| Unit name | Second Language Learning |
|---|---|
| Unit code | EDUCM5904 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Ms. Court |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School of Education |
| Faculty | Faculty of Social Sciences and Law |
Why is this unit important?
This is an important core unit for the MSc TESOL programme that focuses on the knowledge and understanding of how a second language is acquired across formal and informal contexts in TESOL. It engages students in an exploration of key second language learning theories & the scholars that have developed them in order to understand what shapes and impacts the language learning trajectory.
How does this unit fit into your programme of study:
This unit is one of the pillars of the MSc TESOL programme. It is the only unit that focuses on second language learning theories and the factors that impact on the second language learning process. Engagement with second language learning processes facilitates links with aspects of Pedagogy & Curriculum in Language Education (e.g., communicative language teaching) in formal contexts of learning; Exploration of the design and outcomes of key research links with the unit Research Methods for Language Education; and an understanding language as a social practice, identities & linguistic ideologies with the unit Expanding Notions of Language.
An overview of content
This unit introduces students to key theories in second language learning in order to understand the factors that shape and impact the second language learning process. It will introduce students to current themes in research on second language learning and the importance of this research to their own practice as teachers.
How will students, personally, be different as a result of the unit
The unit engages students to think critically about second language learning, the research and theories that have shaped our understanding of the second language learning process and how these can be drawn on to inform, develop and transform practice. It supports students to think deeply about their own second language teaching and learning trajectories to inform future practice.
Learning outcomes
By the end of this unit, students will be able to:
This unit will be taught using a mixture of activities that include: seminars, narrated powerpoint lectures, investigative activities, debates, presentations. Students will be expected to engage with readings and participate on a weekly basis
Tasks which help you learn and prepare you for summative tasks (formative):
Formative assessment for this unit includes: instructor feedback (oral and written) on students' work. This is done though tutorials, comments on assignments, and informally through classroom discussions and presentations. Peer and self-reflection is also used to encourage engagement with theory and practice.
Tasks which count towards your unit mark (summative):
A 3,500-word written assignment. This comprises a 3,000-word main assignment and a 500-word statement on how they produced the work, encouraging students to engage critically with issues of scholarship, academic integrity and the use of AI as well as their learning across the two units. ILOs 1-5 (100%)
This assignment jointly assesses this unit and EDUCM0093.
When assessment does not go to plan
When a student fails the unit and is eligible to resubmit, failed components will be reassessed on a like-for-like basis. Students will resubmit a revised version of the original work.
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. EDUCM5904).
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 University 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. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
