Unit information: Pedagogy and Curriculum for Language Education in 2021/22

Unit name	Pedagogy and Curriculum for Language Education
Unit code	EDUCM0093
Credit points	20
Level of study	M/7
Teaching block(s)	Teaching Block 1 (weeks 1 - 12)
Unit director	Dr. Sharples
Open unit status	Not open
Pre-requisites	None
Co-requisites	None
School/department	School of Education
Faculty	Faculty of Social Sciences and Law

Description including Unit Aims

This unit introduces key concepts in curriculum design for language education.

The unit starts with the students’ own teaching experiences, examining a range of theoretical and practical approaches to curriculum design and equipping students with the critical tools they need to make informed decisions. It then invites students to redesign curricula for their own teaching contexts, incorporating the ideas they have encountered and laying the foundations for their studies in later units.

In doing so, the students engage with some of the discipline’s bigger conceptual challenges, connecting this unit to EDUCM5904 (Second Language Learning) and EDUCM0091 (Expanding Notions of Language), as well providing a strong conceptual base for the optional units.

This unit aims to:

• introduce key concepts and frameworks in curriculum design for language education
• recognise and build on participants’ language learning background and professional experience in the field of language education
• develop professional, theoretical, and research perspectives in relation to language teaching, learning, and curriculum development

Intended Learning Outcomes

By the end of the unit, you will have developed your understanding towards:

1. evaluating key concepts in curriculum design for language education;
2. co-constructing and co-developing curriculum;
3. identifying and critically discussing the role of language, learning, and interaction in language education, their links to second language acquisition theory and research, and the implications for educational stakeholders;
4. explaining the issues and considerations that guide pedagogical planning.

By the end of the unit you will be able to:

1. articulate a coherent and evidence-based approach to curriculum for your teaching context;
2. articulate the concepts that underpin of curriculum co-design and/or curricular frameworks;
3. draw on second language acquisition theory to justify your curriculum decisions;
4. critique curricular or instructional materials and policy decisions relevant to English language teaching.

Teaching Information

• Lecture input
• Online learning support (Blackboard)
• Presentations,
• Small group work,
• Seminars/workshops,
• Tutorials.

Assessment Information

Formative assessment

The formative assessment for this unit will consist of the instructors' oral and written feedback on students' work including through tutorials, guiding comments on assignments, and informally through classroom discussions or following presentations. Peer and self-reflection will also be used.

Summative assessment

10-minute individual presentation to critically evaluate an aspect of language education (ILOs 1-4, 6, 8) (50%).

2,000-word written assignment drawing on literature and professional experience to critically reflect on language education (ILOs 1-8) (50%).

Resources

If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.

If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. EDUCM0093).

How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours of study to complete. Your total learning time is made up of contact time, directed learning tasks, independent learning and assessment activity.

See the Faculty workload statement relating to this unit for more information.

Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit. The Board considers each student's outcomes across all the units which contribute to each year's programme of study. If you have self-certificated your absence from an assessment, you will normally be required to complete it the next time it runs (this is usually in the next assessment period).
The Board of Examiners will take into account any extenuating circumstances and operates within the Regulations and Code of Practice for Taught Programmes.