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Department: Master of Education
Module Description: This module deals centrally with the issues involved in syllabus design. Linked to this, the module looks at the issue of examining the curriculum; another area central to teachers and managers. The module considers the problem of reconciling syllabus and materials design with what is known about the process of language learning and the attempts of established approaches to syllabus design to solve these problems. It examines the models of language, such as structure and function which have traditionally underpinned such courses. It also looks at the methods used to teach initial literacy skills in a second language, a neglected area in many international text books. The module goes on to examine different approaches involving the establishment of a pedagogic corpus, the use of task-based methodology, and the development of analytical exercises. Having established this general approach, the module goes on to look at: the design of a pedagogic corpus, the design of communicative tasks, and the design of analytical exercises.
Key indicative readings
- Brown, H. D. (2015). Teaching by principles. 4th ed. New York: Pearson Education.
- Cummins, J. (2000). Language, power and pedagogy: bilingual children in the crossfire. Clevedon, England: Multilingual Matters.
- Grunert, J. (1997). The course syllabus: a learning-centered approach. Boston: Anker Publishing.
- Hall, R. & Hewings, A. (eds). (2001). Innovation in English language teaching: a Reader. London: Routledge.
- McDonough, J. & Shaw, C. (2013). Materials and methods in ELT: a teacher's guide. 3rd ed. Maiden, MA: Blackwell.
- Miller, J., Kostogriz, A. & Gearon, M. (2009). Culturally and linguistically diverse classrooms: new dilemmas for teachers. Bristol: Multilingual Matters.
- Nunan, D. (1988). The learner-centred curriculum: a study in second language teaching. Cambridge: Cambridge University Press.
- Alderson, J. C. (2000). Assessing reading. Cambridge: Cambridge University Press.
- Brown, G., Yule, G. (1983). Teaching the spoken language: an approach based on the analysis of conversational English. Cambridge: Cambridge University Press
- Brown, H. D. (2014). Principles of language learning and teaching. 6th ed. New York: Pearson Education.
- Brown, J. D. (2005). Testing in language programs: a comprehensive guide to English language assessment. New York: McGraw-Hill.
- Candlin, C. & Mercer, N. (2001). English language teaching in its social context: a reader. London; Routledge.
- Clapham, C. & Corson, D. (1997). Encyclopaedia of language and education. Volume 7: language testing and assessment. Kluwer Academic Publishers.
- Davidson, P., Coombe, C. & Jones, W. (eds). (2005). Assessment in the Arab world. TESOL Arabia.
- Dudeney, G. (2007). The internet and the language classroom. 2nd ed. Cambridge: Cambridge University Press.
- Edwards, V. (2009). Learning to be literate. Bristol: Multilingual Matters.
- Ek, J.A. van. (1975). Systems development in adult language learning: the threshold level in a European unit/credit system for modern language learning by adults. Strasbourg: Council for cultural co-operation of the Council of Europe. Open resource
- Lewis, M. (2002). Implementing the lexical approach: putting theory into practice. Australia: Thomson Heinle.
- Lindholm-Leary, K. J. (2001). Dual language education. Clevedon, England: Multilingual Matters.
- Lloyd, D., Davidson, P. & Coombe, C. (ed.). (2005). The fundamentals of language assessment: a practical guide for teachers in the Gulf. Dubai: TESOL Arabia.
- McCarthy, M. (1990). Vocabulary. Oxford: Oxford University Press.
- Munday, J. (1981). Communicative syllabus design. Cambridge: Cambridge University Press.
- Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.
- Richards, J.C. & RoDgers, T. (2013). Approaches and methods in language teaching. 3rd ed. Cambridge: Cambridge University Press.
- Ruiz de Zarobe, Y. & Jiménez Catalán, R. M. (eds). (2009). Content and language integrated learning: evidence from research in Europe. UK: Multilingual Matters.
- Weir, C. J. (2005). Language testing and validation: an evidence-based approach. Hampshire: Palgrave Macmillan.
- Wichmann, A., Fligelstone, S., McEnery, T. & Knowles, G. (eds). (1997). Teaching and language corpora. London: Longman.
- Willis, J. (1996). A framework for task-based learning. Essex, England: Longman.