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MD354 Course Design and Evaluation
(20 credit points)
Tutors: Richard.West
& Richard
Fay
Pre-requisites:
As this course unit relies on an understanding
of many curricular components, students are advised to select it for study
in the later stages of their taught programme.
Aims:
- To foster an awareness of the history of language course
design.
- To develop an understanding of different models of syllabus
design for language learning.
- To develop skills of curriculum and syllabus description,
analysis, evaluation, adaptation and design.
Learning outcomes:
Typically, students who successfully complete the course
unit and assignment will be able to do the following:
- Demonstrate an understanding of the location of their
own curricular experiences within the historical development of language
curricula
- Demonstrate an understanding of essential curricular
concepts and how these are used in different models of language syllabus
design
- Demonstrating skills in describing and exploring of
all aspects of ESOL course design: curriculum and syllabus description,
needs analysis, materials evaluation and adaptation, methodology and
course evaluation
Key transferable skills:
To be able to produce academic writing
with an appropriate style
- To be able to access appropriate academic literature
- To be able to apply the findings of the academic literature
with relevance
- To be able to use appropriate word processing skills
Curriculum content:
The course unit will normally include the folloiwing
topics:
- Introduction to course design - the ESOL curriculum
- Context & culture in language education
- ESOL course design process¨ Approaches to syllabus
design: language-based approaches
- Approaches to syllabus design: learner-based approaches
- Needs analysis in course design
- Materials evaluation in ESOL
- Materials design in ESOL
- Methodology in ESOL
- Evaluation in ESOL
Teaching method arrangements:
Lectures, interactive presentations, seminars
based on guided reading, case studies, simulation and student-led presentations.
Core reading:
Graves K (ed) (1996), Teachers as Course Developers
Cambridge, CUP.
Nunan D (1989), Designing Tasks for the Communicative
Classroom. Cambridge, CUP.
Rea-Dickins P & K Germaine (1992), Evaluation,
Oxford, OUP.
Richards J & T Rodgers (2001), Approaches and
Methods in Language Teaching, Cambridge, CUP. (Second edition)
White R (1988), The ELT Curriculum, Oxford, Blackwell
Willis D & J (eds) (1996), Challenge & Change
in Language Teaching, Oxford, Heinemann.
Willis J (1996) A Framework for Task-based Teaching,
Harlow: Longman Pearson
Assessment:
4000 word assignment involving description and evaluation
of own syllabus leading to a development.
Learning hours:
| Activity |
Hours allocated |
| Formal contact: |
30 |
| Guided individual work |
60 |
| Reading and independent study |
110 |
| Total |
120 |
Availability:
Onsite:
Semester 2 (January - May)
Distance:
30 September, 1 April
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