from which to undertake continuing professional development after graduation.

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We welcome students from a wide range of backgrounds and we make no assumptions about your prior experience of the study of Linguistics or the teaching of English in the ESOL classroom. The course learning outcomes are:

0BCertificate in Higher Education

At the end of Level 4 the students will be able to demonstrate:

1. an understanding of the forms and functions of language at the levels of phonology, lexis, syntax and text;

2. an appreciation of some of the basic processes of language learning and teaching;

3. an awareness of how language teaching approaches can be applied;

4. the ability to communicate ideas clearly and reliably, in accordance with the acknowledged conventions of scholarship in the Humanities;

5. the qualities and transferable skills necessary for employment, including the exercise of personal responsibility.

1BDiploma in Higher Education

At the end of Level 5 the students will be able to demonstrate:

1. a knowledge and critical understanding of the forms and functions of language at the levels of phonology, lexis, syntax and text;

2. an appreciation of both the nature of, and processes involved in, language learning and teaching at beyond level 4;

3. an awareness of how language teaching approaches can be applied in order to provide/manage appropriate learning environments;

4. the ability to communicate ideas clearly and reliably in both spoken and written modes, in accordance with the acknowledged conventions of scholarship in the Humanities;

5. the qualities and transferable skills necessary for employment, including the ability to manage independent work and the exercise of personal responsibility;

2BBA Non-Honours Degree

At the completion of 60 credits at Level 6 students will be able to demonstrate:

1. an understanding of the structure and application of English in a variety of forms and contexts, and an ability to apply your knowledge practically and analytically in a variety of English Language/language learning environments.

2. an appreciation of the nature of, and processes involved in, language learning and teaching, as well as issues relating to cultural diversity.

3. an awareness of the applicability of current language teaching approaches in order to provide/manage appropriate learning environments, and identify/employ suitable learning objectives, methods, materials, activities & technologies.

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4. the capacity to think critically, argue convincingly, and express yourself clearly and coherently in spoken and written modes.

5. the ability to manage and improve your own independent research and study skills to maintain currency of knowledge and improve efficiency of learning.

6. the expertise required to progress to related studies at postgraduate level, and the skills and knowledge necessary for successful employment.

3BBA Honours Degree

At the end of Level 6 students will be able to: At the end of this course you, the student, will be able to demonstrate:

1. a critical and sophisticated understanding of the structure and application of English in a variety of forms and contexts, and an ability to apply your knowledge practically and analytically in a variety of English Language/language learning environments.

2. a high-level appreciation of the nature of, and processes involved in, language learning and teaching, as well as issues relating to cultural diversity.

3. an advanced awareness of the applicability of current language teaching approaches in order to provide/manage appropriate learning environments, and identify/employ suitable learning objectives, methods, materials, activities & technologies.

4. the capacity to think in a nuanced and critical way, argue convincingly, and express yourself clearly and coherently in spoken and written modes.

5. the ability to manage and improve your own independent research and study skills to maintain currency of knowledge and improve efficiency of learning, as exemplified through the successful completion of a final-year project.

6. the linguistic and academic sophistication required to progress without major difficulty to related studies at postgraduate level, and the skills and knowledge necessary for successful employment.

These will be achieved through the following learning activities: Learning largely takes place in interactive workshops/lectures that utilise an inclusive and communicative methodology. Learning activities include listening and note-taking, pair work, group work & whole class discussion. Data collection and analysis is a feature of most of the modules and individual or group presentation may form part of the work. Tutorial time is built into modules to ensure a degree of individual contact. Out of class, you are encouraged to meet to prepare teaching practice/assignments and to read widely. You will undertake sustained independent study in your final year. TESOL modules also involve teaching practice. You will get the chance to work with a range of learners from fellow students at the University to ESOL in the community. The workload for TESOL is particularly demanding. In addition to the normal reading related to lectures, students are required to attend the university for several hours over and above the weekly lecture session (for which 100% attendance is required) in order to collaborate on planning and materials preparation. Although demanding, it is an invaluable experience as it prepares you for further study and the workplace; you know exactly what will be expected of you and, as a result, are highly employable.

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Combining TESOL and LINGUISTICS means that you may have the possibility to spend a year abroad (usually between Levels 5 & 6), often in a teaching post, which will develop your maturity and resourcefulness, and enhance your independence and spirit of enterprise. In all modules you will acquire digital literacy through a variety of tasks and activities and will develop reflective skills which will allow you to analyse concepts and theories and apply them to specific contexts. Summary of learning activities designed to equip students with both subject-specific knowledge and a range of subject-specific and transferable skills: Lectures Seminars Tutorials and supervisory meetings Interactive workshops Independent research Individual and group student presentations In-class quizzes and tests Formal examinations The use of digital resources for both assignments and in-class activities On-line forums On-line portfolios and blogs Opportunities for work-based learning Opportunities for study abroad Note for guidance: please include information about blended learning and assessment teaching and learning specific to course The course is accredited, endorsed or approved (depending on the professional body requirements) NOT APPLICABLE. Contact Hours At University, the term ‘contact hours’ is used very broadly to refer to the amount of time that you spend learning in contact with teaching or associated staff, when studying for a particular course. This time provides you with support in developing your subject knowledge and skills, and provides opportunities to develop and reflect on your own, independent learning. Contact time on this course will be based on your interaction with staff in some or all of the following situations: lectures, seminars, tutorials, demonstrations, practical classes and workshops, project supervisions, fieldwork, external visits, one-to-one sessions and discussions, interaction by email and other electronic or virtual media and situations where feedback is given on assessed work. During your study this interaction takes place with academic (teaching and research) staff, teaching assistants, technical and specialist support staff, employers and others. Alongside contact time, private and independent study is therefore very significant. This is the time that you spend learning without direct supervision from, or contact with, a member of staff. Your independent study time will include background reading, preparation for

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seminars or tutorials, follow-up work, wider practice, the completion of assignments, revision and others. University Academic Calendar University Academic Calendar. Timetables Timetabling information is available to you through the following:

1) Using the teaching timetable where you can search for and view all modules online at www.wlv.ac.uk/timetable .

2) Once you have completed your module registration, a more personalised timetable showing only those modules which you are studying will be available for you to view through your e:Vision page.

3) For more general information about timetabling and teaching rooms use the Central Timetabling Unit webpages at www.wlv.ac.uk/ctu.

Student Voice The Student Voice is a partnership between the University and the Students’ Union, put in place to make sure students opinions/feedback are heard at every level of university governance, from course level to the University’s governing body. The main positions within the Student Voice are Course Reps, who are volunteer students on every course. They have meetings with lecturers on a regular basis, highlighting both positive and negative feedback to Heads of Department or lecturers within their course. Faculty Reps are elected during the Spring Elections and have meetings with Senior Management within their Faculty. They are an essential link between Course Reps, the Students’ Union and management within each Faculty. To find your Faculty Rep: Faculty Representatives If you ever wanted to get involved with the student voice, or need more information please contact the Engagement Team in the Students’ Union – Student Voice For independent advice and guidance on all matters related to being a student eg. academic, finance, and housing issues, contact the Students’ Union’s Advice and Support Centre by telephone or e-mail Advice and Support. Responding to Student Feedback “You said/We did” Student Charter The University’s Student Charter has been developed primarily by the Students’ Union and informed by student views. The Charter is not a contract, nor is it intended to be legally binding; it is a set of shared expectations which establishes the values and standards we are seeking to promote across all of our learning community. The Charter seeks to apply to all students on all courses and reflect our normal expectations of your experience at University. On occasions different types of study and interactions will mean necessary variations from time to time. However, what is important to us is that, whatever you are studying, your experience is a great one. Engagement

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The University recognises that you have made a significant investment in both time and money in choosing to study for a degree. The University is committed to helping you fulfil your potential. Your engagement with the study materials, and participation in the sessions, activities and assessment tasks are very important in ensuring that you are able to do so. Your engagement will help you to:

• Understand the subject area you are studying; • Acquire and develop the skills and knowledge needed to ensure success; • Prepare for assessment tasks; • Learn from and with your fellow students; • Receive feedback from your tutors on your progress; • Fully participate in sessions, forums, seminars and other activities; • Develop your communication skills.

If you are unable to participate in any of the activities or sessions please let your tutor know that you are unable to do so. He/she will then be able to give you advice on what was dealt with during the session or activity, and what you need to do to catch up. Please do remember how important engagement and participation is to your success. You may be required to sign an attendance register at lectures so that we may monitor engagement. You are encouraged to engage with the University’s Virtual Learning Environment (VLE) and Student Management System, further details of how to access these can be found here. Contact time with teaching and associated staff is available to help shape and guide your studies. The term 'contact hours' refers to the amount of time that you spend learning in contact with teaching or associated staff, when studying your chosen course. The number of contact hours on a course is influenced by the subject, as well as how and where you are studying. Academic staff should make it clear how many hours contact time you should receive, and what these hours are at the beginning of the course/module. The Wolverhampton Graduate The experience of studying at University is about much more than just gaining knowledge and understanding of a subject(s), it is also about developing additional skills and capabilities that you can take with you into a wide range of different settings. Sometimes it can be difficult to explain to others what you have done and achieved. The following Graduate Attributes will help you think about the knowledge and skills you have gained and how these can be presented to prospective employers and/or other interested parties. This is not an exhaustive list and you will need to reflect on what you can personally demonstrate that is appropriate for different settings and contexts such as job interviews. You will also have formed your own opinion about what going to university means to you and how you think you have developed. While at university you will have the opportunity to:

1. acquire, generate, interrogate and apply knowledge from a wide range of sources,

2. develop research skills to enable analysis , synthesis, understanding and evaluation of data and information.

3. demonstrate self-discipline and organizational skills by meeting deadlines, and taking responsibility for your own development and learning

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4. present ideas clearly in an informed and persuasive manner to a variety of audiences.

5. be innovative, creative and enterprising work collaboratively, whilst acknowledging, respecting and engaging with the views of others in a constructive and empathetic manner

6. draw on professional advice and feedback to reflect on and improve your own learning and professional practice;

7. prepare for the world of work through engagement with real life situations, briefs and problems

8. engage with new ideas and ways of working as an active member of the communities in which you study, live and work.

External Examiners Linguistics: Dr Carol Marley TESOL: Ruth Taylor External Examiners play a key role in helping the University to ensure that our standards are comparable with other institutions in the sector and are consistent over the years and that our assessment processes and regulations treat all students fairly and equitably. It is not part of their remit to communicate with individual students (it is to be noted that students are given access to External Examiner reports in their entirety via the Modules and Programmes page on e-vision in line with the HEFCE Publication 06/45 and some students may have the opportunity to meet with externals if they visit placement areas or attend for planned meetings or assessment). Students are therefore reminded that they must not make direct contact with External Examiners in respect of their assessed work or performance. Any student issues should be relayed either directly to the Module or Course Leader. Academic Regulations This course follows the University’s academic regulations. A full version of these regulations can be found on the University web page for Policies and Regulations. These regulations govern your course and will be binding on you. It is, therefore, important that you read and become familiar with them. If you have any questions regarding the regulations you should raise your query by logging an e:Vision Helpdesk call. Exam Regulations The University also have regulations that specifically cover examinations. Examination Regulations

The maximum period over which an award may be studied is detailed in the regulations appropriate to your course. Typically these are:

Undergraduate Honours Degrees Full Time Students Normal Maximum Honours Degree 3 years 5 years Degree 3 years 5 years

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Part Time Students Normal Maximum Honours Degree 5 years 8 years Degree 4 years 8 years

Undergraduate Sandwich Honours Degrees

Full Time Students Normal Maximum Honours Degree (sandwich) 4 years 6 years Degree (sandwich) 4 years 6 years

Part Time Students Normal Maximum Honours Degree (sandwich) 6 years 10 years Degree (sandwich) 5 years 10 years

Please be aware that to be eligible to continue on your course you must pass at least one module in your first year of study. The above maximum registration periods do not include time away from study approved under Leave of Absence procedure (see below) Course Information

• Reference points

Quality Code - Part A: Setting and Maintaining Academic Standards. Including : Qualifications Frameworks Characteristics Statements Credit Frameworks Quality Code - Part B: Assuring and Enhancing Academic Quality University Policies and Regulations Equality Act 2010 • Trinity Cert TESOL Course Content http://www.trinitycollege.co.uk/site/?id=201 • QAA subject benchmark statement for Linguistics: http://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/linguistics.asp. • QAA subject benchmark statement for Education studies http://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/default.asp

• Blended learning

Blended learning is an approach to learning and teaching which combines and aligns learning undertaken in face-to-face sessions with learning opportunities created online; technologies will be used ‘to extend and enhance the student learning opportunities through the provision of tasks and materials which enrich, and are aligned with face-to-face learning’. Thus, the blended learning entitlements will be incorporated into the course in the following ways:

As both Linguistics and TESOL lecturers are experienced in teaching languages we generally employ a communicative methodology, so you will find that most of the

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learning in the course is interactive with plenty opportunities provided for you to learn from each other collaboratively, both face-to-face and online. This will include the regular opportunities for Formative assessment with feedback for better understanding of your learning process.

Although committed to the use of new technologies, as experienced teachers of language, we are strongly of the opinion they should only be used where they are of proven benefit to you, the student, and that the most important resource we have available remains the expertise and enthusiasm of the teaching staff in face-to-face contact with students in the classroom. As a good number of you will become future teachers of ESOL or work within ESOL related contexts, you will be employed in a variety of institutions both overseas and at home where resources range from the basic to state of the art. Therefore, you have to be equally skilled in using traditional technologies such as glue, paper and scissors as well as new technologies such as interactive whiteboards. Most importantly, you have to be able to ensure that any lesson can still be carried out effectively in the event of the malfunction of electronic resources.

• You will have full provision of any TESOL and Linguistics module related documents that exist in electronic format on WOLF (containing details of learning activities, assessments and key readings). For most modules, a list of useful websites will be available on the “shared links” part of WOLF. Where documentation is not protected by copyright, it may be available on WOLF 24/7 or via a weblink. • In most modules, you will be entitled to take part in online real-time and asynchronous discussions with fellow classmates via the Forum on WOLF or through OUTLOOK to discuss subject related issues. • You will also have the opportunity to submit all appropriate summative assessments electronically, and when appropriate, you may receive electronic feedback. However, as we realise that a number of our staff and students do not have easy access to modern technologies at times and at places best suited to their needs, and that the use of these technologies will not necessarily save time and paper, the opportunity to submit summative assessments and receive feedback electronically will only be provided when appropriate.

• Assessment methods

For both TESOL and Linguistics you will be continually assessed and provided with formative feedback as well as summative grades. The vast majority of course learning outcomes are essential to a systematic study and understanding of the subject (e.g. knowledge of structures of English and other languages and the ability to employ analytical tools) and are thus assessed in several modules at each level, but applied to different data/phenomena. You are expected to be able to relate theory to practice from the outset, so that intellectual and Key skills are developed incrementally through different tasks -but not always explicitly assessed. Substantial guidance will be provided to students at level 4 for formative and summative assessments, and by level 6 students should be able to work more independently and have become autonomous learners. For TESOL The TESOL undergraduate curriculum consists of a suite of modules that are closely linked to the Trinity College London Cert. TESOL curriculum and which build

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on each other. The first core module in the course has an English Language coding but the content is aligned to TESOL. The synergy between the two disciplines can be attributed to the complementary nature of the subject matter and to the fact that staff in TESOL make a major contribution to Linguistics. For example, the module Language Patterns introduces students to the phonetics and phonology of present day English. This theoretical knowledge is then transferred practically to the teaching of pronunciation in TESOL modules. This means that you will receive a solid training in the teaching and learning of English both on a theoretical and practical level. The final TESOL module Materials Evaluation & Design gives you an opportunity to design innovative materials that demonstrate, encapsulate and celebrate the skills you have acquired during their degree. Similarly, the assessments within and between modules are closely linked to each other and the Trinity College London Cert. TESOL curriculum. They consist of a variety of complementary formative and summative assessments that assess your linguistic and teaching skills both theoretical and practical as well as your IT, comparative, reflective and inter-personal skills. TESOL tasks are designed to be incremental, with the degree of difficulty evolving as you progress at each level. Level 4 At level 4, the curriculum aims to give you a foundation in the knowledge and skills you will need for study at levels 5 and 6. The assessment strategies therefore test your understanding of basic issues as well as testing key analytical skills and their ability to structure a coherent argument. Assessment tasks at this level comprise in-class tests, reflective learning journals (of language learning & teaching experiences), reports, data/text analysis tasks, and portfolios. Level 5 At level 5, assessment focuses more on the development of analytical skills and on understanding of relevant theories. You are introduced to linguistic fieldwork at this level. Both core modules have three components, although the TP components are pass/fail only and do not contribute to the overall grade. Tasks comprise in-class tests, analytical/reflective reports & essays (some including elements of text or data analysis) and teaching practice portfolios. If you opt to take the research methods module the skills needed to undertake independent study at level 6 are developed. Level 6 The assessment strategy at level 6 focuses on your critical engagement with theories and further develops your analytical skills. The curriculum at this level fosters greater learner independence and for ‘Honours’ you required to write an extended essay. You are also given the opportunity to take up a TESOL related Work Placement. Other assessment tasks include essays, analyses, presentations, design & evaluation of learning & teaching materials and portfolios of writing/TP materials& documentation. Note • As TESOL modules are linked to the Trinity Cert TESOL, all core TESOL modules are required to include a Pass/Fail Teaching Practice component of assessment (0% weighting) in addition to the other assessment tasks • Work Placement for TESOL Module is NOT to be validated for Hons and in place of an Independent study module. As future teachers of ESOL, our students have to be able to write traditional academic essays as they may well have to teach the genre. Therefore they are required to take an independent study module in order to gain Hons.

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FOR LINGUISTICS All levels We will offer a range of formative and summative assessments (as outlined below) to develop and test students' understanding of key linguistic concepts and their ability to apply appropriate methodology to a series of language analysis tasks. The structural strand at all three levels will deal with the 'core' elements of language study (morphology, phonology and syntax), while the applied linguistics modules will address issues relating to the use of language in society (including language acquisition, language birth and history, and language variation and change). The two main strands will adopt a broadly incremental approach to the development of students' awareness and appreciation of the properties and applications of language, and the assessments will seek to differentiate between students at levels 4, 5 and 6, on the basis of (1) the scope of the material which they have covered, (2) cognitive and conceptual skills commensurate with their level of study, and (3) their familiarity with appropriate analytical tools. (For example, in questions relating to corpus linguistics, at level 4 students might draw on examples from the online Cobuild Concordance and Collocations Sampler, whereas at level 6, they would be expected to take advantage of the more extensive resources offered by the Bank of English and/or the British National Corpus). The specialist modules at level 5 (Research Methods for Language Study and Language Meaning) and level 6 (Language in Translation and Language and the Mind) will complement and build on knowledge acquired in the afore-mentioned structural and applied strands, and will similarly be assessed both formatively and summatively, as appropriate to the particular discipline. Teaching, learning and assessment methods include: Structured explanation by tutor; pair/groupwork problem solving; data collection, evaluation and presentation; assessment tasks; comprehension tests; reflective journals; analysis of data; essay & oral presentation; case study/interview; self-assessment. Level 4 Assessment of understanding and application of the key tools and concepts of linguistic analysis in the core modules. Level 5 Assessment of ability to apply analytical tools to more complex phenomena and contexts, with core options allowing a greater level of specialisation. Assessment tasks have a more applied dimension, demonstrating relevance of different levels of analysis to various perspectives on language, and practical applications including occupations, social issues, and technological advances. A research Methods module is offered to lead into the Final Year Project, in order to hone research skills and develop potential topics. Level 6 At this Level students are required to provide persuasive evidence for their analysis of data as well as having greater choice and responsibility for data gathering and identification of relevant current research.

• Support for learning

TESOL and Linguistics cohorts are relatively small, and as the staff team teach both Linguistics & TESOL, individual students are known to all members of staff and

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to each other, and programmes & progress are carefully monitored. There is a high level of duty of care and clear cohort identities. Students find the team extremely friendly and approachable. Staff are readily available as they tend to operate an open-door policy so students either drop in for advice or contact staff in class or through e-mails. Course materials and e-mails of support for teaching practice and assignments are regularly sent to students through Outlook or WOLF. Progress tutorials are held at the end of each semester. The interactive and communicative methodology used in the classroom ensures that each cohort quickly gets to know each other and a clear group identity is established. Students are encouraged to work together throughout the course in order to support each other, build confidence and develop the ability to work in teams. As our students come from a range of academic backgrounds, a learning and teaching strategy is to ensure that each individual is encouraged to achieve the best of their own ability.

The Linguistics and TESOL joint offers students a wide range of learning support, including individual tutorials, in-class test preparation sessions, groupwork (preceding individual presentations and written assignments), a research methods module at level 5, and extensive written and oral feedback. Members of the Learning Centre are regularly invited to speak to students about accessing printed and electronic resources, and students are strongly encouraged to draw on the services of the School's study skills advisers. Each module also provides an extensive reading list and suggestions for web-based and other electronic resources. The University intranet system is widely used in all modules for a variety of pedagogical and more practical purposes relating to the dissemination of information and the submission of student work.

University Learning Centres are the key source of academic information for students. Learning Centres provide physical library resources (books, journal, DVDs etc.) and offer a range of study areas to allow students to study in the environment that suit them best: Social areas, quiet and silent areas. Learning Centres also provide access to wide range of online information sources, including eBooks, e-Journals and subject databases. For more information, please visit: www.wlv.ac.uk/lib/info/welcome Learning Centres also provide students with academic skills support via the Skills for Learning programme. Students on campus can attend workshops or ask for one-to-one help on a range of skills such as academic writing and referencing. Students can access a range of online skills material at: www.wlv.ac.uk/lib/skills Dedicated Subject Pages allow students to explore key online information sources that are recommended for their studies: Creative & Professional Writing / English / Linguistics / Philosophy / Religious Studies www.wlv.ac.uk/lib/subjects/humanities The University Student Support website offers advice on a variety of matters (careers, counselling, student union advice, etc.) https://www.wlv.ac.uk/study-here/student-support/ Students can also access these services by booking appointment with the SU, careers, counselling services, etc.

• Distinctive features of the course

TESOL & Linguistics cohorts are relatively small, with the result that the students get to know each other and the teaching staff very well, and regard their lecturers as friendly and approachable. The students benefit hugely from this close

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interaction, which enables progress to be carefully monitored. TESOL & Linguistics undergraduates come from a range of backgrounds, and all individuals are encouraged to make the best of their abilities.

A distinguishing feature of the course is the expertise and enthusiasm of the teaching staff in face-to-face contact with students. The interactive and communicative methodology used ensures that a clear group identity is quickly established. Students are encouraged to work together throughout the course in order to support each other, build confidence and develop cooperative skills. The innovative nature of our assessments has been highlighted as a particular strength.

TESOL & Linguistics graduates from our School are gaining an excellent reputation locally, nationally and globally. They are regarded as professional, confident, committed, independent and resourceful with a high degree of practical and theoretical knowledge. They are highly employable, and those who progress to a PGCE or equivalent have an advantage over students from a non-teaching background.

Although not specifically accredited by Trinity College London, the TESOL part of the course matches the elements specified in the Trinity College London guidelines for initial teacher training, and on completion of the course students have the option to undertake an oral examination to qualify for the Trinity College London Cert. TESOL.

The Linguistics & TESOL degree is an academic qualification, not a recognised teaching qualification. To make the transition to teaching easier, the curriculum/assignments are matched to curriculum/assignments required for the Trinity College London Cert. TESOL. Students who make good progress & show commitment to the teaching profession may then be given the opportunity to be entered for the Certificate in Level 6 (and for which a fee is charged). You will be informed of your progress through regular tutorials. Commitment includes regular attendance at lessons.

However, the honours degree and the Certificate remain two separate qualifications. Each one is moderated by the two individual institutions. Successful completion of the degree does not automatically entitle you to the Trinity Certificate, or even to be put forward for moderation.

Personal Tutor When you join the University you will be given a Personal Tutor. This information can be found in your e-vision homepage. Your personal tutor is someone who can offer you guidance and advice, this could be about your course, and any other aspects that affect your study. In order for personal tutoring to be a beneficial and meaningful relationship for you, you need to communicate with your personal tutor. Academic Misconduct We take pride in the academic integrity of our staff and students but when academic misconduct is suspected the University will take action. The University considers seriously all acts of academic misconduct, which by definition are dishonest and in direct opposition to the values of a learning community. If not challenged, academic misconduct will ultimately devalue our academic standards and undermines the honest efforts on the part of our staff and students.

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Academic misconduct includes plagiarism, collusion and cheating and may be deliberate or unintentional. Whatever form it takes, it will be thoroughly investigated and penalties will be applied if proven.

Support for Students The University and the Students’ Union believe that many incidents of academic misconduct can be avoided by increasing students’ knowledge and skill.

A variety of support mechanisms are in place to help students succeed and avoid academic misconduct:

• Visit the Learning Centre or our study skills support website at

www.wlv.ac.uk/skills • Download the Students' Union guide to Avoiding Academic Misconduct

("Write Right") - available from the Student’s Union website: • Book a Skype appointment with study skills adviser or join the online chat

service ASSIST - through the Learning Centre “Skills for Learning” website. • Contact your personal tutor or module leader.

Remember – there is help available if you need it.

Defining Academic Misconduct Cheating Cheating is defined as any attempt to gain unfair advantage in an assessment by dishonest means, and includes, for example, all breaches of examination room rules, impersonating another student, falsifying data, and obtaining an examination paper in advance of its authorised release. Cheating attracts the University’s most severe penalties.

Other common examples of cheating would include –

• Being in possession of “revision notes” during an examination • The purchase or commission of assignments from others • Theft of other students’ work • Prohibited communication during an examination

Plagiarism Plagiarism is the act of taking someone else’s work and passing it off as your own. This includes incorporating either unattributed direct quotation(s) or substantial paraphrasing from the work of another/others. It is important to cite all sources whose work has been drawn on and reference them fully in accordance with the referencing standard used in each academic Faculty.

The most common forms of plagiarism are –

• Cut or copied and pasted materials from websites • Copying the work of another student (past or present) including essays available

through “essay bank” websites – or other data. • Copying material from a text book or journal

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When you’re using other people’s work or ideas it is important to engage with their work critically. You can quote, paraphrase, summarise or critically review – but you must always provide appropriate references.

Collusion Collusion is when two or more people combine to produce a piece of work for assessment that is passed off as the work of one student alone. The work may be so alike in content, wording and structure that the similarity goes beyond what might have been coincidence. For example – where one student has copied the work of another, or where a joint effort has taken place in producing what should have been an individual effort.

Collusion should not be confused with the normal situation in which students learn from one another, sharing ideas and group work to complete assignments (where this is specifically authorised). Plagiarism Detection In concert with the skills and experiences of academic staff the University will utilise electronic tools such as Turnitin to detect plagiarism. Turnitin is the software currently subscribed to by the University. At Undergraduate level the University will require that all final year projects and dissertations are submitted to Turnitin for analysis. At postgraduate level the University will require that all dissertations (or similar) are submitted to Turnitin for analysis. Students are required, where appropriate, to make a declaration as the authenticity and originality of any submitted piece of work. This declaration also authorises the University to request and require students to provide an electronic version of any submitted assessment for checking work via Turnitin where plagiarism is suspected. Penalties Where an offence is admitted, or a panel decides that cheating, plagiarism or collusion has occurred, a penalty will be imposed. There is a cumulative range of penalties which will be applied to any continuous period of registration for study with the University. The severity of the penalty will vary according to the nature of the offence and the number of previous offences. Penalties range from failure of the assignment under investigation to exclusion from the University.

Full details about the University's policy on Academic Misconduct, regulations and procedures, investigation of academic misconduct or to make an appeal or a complaint are available on the conductandappeals website.

Anonymous Marking Anonymous marking is the process undertaken to avoid the possibility of bias through the assessment and marking process. To this end, wherever possible, the identity of students should not be apparent to markers and work should only be identified by student number. Where the method of assessment does not allow anonymous marking, (e.g. dissertations, presentations, oral examinations, practical examinations), alternative methods of marking to mitigate the possible effect of bias will be explained to you.

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When submitting assessments in hard copy, you are asked to use your personalised bar-coded coversheet and ensure that you record only your student number in the header or footer of your piece of work. Where to get help with your course Student Support If you encounter any issues (personal or academic) the following diagram directs you to the appropriate department or staff member.

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Administration queries:

enrolment extensions

extenuating circumstances Leave of Absence

Course transfer, etc

eVision helpdesk or your Student Centre

Academic and Course related queries

Personal Tutor Course Leader

Head of Department (by email)

Module related queries

Module guide (on WOLF) Module Leader

or Tutor

Support for Study Skills

W: www.wlv.ac.uk/skills

E: skills@wlv.ac.uk T: 01902 32(2385)

IT Problems

W: www.wlv.ac.uk/ITServices T: 01902 32(2000)

Who to Contact for help when

you are studying on campus

Financial advice

W: www.wlv.ac.uk/moneymatters E: money@wlv.ac.uk

T: 01902 32(1070)

Careers & Employment Centre

W: www.wlv.ac.uk/careers

E: careers@wlv.ac.uk T: 01902 32(1414)

Special Needs

(Students with disabilities)

Special Needs Tutor or

Student Enabling Centre W: www.wlv.ac.uk/sec

E: sec@wlv.ac.uk T: 01902 32(1074)

Personal Issues

Personal Tutor (see eVision for details)

University Counselling

Service W: www.wlv.ac.uk/counselling

E: counsellingservices@wlv.ac.uk T: 01902 32(2572)

General queries

eVision helpdesk or your

Student Centre

Independent academic, financial,

international and housing advice Students’ Union Advice and Support

Centre W: www.wolvesunion.org/advice

E: advice.wolvesunion@wlv.ac.uk T: 01902 32(2038)

Extensions, Extenuating Circumstances and Leave of Absence The University wants all students to do their best. You are expected to take responsibility for your own learning and we know students perform best if they participate in all activities associated with their modules. Very occasionally something may happen suddenly which is beyond your control and this will prevent you from attending an examination (or other test) or completing an

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assessment by the due date. Common reasons for needing additional help are poor health or a death in the family – although other reasons may apply. Extensions - for some assessments there may be the option to apply for a short term (maximum 7 days) extension if you are experiencing difficulties in completing your work on time. You should apply for the extension via your e:Vision account on or before your assessment date and provide supporting evidence to your Student Centre. On receipt of the evidence your claim will be assessed and you will be notified by e-mail if your extension has been approved and your revised submission date. Further details can be found here. Extenuating Circumstances – claims for extenuating circumstances are also submitted via your e: Vision account on or before your assessment date and again evidence to support your claim must be provided to your Student Centre. Claims for Extenuating Circumstances tend to be for more serious matters and if your claim is accepted then it enables you to take the assessment at the next available opportunity without penalty. If you have any queries regarding either of these processes then please log a call on the e:Vision helpdesk. Leave of Absence - in more extreme cases of potential prolonged absence you might consider a temporary leave of absence. Students may temporarily suspend their studies a semester at a time (and up to a maximum of four semesters). You can apply for a Leave of Absence via e:Vision but we would strongly recommend that you get advice from your Personal Tutor, your Student Centre or the Students’ Union, particularly regarding the financial implications, before taking this step. Taking a Leave of Absence can ensure that you have the time away from your studies you need, but it is important you understand all the implications. There are plenty of people who can advise you before you make your decision:

• Your Student Centre (either in person or you could log an e:Vision Helpdesk call). • The Students’ Union Advice and Support Centre. • Student Advisors in your Faculty. • Your Personal Tutor. • The International Support Team (based in MX Student Centre, City Campus).

Please consider before taking a Leave of Absence

• If you’re a full-time student, you could consider switching to part-time mode as an alternative.

• While on a Leave of Absence you won’t have access to University premises or resources or participate in any assessment.

• If you take a Leave of Absence after you have enrolled but before completing your module, any summative (graded) assessment submitted will be carried forward and will contribute to your assessment result for that module when you return, provided the same assessment requirements remain.

Financial impact You should consider the implications of taking a Leave of Absence will have on your funding and finances. On approval of your Leave of Absence you must ensure that you are fully aware of the fee implications on your return to the course, as fees may be due again for the modules that you were studying when the leave of absence was agreed.

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However, your individual circumstances will affect your right to funding so it is important that you seek advice from the Students’ Union Advice and Support Centre – who will also be able to advise you about the impact of any benefit entitlement. You will not be entitled to Council Tax exemption whilst on a Leave of Absence. Your tuition fees In accordance with the University’s fee liability policy, you will be liable for any fees due dependent on the date that you officially apply for Leave of Absence. If you are a full-time undergraduate UK student, tuition fees are due as follows:

• Attendance in Term 1 = 25% of the tuition fee is due. • Attendance in Term 2 = 50% of the tuition fee is due. • Attendance in Term 3 = 100% of the tuition fee is due.

If you are a part-time student, your fee liability is dependent on the number of modules registered in any period. If you are an international student we take into account the fact that you will have paid a non-refundable deposit and your fee liability points will be at the start of the first term and third term (remainder of fee). We recommend you seek guidance on this from the International Student Support team in MX Student Centre. Health & Safety issues Health and Wellbeing whilst using your computer As a student you will be using a computer for the majority of your study. The guidelines below are to promote good health and wellbeing in relation to your computer use. Set-up and space Ensure you have a comfortable working area where you can have adequate space for your keyboard, mouse, monitor or laptop/mobile device and that you are in a comfortable seated position. Try to prevent eye strain by ensuring you have good lighting, adjusting your monitor to prevent glare and by cleaning your monitor regularly. If you are using a laptop for any extended length of time try to use an external mouse to prevent continued use of a laptop mouse pad which can cause strain injuries. Taking a break You should take regular breaks away from the screen. One to two minutes away every thirty minutes can be most effective, with regular longer breaks every couple of hours. Physically moving away from the screen and working area will also allow for important stretching and increasing circulation as well as reducing eye strain from looking at the screen. Progression for Further Study Graduates from the Linguistics and TESOL course have gone on to complete PGCEs in Post-compulsory education at the University of Wolverhampton, and have undertaken Masters level study in a variety of subjects, including Translation and Applied Linguistics, at other institutions. . Alumni

We're proud of your success. Be proud of your connection with us.

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Once you complete your studies you will continue to be part of the University of Wolverhampton academic community as one of our ever growing alumni community. The WLV Alumni Association is a university-wide association bringing together Wolverhampton graduates. For further information on Graduation and Alumni please visit our Alumni website. APPENDIX 1 Module Information Linguistic Modules 4LN001 Language in Use This is a core introductory module that assumes no previous knowledge of linguistics. It aims to give you an insight into the unique and fascinating nature of human language by introducing the fundamental concerns and concepts of both the applied branches of the discipline. Assessment Group-Work / Multiple Choice Test 4LN002 Language Patterns (New title for How Words and Sentences are Formed) This module is the first in a suite of three related structural linguistics modules taught at Levels 4, 5 and 6. In this module you will begin with an introduction to each of the three separate threads that form the focus of the modules: phonetics and phonology (the sounds of language), morphology (how words are formed from units of sound) and syntax (how words are combined to form phrases and sentences). You will then go on to explore the basic concepts of two of the threads in greater depth; syntax, and phonetics and phonology. (The morphology strand will be revisited in Working with Sounds and Words, and More about Words and Sentences.) In the phonetics & phonology strand, you will start by exploring how human speech sounds are made, how they can be identified, described and recorded according to their place and manner of articulation, and how they combine to form units of meaning as words, and parts of words. In the syntax strand, you will learn how words can be classified into lexical categories such as nouns, verbs etc. through their morphology (what they look like), and distribution (where they come in a phrase). You will also explore the relationship between these word categories, how they can be ordered to form types of phrases within a sentence, and the functions that each phrase performs. The module is practical in orientation. You will be given ample opportunity to apply the concepts you have learned to the analysis of data of English and will also be encouraged to draw on your experience of other languages. Assessment: Three in-class tests 4HU003 From Student to Scholar First Year Seminars are designed to “show you the ropes” of real academic inquiry, and offer you a shared opportunity to successfully make the transition to university life. The seminars are small, writing- and discussion-oriented modules geared to the investigation of a specific theme or issue and intended to hone your abilities as a critical thinker and effective writer. Each seminar class focuses on an exciting and important topic that capitalizes on the faculty member’s expertise or provocative personal interest. While seminar topics vary each semester, they all share the same purpose: to foster good academic discussions in which all students feel welcome to participate in the exploration of

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ideas, careful reading of texts, critical thinking and effective writing by exciting intellectual curiosity and interest. Students interested in taking a First Year Seminar can contact Jackie Pieterick (J.M.Pieterick@wlv.ac.uk) for the list of special topics. You'll need to decide quickly because enrolments are on a "first-come, first-served" basis and capped at 20 students per seminar! Assessment: Portfolio 4SL011 Volunteering in the Community Volunteering in the Community is a community-based learning module which gives students the opportunity to combine practical experience with their academic studies. The module enables students to develop a range of vocational and interpersonal skills commensurate with graduate employment and critical citizenship. In addition, the module provides students with the opportunity to link their academic studies with volunteering activity and to 'learn by doing'. 4WL002 Basic Language This module aims to take students with no prior knowledge of the target language to A1 standard in the Common European Framework of Reference for Languages. 4WL003 Elementary Language This module aims to facilitate students in rising one stage in the Common European Framework of Reference for Languages. 5LN001 Language and Society This module investigates the major concerns of sociolinguistics, that is, the constraints on language variation imposed by social context and stylistic choices. In addition, you will be introduced to problems of methodology in sociolinguistic investigation and will examine the consequences of sociolinguistic variation for national language planning and education. Assessment: Coursework / Examination 5LN004 Working with Sounds and Words This module builds on How Words and Sentences are Formed. While you continue to develop a deeper understanding of the concepts of phonetics & phonology, you will start to work on the basic concepts of morphology. (The syntax strand will be re-visited at level 6 in More about Words and Sounds.) In phonetics and phonology you will move from investigating the physical production of speech sounds at ‘segmental’ level, to the exploration of syllable structure, stress, intonation and connected speech, and the systems and patterns of speech sounds in a language. You will gather, transcribe, explore and analyse examples of spoken data in order to draw conclusions about the articulation of sounds, and the regularities and patterns that underlie their use. In the morphology strand, you will look at different types of word-formation processes, explore the notion of productivity and constraints on productivity. You will also look at morphology and its relation to the lexicon, phonology and syntax. The module is practical in orientation. You will be given ample opportunity to apply the concepts you have learned to the analysis of data of English and will also be encouraged to draw on your experience of other languages. Assessment: Portfolio 5LN003 Language and Meaning

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This module offers students an introduction to the ways in which meaning is conveyed in language, focussing on meaning in words and sentences and on contextual factors. Once students have got to grips with the basic theories and frameworks, they will be given the opportunity to work in groups on a topic of their choice, gathering and interpreting their own linguistic data. Assessment: Test / Coursework 5LN002 Research Methods for English Language, Linguistics & TESOL This module aims to help students prepare for their final year project by introducing them to the basic concepts, types and methods of research for English Language, Linguistics and TESOL. Assessment: Literature Review / Research Project 5HU004 Supervised Work Experience 6LN001 Language Variation and Change This module explores in more complexity and detail some of the issues introduced in Language and Society relating to the mechanisms, motivations and outcomes of language variation and change. Particular attention will be paid to the use of case studies to test the key theories of language variation and change. Assessment: Language Analysis / Student Generated Analysis 6LN002 Independent Study – Linguistics The project in Linguistics gives you the opportunity to explore in greater detail an area of your choice. If you wish to graduate with Honours you must pass at least one project module at Level 6, either in Linguistics or in the other subject area in your named award Assessment: Independent study: 100%. 6LN004 Morphology This module builds on How Words and Sentences are Formed, and Working with Sounds and Words, and continues to develop a deeper understanding of the basic concepts of morphology and syntax and the ways in which they are linked to each other. In the morphology strand, by using a range of descriptive and analytical formal devices, you will build on what you have learned in Working with Sounds and Words, to explore language typology, the notion of thematic roles and the theory of case assignment, as well as the relationship between morphology and the lexicon, phonology, and syntax. In the syntax strand you will build on the initial work done in How Words and Sentences are Formed to explore more complex English sentences. For example, you will explore how clauses can be combined and embedded within each other. You will also be encouraged to explore the ways in which knowledge of phonetics and phonology, morphology and syntax can be applied to the world of work; in Speech Therapy, Forensic Linguistics, Dictionary compilation, the construction of artificial languages, etc. The module is practical in orientation. You will be given ample opportunity to apply the concepts you have learned to the analysis of data of English and will also be encouraged to draw on your experience of other languages. Assessment: Group Presentation / In Class Test 6LN005 Language and the Mind

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This module aims to provide the theoretical framework for the study of language from a psycholinguistic viewpoint; to study language comprehension and production, memory for language, first and second language acquisition and interlanguage, and to apply knowledge to a number of case studies through an investigation of a number of language disorders. Assessment: Field-Work Essay / Portfolio – Presentation 6EN003 Gender, Sex and Language This module aims to provide a theoretical framework for the study of the relationship between gender, sex and language, to enable students to examine critically the representation of gender in language as well as aspects of language use and contribute to the debate on the topic through data-driven fieldwork research. 6EN016 Communication, Cooperation and Conflict This module is primarily concerned with the way ideologies and social relations are constructed and negotiated through discourse. The role of institutional structures, cultural constructs, and the implications of power relations are also examined. On the module, you will be introduced to methods of conversation and text analysis and to critical approaches to language study. As the module progresses, you will work with increasing independence, eventually collecting and analysing your own data. TESOL MODULES 4EN003 How English Works The aims of this module are to provide a foundation for the analysis of words and texts. You will be introduced to theories about the way words combine together to make new meanings and how they link up across sentences and paragraphs to make coherent texts. You will learn how to search online language corpora to analyse the way people today really use words when they speak or write in diverse settings. You will analyse conversations and written texts to see what strategies are used to tie texts together. You will also be encouraged to appreciate how these skills can have practical applications in real-life situations. Assessment: Practical / Coursework 4TS001 Introduction to TESOL This module is an introduction to TESOL (Teaching English to Speakers of Other Languages). It prepares you for teaching English by developing your practical teaching skills and raising your awareness of theoretical and practical issues in TESOL with a specific focus on teaching adult learners. An important part of TESOL is the study of Second Language Acquisition; the processes that learners go through when learning another language. During the module, there will be opportunities to reflect orally and in writing on your own experiences as language learners and to apply what you have learned to TESOL in the light of SLA theory. You will also be introduced to classroom procedures and practices, and engage in group and paired activities Assessment: Portfolio / Practical 5TS002 Developing language skills The main focus of this module is on the teaching of the four skills, but you will be expected to continue to develop your awareness of the language systems through self- study tasks. You will learn how to plan a lesson with a skills focus, and will take part in teaching practice to a group of ESOL learners. One to two hours of your taught lessons will be formally assessed.

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Assessment: Portfolio / Practical 5TS001 Teaching Language Systems This module aims to develop your own understanding of language systems and language learning processes, and to introduce you to practical and communicative methods for facilitating the learning of lexis, grammar and pronunciation in the ESOL classroom. The module also focuses on the process of the planning and construction of language lessons. You will receive guidance on evaluating students, and your own and other’s teaching, and will be expected to complete at least one hour of individual teaching practice with a class of ESOL learners. Assessment Portfolio / Practical 6TS001 The Language Learner and Language Acquisition This module continues to assist you to evaluate and develop practical teaching skills in final observed TPs and peer observations. Lecture sessions will address topics which provide a deeper theoretical background to the practice of TESOL, and continue to investigate the learning and teaching of language systems and the four skills in greater depth. In particular, lesson activities and teaching materials will be explored for determining linguistic objectives. You will also return to the study of SLA in order to practically evaluate the oral and written output of a learner, undertake error and needs analysis, and then plan and deliver a one-hour lesson. Assessment Portfolio / Practical 6TS002 Materials Evaluation & Design This module will help you to develop your ability to evaluate and produce EFL materials and syllabi. You will examine their content, sequencing, methodology and applicability, and utilise the principles of good design generated by your evaluation to produce materials of your own. Lecture sessions will provide information on the key areas of objectives, syllabus, unit planning, methodology, activity design, layout and graphics. Assessment Report / Coursework 6TS003 Work Placement for TESOL (Not to be taken with 6HU001 for Honours Award) This module will provide students with observational and practical experience of teaching ESOL within an appropriate educational establishment. Students will benefit from objective observation, interaction, and self-reflection, which will assist in the further development of practical and interpersonal skills for future vocational aspirations. 6HU001 Business and Community Link (Not to be taken with 6TS003 for Honours Award) This module provides an opportunity to apply academic skills and knowledge to a project negotiated with an external organisation. Students are required to identify, negotiate and research an issue which is relevant to both their academic study and the external organisation. This will enable students to demonstrate an awareness of academic research within an organisational context, together with an understanding of the parameters of research methodologies within an academic framework. Assessment Portfolio / Report

VERSION OWNER Registry

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APPROVED DATE 5 May 2016 APPROVED BY UQEC REVIEW DATE 2016/7