In addition to the specialist English Language Teaching modules all students also undertake core modules. These are designed to help you develop academic and research skills required for successful study within higher education, and to help you both to explore future options for employment and to develop employability skills.
The English Language Teaching modules are:
First year modules serve as an introduction to the field of English Language Teaching and you will be provided with a solid foundation of knowledge and skills in the area, which serve as a platform for success in the subsequent years.
Passport to TESOL
This module introduces you to key theoretical approaches to the study of TESOL at degree level. It focusses on three core thematic areas which are; the context of English language teaching, an introduction to methods and approaches and the qualities of a good English language teacher. You will be encouraged to engage with, and examine a variety of popular teaching methods to develop understanding of the practical aspects of English language teaching from the perspective of both teachers and learners.
Characteristics of the English Language
This module is based on the Language Awareness phase of the ‘TESOL: Theory and Practice’ module and provides you with a linguistic foundation for teaching English and will take you through the various metalinguistic terms that are used in English language teaching. You will explore the meanings of grammatical terms as well as the nuanced pragmatic meanings of using different syntactical structures such as the passive voice or conditional forms. You will also study the basics of phonology, as well as the four skills of listening, speaking, reading and writing and how they can be assessed.
Preparing for TESOL
Preparing for TESOL is the practical element of the first year. During this module, you will design, develop, deliver and reflect upon a short practical teaching session. You will be guided in selecting appropriate aims and objectives, sourcing appropriate resources, as well as basic classroom management techniques including organising the learning environment and giving feedback.
Progression to Year 2 and CELTA qualification
All students who successfully complete the first year can enter one of two routes in the second year:
To undertake the CELTA qualification, would require you to evidence your competence in written and spoken English equivalent to an IELTS of 8.0 or above. You will also need to demonstrate a commitment to attendance and professionalism that satisfies the requirements of Cambridge Enlgish Language Assessments.
To take the alternative route, students would engage in the second year modules without candidature for the CELTA qualification itself.
The first year aims to improve English first language students' language awareness and classroom skills so that you are able to undertake the CELTA qualification. For those students' whose first language is not English, the aim of the first year is to bring the English language skills from the entry requirement of 6.5 to IELTS 8.0. If this is not achieved, the alternative module will be offered.
Skills for Success in Higher Education (10 credits)
This module will help you develop an awareness of the essential skills required for successful academic engagement, including the skills of writing for different audiences, presenting, referencing and accessing/using online resources. You will be encouraged to develop critical self-reflection skills which will enable you to set targets for further academic development.
Developing work-based skills (10 credits)
Using lectures, e-lectures and workshops you will be introduced to the knowledge and skills required for graduate level employment, including self-employment and entrepreneurship. You will evaluate your own skills and related career intentions and investigate opportunities and challenges with respect to employability.
English Language Teaching Modules
The second year of the programme embeds the industry standard CELTA qualification, which provides you with practical skills, knowledge and experience in English language teaching.
TESOL in Theory
During this module you will consider the cultural, linguistic and educational backgrounds of English language learners, including their motivation for learning. The influence and role of the first language, as well as the target language, will be examined in order to suit learners’ needs. You will also examine learning and teaching styles and how they may be adapted for different contexts.
Key areas that will be developed from the first year module ‘The Characteristics of the English Language’ are grammar, lexis and phonology. You will also examine how these forms transfer from one language to another and use strategies and approaches to develop learners’ language knowledge.
You will also cover basic concepts and terminology used to describe the four skills in English. The purposes of the receptive skills, listening and reading, will be demonstrated and the varying approaches to these skills explained. The module will describe the features and functions of the productive skills speaking and writing and you will examine the practical uses of phonemic systems, paralinguistic gestures and orthography.
TESOL in Practice
You will begin by studying the principles of planning effective lessons and will apply these principles to your own lesson design. You will engage in selecting, adapting and evaluating published materials, including digital resources. As a part of the reflective process, you will also evaluate your lessons and build on practical experiences of delivering lessons to enter into the cycle of continuous professional development.
This module complements the theoretical aspects covered in the ‘Planning and resources for different teaching contexts’ module, giving you the practical skills for organising the classroom, teaching at different levels and monitoring the progress of learners of English as a second language. You will be guided in building a rapport with learners and fostering a constructive learning atmosphere. In reflecting on your teaching practice, you will make practical use of your own self-assessment to set targets for your future development.
Work-related placement: managing yourself and others (10 credits)
Linked to a week-long placement in a work setting, this module aims to develop key employability skills. You will develop key communication skills relevant to employment in relevant professional contexts. The placement takes place in a setting of your choice where possible, you will also have the opportunity to extend your placement by mutual agreement with providers.
An introduction to academic research (10 credits)
This module aims to provide you with an understanding of key concepts relating to academic research and the research process so that you will have the requisite knowledge to enable you to conduct the extended independent project in your final year. In addition to generic content relevant to all students, you will receive support tailored toward your chosen subject.
English Language Teaching Modules
By year three, if you have qualified as a CELTA teacher you will have had the opportunity over the summer break to work as an English language teacher, either overseas or at home. The third year of TESOL is designed to further your knowledge and skills beyond that of the CELTA training and equips you with working knowledge of materials design, arranging syllabi and teaching English for Academic Purposes (EAP).
Designing materials and syllabi for ELT
During this third year module, you will cover aspects of English language teaching on micro and macro levels. On the micro level, you will engage in designing unique and warmer exercises of potentially publishable quality, which will embed learning that is appropriate to specific lessons. On the macro level, you will engage in full course planning and scheduling, working towards the learners’ assessments. This will provide you with skills and knowledge that enhance your employability prospects for work in writing English Language Teaching (ELT) materials or at Director of Studies level in private language schools.
Theory and practice of EAP
English for Academic Purposes (EAP) is a subset of English for Specific Purposes, which covers lexis germane to the goals of the learner. In the context of EAP, you will explore methodology pertinent to EAP and have the opportunity to design, deliver and develop sessions in order to build upon your teaching skills that were developed in the second year. This teaching practice will provide you with experience of teaching English in an academic context and working towards specific academic assessments.
Independent Project (40 credits)
You will complete an independent research or enquiry-based project of a practical or theoretical nature. This will enable you to demonstrate independence in your approach to research and enhance your project planning experience. You will receive guidance and support from a supervisor.