ΕΛΛΗΝΙΚΟ ΑΝΟΙΚΤΟ ΠΑΝΕΠΙΣΤΗΜΙΟ

Transcript

1 ΕΛΛΗΝΙΚΟ ΑΝΟΙΚΤΟ ΠΑΝΕΠΙΣΤΗΜΙΟ ΣΧΟΛΗ ΑΝΘΡΩΠΙΣΤΙΚΩΝ ΣΠΟΥΔΩΝ ΟΔΗΓΟΣ ΣΠΟΥΔΩΝ ΜΕΤΑΠΤΥΧΙΑΚΟ ΠΡΟΓΡΑΜΜΑ ΣΠΟΥΔΩΝ ΚΑΘΗΓΗΤΩΝ ΑΓΓΛΙΚΗΣ ΓΛΩΣΣΑΣ ΠΑΤΡΑ

2 COURSE HANDBOOK Contents Letter from the Editorial Group - Η Ομάδα Προσαρμογής του Υλικού Page ii Section 1 Introduction to the Programme Aims and strengths of the Programme Admissions Policy Contacting the Right Person about queries and problems Coordination of the Programme 3 Section 2 The Programme Course Objectives and Content Course Objectives Course Content Credit System for the Programme Module Categorization Course Background Reading Module Outlines Teaching Style and Structure of the Distance Learning Programme Teaching Style Contact Sessions and Telephone Sessions Design features in the materials Delivery Contacting Other Course Students Learning Resources Distance Learning Quality Evaluation and Research 24 Section 3 Assessment Procedures Assessment General Information Assessment Procedures Written Assignments Procedures Rubrics, Negotiation, and Chunking Grading System Criteria for Written Assignments Guidelines for Assignment Writing What are Assignments Like? Writing Academic Prose The writing Process 33 Key to task on page APPENDICES 40 Appendix I Comments Sheet on the Course Handbook 41 Appendix II Συνοδευτικό Έντυπο για τις Γραπτές Εργασίες (Assignment Cover Sheet) 42 Appendix IΙΙ Δελτίο Αξιολόγησης Γραπτής Εργασίας (Evaluation Form) 43 i

3 Λίγα λόγια για τον Οδηγό Σπουδών Σας καλωσορίζουμε στο Ελληνικό Ανοικτό Πανεπιστήμιο, στο πρόγραμμα της Μεταπτυχιακής Εξειδίκευσης Καθηγητών Αγγλικής Γλώσσας. Το Ε.Α.Π. ξεκίνησε τη λειτουργία του το 1998 προσφέροντας αρχικά μεταπτυχιακούς τίτλους σπουδών για εκπαιδευτικούς. Από το 1999 προσφέρει πτυχία, μεταπτυχιακούς τίτλους σπουδών και πιστοποιητικά προπτυχιακής και μεταπτυχιακής επιμόρφωσης για ενήλικες που επιθυμούν να σπουδάσουν σε ακαδημαϊκό επίπεδο. Ο Οδηγός Σπουδών θα σας πληροφορήσει και θα απαντήσει σε ερωτήματα που ενδεχομένως έχετε σχετικά με τη λειτουργία του προγράμματος. Οι πληροφορίες αυτές περιλαμβάνουν θέματα όπως: η δομή του προγράμματος, οι Θεματικές Ενότητες, η μελέτη του εκπαιδευτικού υλικού, ο τρόπος και η διαδικασία της επικοινωνίας φοιτητή - διδάσκοντα καθηγητή - πανεπιστημίου, οι γραπτές εργασίες καθώς και η αξιολόγησή τους. Οι πληροφορίες αυτές έχουν σαν στόχο την ενημέρωσή σας σε θέματα βασικών λειτουργιών. Πολύ σύντομα θα έχετε την ευκαιρία να συζητήσετε αναλυτικά όλες τις πτυχές του προγράμματος, καθώς και τις ιδιαιτερότητες της εξ αποστάσεως διδασκαλίας και μάθησης με τους διδάσκοντες καθηγητές. Η συγγραφή του υλικού έχει γίνει από έμπειρους καθηγητές-συμβούλους του ΕΑΠ και του Πανεπιστημίου του Manchester της Μεγάλης Βρετανίας και έχει δημιουργηθεί με βάση τις παιδαγωγικές αρχές διδασκαλίας και μάθησης της εξ αποστάσεως εκπαίδευσης. Το εκπαιδευτικό αυτό υλικό έχει δοκιμασθεί με επιτυχία σε μεταπτυχιακούς φοιτητές σε όλο τον κόσμο. Σας ευχόμαστε καλή επιτυχία στις σπουδές σας. Η Ομάδα Ακαδημαϊκού Συντονισμού του Προγράμματος Σοφία Παπαευθυμίου - Λύτρα Νίκος Σηφάκις Πάτρα, Σεπτέμβριος 2009 ii

4 SECTION 1 Introduction to the Programme We warmly welcome you on the Programme «Μεταπτυχιακό Πρόγραμμα Σπουδών στη Διδασκαλία της Αγγλικής Γλώσσας» (henceforth Programme ) and hope that it will prove rewarding for you. In the pages that follow, we provide a full description of what you can expect on the Programme and what is expected of you. 1.1 Aims and strengths of the Programme The Programme has two main aims: The Aims of the Programme the education of English language teachers at all stages in their careers the research into language education. The Programme has the following strengths: The Programme s Strengths practical relevance based on sound theoretical principles concern for appropriacy of context professionalism friendliness and supportiveness This degree is designed for graduate English language teachers with an initial teaching qualification who have a minimum of 3 years' relevant teaching experience. It is a modular course offering flexibility in choice of content. The module tutors, senior tutors and course co-ordinator are available throughout your study to give advice about your study. The Programme s core learning materials are successful and well established as they have been recently re-written on the basis of our seven-year experience in this Programme. Please read this handbook carefully. We appreciate that it contains a great deal of information, but we hope it answers most of your questions about the Hellenic Open University and the Programme. If it doesn't, please let us know so that we can provide the answers immediately and also improve the next edition of this handbook. See Comments Sheet page (Appendix I). 1

5 1.2 Admissions Policy This Programme leads to an academic qualification but it is, first and foremost, a professional course designed for fully-qualified teachers who are already established in the teaching profession. Such teachers bring considerable classroom experience as well as relevant academic skills to the course. A high level of English language competence is also assumed. It is not, therefore, seen as an initial qualification but as the means by which experienced classroom teachers qualify themselves for posts of greater seniority or responsibility. Applicants are accepted for the Programme if they meet the following requirements: Programme Entry Prerequisites a University degree * a minimum of 3 years' full-time relevant teaching experience ** adequate access to support materials and technologies (we strongly advise you to obtain access to a computer and open an account). * Πτυχίο Αγγλικής Γλώσσας και Φιλολογίας ή ισοδύναμο πτυχίο πανεπιστημίου της αλλοδαπής αναγνωρισμένο από το ΔΙΚΑΤΣΑ. ** Βεβαίωση εργασίας από τον ιδιωτικό ή δημόσιο τομέα ( διευθυντές σχολείων, διευθυντές σπουδών κ.ά.). 1.3 Contacting the Right Person about queries and problems During your study you will need to contact most of the Programme team; however, knowing who to contact, and how to best contact them is not always easy. To help you know who to contact, here are some broad guidelines: ΓΡΑΜΜΑΤΕΙΑ ΤΜΗΜΑ ΜΗΤΡΩΟΥ All administrative enquiries concerning the Programme, all changed personal details (such as address) required for student records. All official documentation (unless otherwise stated), all fees payments. Direct your requests: ΕΛΛΗΝΙΚΟ ΑΝΟΙΚΤΟ ΠΑΝΕΠΙΣΤΗΜΙΟ Τμήμα Μητρώου Φοιτητών Για το Πρόγραμμα Μεταπτυχιακή Εξειδίκευση Καθηγητών Αγγλικής Γλώσσας Πάροδος Αριστοτέλους 18, , Πάτρα 2

6 ΤΜΗΜΑ ΒΙΒΛΙΟΘΗΚΗΣ ΔΑΝΕΙΣΤΙΚΟΣ ΤΟΜΕΑΣ ΤΟΜΕΑΣ ΔΙΑΚΙΝΗΣΗΣ ΥΛΙΚΟΥ Direct your requests: 3 Αll requests on book loans 3 Αll comments on delivery of distance materials ΕΛΛΗΝΙΚΟ ΑΝΟΙΚΤΟ ΠΑΝΕΠΙΣΤΗΜΙΟ Τομέας Για το Πρόγραμμα Μεταπτυχιακή Εξειδίκευση Καθηγητών Αγγλικής Γλώσσας Μαιζώνος & Τριών Ναυάρχων, ΠΑΤΡΑ ΔΙΔΑΣΚΩΝ (μέλος Σ.Ε.Π.) (MODULE TUTOR) All module-specific, study- and assignment- related questions and any queries concerning academic procedures. Note that each unit of distance material concludes with a question sheet (see section 2.4.2); this should be sent to the Module tutor. All assignments (must be sent with the accompanying Cover Sheet see Αppendix II). All requests for assignment extensions (up to 3 days) the module tutor discusses the extensions with the senior tutor. ΣΥΝΤΟΝΙΣΤΗΣ ΤΗΣ ΘΕΜΑΤΙΚΗΣ ΕΝΟΤΗΤΑΣ (SENIOR TUTOR) All general comments, queries, uncertainties, complaints, etc; also duplicate copies of communications if you are worried about your module tutor being away from the Hellenic Open University at that time. 1.4 Coordination of the Programme Detailed descriptions are given below of the people directly concerned with coordinating the Programme and maintaining its quality. ΑΚΑΔΗΜΑΪΚΟΣ ΥΠΕΥΘΥΝΟΣ ΤΟΥ ΠΡΟΓΡΑΜΜΑΤΟΣ ΣΠΟΥΔΩΝ (Programme Coordinator) The Programme Coordinator is responsible for the running of the Programme and coordinates the academic activities of the Senior Tutors and Module tutors of the Programme. ΣΥΝΤΟΝΙΣΤΗΣ ΤΗΣ ΘΕΜΑΤΙΚΗΣ ΕΝΟΤΗΤΑΣ (Module Coordinator) The Senior Tutor is responsible for the coordination of a module (Θεματική Ενότητα) supervising the academic as well as the organizational aspect of the module. This includes the coordination of all the tutorials for all the students attending that particular module and the constant support and guidance of the module tutors. 3

7 ΔΙΔΑΣΚΩΝ - μέλος Σ.Ε.Π. (Module Tutor) Each module has one or more members of staff who are responsible for tutoring and organising the Contact Sessions (Ομαδικές Συμβουλευτικές Συναντήσεις) and Telephone Sessions for that module, marking and providing feedback on assignments and giving extensions for assignments up to 3 days, on proof of a serious reason (medical or otherwise). You should approach your Module tutor about any matters relating to the academic content of or assessment for the module for which s/he is responsible. The Module tutor can give general guidance on academic and non-academic problems and can suggest other sources of help. Note that: For each module you take, you must submit a number of assignments (see section 2.3 and for more details). You should send your assignments with the accompanying cover sheet (see appendix II) to the Module tutor. The Module tutor can give an extension for the assignments up to 3 days (on proof of a serious reason (medical or otherwise). The Module tutors may also be Dissertation Supervisors (Επιβλέποντες Μεταπτυχιακών Διπλωματικών Εργασιών). After you have completed all four (4) Modules of the Programme, you should approach your Module tutors to discuss possible dissertation topics (you will receive guidelines when you attend your electives modules). Once your area of study is defined, you will be assigned a Supervisor with whom you will finalise a title, and whom you will continue to consult until the successful completion of the work. The Supervisors will normally be members of staff who have a particular interest or expertise in your chosen area of study. Your work is assessed by your Supervisor and a second assessor. When you begin planning your dissertation, contact the Hellenic Open University to make sure you have received the latest guidelines concerning dissertation-writing-at-a-distance. For information on the structure of the Hellenic Open University and its undergraduate and graduate programmes, please visit the University's Internet site, at 4

8 SECTION 2 The Programme 2.1 Course Objectives and Content Course Objectives The programme has the following objectives: Objectives to enhance the professional development of experienced language teachers through a course of theoretical and practical studies to encourage the development of classroom research skills through supervised individual study to assist long-term career development in language teaching, materials design, teacher training and course evaluation Course Content The current regulations of the degree require you to complete 4 modules and submit a dissertation (equivalent to 2 modules). Current Restrictions study load maximum 2 modules per year minimum study period 2 academic years The regulations for the programme require that you study the 2 core modules and allow you a choice of 2 elective modules. The tables in the next section provide a broad indication of the way in which the programme characterises the modules on offer Credit System for the Programme The programme has been configured according to the following credit system, which is in accordance with that of the British Universities: Study Credits each module is worth 30 Master's level credits (4 x 30 = 120) the dissertation is worth 60 Master's level credits the total degree is worth 180 Master's level credits. 5

9 Usually each module consists of at least 200 hours of study (but it should be stressed that this largely depends on the academic background of each student). On face-to-face mode, classes represent only 30% of the total module study-load. At Master's-level, the university expects participants to work independently (e.g. background reading, research, and assignment writing) for the remaining 70% of the total study-load. On distance mode, the distance course materials for each module represent around 100 hours of study, i.e. 50% of the total. Once again, independent study, i.e. 100 hours for the remainder, is assumed (e.g. background reading, research, and assignment writing). This does not include the time needed for the preparation of the assignments. It is important to note here that the study time spent on each module depends largely on the ability and personal needs of each student. Experience of the Greek distance students has shown that on average each module requires 2 hours of study per day. This is a rough indication to help you time your study-load. ADVICE This information about credit ratings and study hours is given here to make clear that modules require a high-level of independent study. The assignments should reveal wide and deep reading in the area concerned, and examiners will look for evidence of application of this background reading Module Categorization Core Modules ΑΓΓ 52 Language Learning Skills & Materials (Oracy and Literacy) ΑΓΓ 53 Course Design and Evaluation Elective Modules ΑΓΓ 65 Testing and Assessment in Language Learning ΑΓΓ 66 Educational Technology in English Language Teaching ΑΓΓ 67 Teaching English to Young Learners AΓΓ 68 Teaching English for Specific Purposes AΓΓ 69 Teacher Education in English Language Teaching AΓΓ 70 Intercultural Approaches to the Teaching of English 6

10 * ΕΠΕΞΗΓΗΣΗ ΚΩΔΙΚΩΝ ΤΟΥ Ε.Α.Π.: Ας πάρουμε ως παράδειγμα τον κωδικό ΑΓΓ52: Στον κωδικό αριθμό τα πρώτα γράμματα αντιστοιχούν στo πρόγραμμα, δηλαδή το ΑΓΓ εδώ αντιστοιχεί στο Μ.Δ.Ε. στη Διδασκαλία της Αγγλικής Γλώσσας. Ο αριθμός στο τέλος του κωδικού αντιστοιχεί στη Θεματική Ενότητα, δηλαδή το 52 εδώ αντιστοιχεί στη Θ.Ε. Language Learning Skills & Materials (Oracy and Literacy). Registering Your Module Choices You must register your choice of modules, and any changes you subsequently make, with the Secretariat. In practice, you must inform your Module tutor about any changes. 2.2 Course Background Reading We recommend that you enjoy reading at least two of the following publications before your study with us begins. General ELT books: Bygate, M. Skehan, P. & Swain, M. (2001) Harmer, J. (1998) Johnson, K. ( 2001) Researching Pedagogic Tasks: Second Language Learning, Teaching, and Testing. Harlow, Essex: Longman How to Teach English. Harlow, Essex: Longman An Introduction to Foreign Language Learning and Teaching. Harlow, Essex: Longman McDonough, J. & Shaw, C. (1993) Materials and Methods in ELT: a Teacher s Guide. Oxford: Blackwell. Introduction to Language Study: Scrivener, J. (1994) Fromkin, V. & Rodman, R. (1993) Learning Teaching. London: Heinemann An Introduction to Language (5 th Edition). Fort Worth, Philadelphia: Harcourt Brace College Publishers Introduction to Psychology in Language Learning: Lightbown, P. & Spada, S. (1993) How Languages are Learnt. Oxford; OUP Steinberg, D., Nagata, H. & Aline, D. P. (2001) Psycholinguistics: Language, Mind and the World. 2 nd ed. Harlow, Essex: Longman. 7

11 2.3 Module Outlines On the pages which follow, an outline of each module is provided. AΓΓ 52 Language Learning Skills & Materials (Oracy and Literacy) Aims: to examine current research into listening, speaking, reading and writing and learning to listen, speak, read and write in both first and second / foreign languages to develop a framework for the teaching of listening, speaking, reading and writing in a second / foreign language to provide opportunities for participants to develop listening, speaking, reading and writing materials for a teaching context of their own choice. Content: This includes topics such as the following: Basic Reading a general introduction to the ELT domain and the status and functions of the English language worldwide and in Greece a comprehensive introduction to profiling individual language classes an introduction to developing lesson plans what skilled listeners, speakers, readers and writers do when they listen, speak, read and write: the knowledge they bring to each skill, the act of listening, speaking, reading and writing and the knowledge listeners, speakers, readers and writers gain from listening, speaking, reading and writing. historical perspectives on the teaching of listening, speaking, reading and writing in a second language a framework for the teaching and learning of listening, speaking, reading and writing in a second language: purposes for and approaches to listening, speaking, reading and writing, the process of listening, speaking, reading and writing, the storage, retrieval, and application of knowledge gained from listening, speaking, reading and writing. learners needs the role of listeners, speakers, readers writers and teachers in learning to listen, speak, read and write creating, selecting and adapting appropriate texts and tasks for the four core language skills analysis, evaluation, adaptation, and production of listening, speaking, reading and writing materials the integration of the four core language skills. On Listening: Anderson, A. & T. Lynch (1988) Brown, G. & G. Yule (1983) Carter, R. & R. McCarthy (1997) Rixon, S. (1986) Rost, M. (1990) Listening. Oxford: OUP Teaching the Spoken Language (Chapter 3). Cambridge: CUP Exploring Spoken English. Cambridge: CUP Developing Listening Skills. London: Macmillan Listening in Language Learning. London: Longman 8

12 Underwood, M. (1989) Ur, P. (1984) White, G. (1998) Teaching Listening. Harlow: Longman Teaching Listening Comprehension. Cambridge: CUP Listening. Oxford: OUP On Speaking: Brown, G. & G. Yule (1985) Bygate, M. (1987) Byrne, D. (1986) Johnson, K. & K. Morrow (eds 1981) Littlewood, W. (1981) On Reading: Alderson, J. C. & A.H. Urquart (eds 1984) Carrell, P., J. Devine & D. Eskey (eds 1988) Davies, F. (1995) Nuttall, C. (1996) Urquhart, A. & Weir, C. (1998) Wallace, C. (1992) Williams, C. & C. Moran (1989) Teaching the Spoken Language. Cambridge: CUP Speaking. Oxford: OUP Teaching Oral English. London: Longman Communication in the Classroom. London: Longman Communicative Language Teaching. Cambridge: CUP Reading in a Foreign Language. London: Longman Interactive Approaches to Second Language Reading. Cambridge: CUP Introducing Reading. Harmondsworth: Penguin Teaching Reading Skills in a Foreign Language (2 nd edition). London: Heinemann Reading in a Second Language: Process, Product, and Practice. Harlow: Addison Wesley Longman. Reading. Oxford: OUP `Reading in a foreign language at intermediate and advanced levels with particular reference to English.' In Language Teaching 22/ Cambridge:CUP On Writing: Byrne, D. (1988) Harris, J. (1994) Teaching Writing Skills. London: Longman Introducing Writing. Harmondsworth: Penguin. Hedge, T. (1988) Writing. Oxford: OUP White R & V. Arndt (1991) Process Writing London: Longman Please note that the distance materials for this module also makes close reference to: Brookes, A. & P. Grundy (1990) Writing for Study Purposes. Cambridge: CUP Kroll, B. (1990) Second Language Writing. Cambridge: CUP Raimes, A. (1983) Techniques in Teaching Writing. Oxford: OUP Assessment: 4 written assignments of between 1,500 and 3,000 words each, each on one of the four language skills, to be submitted on specific deadlines (see study schedule) during your 10-month study. Each assignment takes up 7.5% of the total Module grade (totalling 30%). A final written examination of 3 ½ hours (taking up 70% of the final Module grade). 9

13 ΑΓΓ 53 Course Design and Evaluation Aims: to foster an awareness of the history of language course design to develop an understanding of what is meant by a coherent `communicative' syllabus to develop skills in language course description and evaluation to develop skills in language course design to develop an awareness of the importance of educational context when managing change. Content: After defining terms and placing language course design within a larger educational context, the course will compare approaches to course design by examining the assumptions about the nature of language and of language learning which have led to the development of certain approaches and methods. The following concepts will be discussed: learners' needs objectives selection grading ordering recycling integration task. Basic Reading It is essential that students read Graves and at least one of the following before the module begins: Richards, J. & T. Rogers (new ed. 2001) Graves, K. (ed 1996) Richards, J. (2001) Approaches and Methods in Language Teaching. Cambridge: CUP Teachers as Course Developers. Cambridge: CUP Curriculum Development in Language Teaching. Cambridge: CUP The ELT Curriculum. Oxford: Blackwell White, R. (1988) Other basic reading books include: Nunan, D. (1989) The Learner-Centred Curriculum. Cambridge: CUP Willis, D. (1991) The Lexical Syllabus. London: Collins Willis, J. (1996) A Framework for Task-based Learning. London: Longman The distance module also makes close reference to: Dubin, F. & E. Olshtain (1986) Course Design. Cambridge: CUP Willis, J. & & D. Willis (1996) Challenge and Change in Language Teaching. Oxford: OUP Assessment: 4 written assignments of between 1,500 and 3,000 words each, to be submitted on specific deadlines (see study schedule) during your 10-month study. Each assignment takes up 7.5% of the total Module grade (totalling 30%). A final written examination of 3 ½ hours (taking up 70% of the final Module grade). 10

14 AΓΓ 65 Assessment in Language Learning Aims: to develop an awareness of the principles and practice of language testing and evaluation to encourage the use of up-to-date techniques of language assessment. Content: This covers the following: principles of language testing techniques of language testing testing of the 4 language skills - reading, writing, listening and speaking purposes of language testing - aptitude, placement, diagnostic, progress, achievement and proficiency. Basic Reading Alderson, J., C. Clapham & D. Wall Language Test Construction and Evaluation. (1995) Cambridge: CUP Bachman, L. (1990) Carroll, B. & P. Hall (1985) Davies, A. et al. (1999) Fundamental Considerations in Language Testing. Oxford: Oxford University Press Make Your Own Language Tests. Oxford: Pergamon/ Prentice Hall A Dictionary of Language Testing. Cambridge: CUP Heaton, J. B. (1989) Heaton, J. B. (1989) Hughes, A. (1989) Weir, C. (1990) Writing English Language Tests. London; Longman Classroom Testing. London; Longman Testing for Language Teachers. Cambridge; CUP Communicative Language Testing. Oxford; Prentice Hall Assessment: 4 written assignments of between 1,500 and 3,000 words each, to be submitted on specific deadlines (see study schedule) during your 10-month study. Each assignment takes up 7.5% of the total Module grade (totalling 30%). A final written examination of 3 ½ hours (taking up 70% of the final Module grade). 11

15 ΑΓΓ 66 Educational Technology for English Language Teaching Aims: to introduce participants to a range of video and computer software used the language classroom to review and practise techniques for using video and computer software to explore the background literature to this field. Content: This module comprises the presentation of a wide range of computer and video software used in language teaching and learning with reference to both classroom practice and self-access application. No prior knowledge of the technology is assumed. Topics covered in the video component include: general ELT and ESP materials classroom techniques with video skills work using video. The computing component considers: authoring work processing as an aid to writing databases games and simulations software evaluation CD ROMs and the internet. Basic Reading Allan, M. (1991) Jones, C. & S. Fortescue (1990) Lonergan, J. (1984) Pennington, M. (ed) (1996) Pennington, M. & V. Stevens (eds 1992) Scrimshaw, P. (ed 1993) Rendell, H. (1990) Teaching English with Video. London: Longman Using Computers in the Language Classroom. London: Longman Video in Language Teaching. Cambridge: CUP The Power of CALL. Houston: Athelstan Computers in Applied Linguistics. Clevedon: Multilingual Matters Language, Classrooms and Computers. London: Routledge Making the Most of Micro-computers. London: CILT Assessment: 4 written assignments of between 1,500 and 3,000 words each, to be submitted on specific deadlines (see study schedule) during your 10-month study. Each assignment takes up 7.5% of the total Module grade (totalling 30%). A final written examination of 3 ½ hours (taking up 70% of the final Module grade). 12

16 ΑΓΓ 67 Teaching English to Young Learners (TEYL) This module focuses on the teaching of English to primary school learners (aged approximately three to thirteen years). It is desirable that participants should have experience of teaching English to this age group. Aims: to raise awareness of how children think and learn from a sociocognitive perspective to reflect on the relationship between language and literacy practices in the first language and the acquisition of language and literacy in English within the context to explore and design possible curriculum frameworks for teaching English to examine criteria for assessing young learners and evaluating a range of materials (including video and computer). Learning outcomes It is hoped that by the completion of the module students will be able to: Describe and analyse YL teaching/learning situation from a socio-cognitive perspective Apply their understanding of children s learning and language learning to the production and evaluation of pedagogical frameworks and associated classroom activities and materials Devise and evaluate appropriate assessment procedures of Yls Content This module explores the interface between learning in the community and learning at school and compares the socialisation processes associated with each the learning of English as an additional language (EAL), learning through the medium of English and learning about English the role of English within the primary curriculum and possible frameworks for promoting good practice ways of using both the oral and literacy practices that YLs bring from home to school so as to enhance the learning of English ways of assessing Yls as they learn English ways of evaluating and designing materials for TEYL (including video and computer-based) from a socio-cognitive perspective 13

17 Basic Reading Baker, C. (2000) Brewster, J., G. Ellis & D. Girard (1991) Brumfit, C. et al (eds 1991) Lightbrown, P. & N. Spada (1999) Wood, D. (1988) A Parents and Teachers Guide to Bilingualism. Clevedon: Multilingual Matters. The Primary English Teacher s Guide. London: Fontana. Teaching English to Children from Practice to Principle. London: Collins How Languages are Learned. Oxford: Oxford University Press (2 nd edition). How Children Think and Learn. Oxford: Basil Blackwell. Assessment: 4 written assignments of between 1,500 and 3,000 words each, to be submitted on specific deadlines (see study schedule) during your 10-month study. Each assignment takes up 7.5% of the total Module grade (totalling 30%). A final written examination of 3 ½ hours (taking up 70% of the final Module grade). 14

18 ΑΓΓ 68 The Teaching of English for Specific Purposes Aims: To develop a critical awareness of the principal issues involved in Adult Education, and teaching English for Specific Purposes (ESP), focusing on teaching English for Academic Purposes (EAP) needs analysis instruments for research discourse, register and genre analysis issues Readership: Teachers already working in tertiary (AEI, TEI), post-secondary (IEK) and secondary (TEE, upper high schools) education; prior knowledge of the basic principles involved in teaching the four skills, course design and assessment is assumed. Content: The module has two major components, the adult education component, and the ESP component. The Adult Education component consists of the reader Teaching Adults, by A. Rogers (1996), and the accompanying study guide Εκπαίδευση Ενηλίκων τόμος Α, by A. Kokkos (1999). The study guide is an extensively adapted version of the volume produced for the purposes of the Adult Education module in offer by the HOU. It provides a comprehensive induction to issues in continuing education and training, current methodologies in teaching adults, adult learning styles and the pedagogical roles of the adult/teacher trainer. The ESP component incorporates a presentation of the evolution of ESP and its sub-components and focuses on issues in the teaching of English for Academic Purposes (EGAP/ESAP) and Business English. It further presents an overview of needs analysis instruments for research and an appreciation of discourse, register and genre analyses, and discusses their impact on materials design and classroom methodology. The readers for these issues is Developments in English for Specific Purposes An Interdisciplinary Approach, by Dudley-Evans & St John, (1998) and State of the art article: needs analysis in language teaching, Language Teaching Journal, 27: 1-19, by R. West (1994). Supplementary parallel articles of central importance are integrated where necessary. Basic Reading (for the ESP component): Ellis, R. & Sinclair, B. (1989) Hutchinson, T. & Waters, A. (1987) Jordan, R. R. (1997) McDonough, J. (1984) O Malley, J. & Chamot, A.U. (1990) Learning to learn English. Cambridge: CUP. English for Specific Purposes. Cambridge: CUP. English for Academic Purposes A Guide and Resource Book for teachers. Cambridge: CUP. ESP in Perspective. London: Collins. Learning Strategies in Second Language Acquisition. 15

19 Richterich, R. (Ed.) (1983) Cambridge: CUP. Case studies in identifying language needs. Oxford: Pergamon/Council of Europe. Robinson, P. (1991) ESP Today. London: Prentice Hall.. & Johnson, C. (1994) Teaching Business English. Oxford: OUP. Swales, J. (Ed.) (1988) Tarone, E. & Yule, G. (1989) Episodes in ESP. Oxford: Pergamon. Focus on the Language Learner. Oxford: OUP. Assessment: 4 written assignments of between 1,500 and 3,000 words each, to be submitted on specific deadlines (see study schedule) during your 10-month study. Each assignment takes up 7.5% of the total Module grade (totalling 30%). A final written examination of 3 ½ hours (taking up 70% of the final Module grade). 16

20 ΑΓΓ 69 Teacher Education in English Language Teaching Aims: To develop a critical awareness of the principal issues involved in Teacher Education in English Language Teaching and Adult Education, focusing on: the content and process of teacher training courses language development for ELT teachers teacher observation techniques course design in teacher training teacher development Readership: ELT Teachers with a substantial experience as teachers and teacher trainers in the private or public sector; prior knowledge of the basic principles involved in teaching the four skills, course design and assessment is assumed. Content: The module aims to define and examine some basic concepts in teacher education and relate them in particular to the training and development of second language teachers. In particular, the following issues are going to be raised: the relationship between language teaching and teacher training distinctions between teacher education, teacher training and teacher development the craft, applied science, and reflective models of teacher education the science/research, theory/philosophy and art/craft conceptions of teaching the knowledge, skills, attitudes and awareness as basic constituents of teacher education programmes two frameworks for the definition and classification of alternative procedures for teacher training the characteristics of lectures and their relevance to teacher education the characteristics of groupwork examples of demonstration procedures for teacher training. the organising and collecting of participant feedback within teacher training sessions ways of exploring and explaining the rationale behind demonstration procedures language awareness and improvement - how teachers or trainees knowledge of and skills in the classroom use of the target language might be developed the purposes of observation who observes who and why in language teacher education modes of supervision contrasting approaches to the observation and supervision of trainees or teachers observation schedules different types of instrument for observing teaching elaboration on trainee-centred techniques of presentation, namely, problemsolving, case-studies, sociodrama, and micro-teaching elaboration on micro-teaching which is considered to be a very effective way of improving trainees experiential knowledge. principles of adult learning (with case studies) evaluation as an integral part of course development teachers beliefs and attitudes, as an example of incorporating the teacher development element in training courses. 17