Year two

In the second year there are only compulsory modules for students on TESOL degrees. Single honours English Language or English language and TESOL students should take a minimum of 100 credits (5 modules) from the list below. Joint honours students should take 60 credits (3 modules) from the list below.

ALE202: Sociolinguistics (TB1)

This course introduces students to the field of sociolinguistics – the study of language in society. The course aims to raise students’ awareness of the many and complex ways that linguistic choices are associated with social and situational factors. The course surveys the history and approaches to sociolinguistics, and explores some of the major issues and debates in the field, including how language varies according to factors like gender, ethnicity, social class, and education, and how factors like power, inequality, and cultural difference shape human interaction and affect the social outcomes of different types of interaction. We will critically consider the notion of variation, examine the dynamics of language in macro-social settings and micro-interactional contexts, and explore the ways that the mutually constitutive relationship between language and society is mediated through language ideology and identity construction.

ALE203: Children as Language Learners (TB1)

This course covers a variety of topics related to foreign language instruction in the young language classroom. It offers a coherent theoretical framework to child development and language acquisition, and it provides tools for the application of the theory to teaching practice. Students will familiarize themselves with the concepts of rate of acquisition and ultimate attainment, acquisition and learning, natural and instructional settings in foreign language learning. They will discuss the role of picture-stories, songs and chants with young learners and strategies to develop reading and listening skills with children.

EN-260: Studying Dialect (TB1)

This module tells the story of the study of dialect down the centuries, emphasizing the study of varieties of the English language. It looks at the early interest in ‘provincial’ English, through to the development of systematic dialectology in the nineteenth century, the advent of the sociolinguistic approach in the twentieth century , and on to the current diversity of methods and research. In doing so we also look at the history of dialect dictionaries, linguistic atlases, and national dialect surveys; at cultural attitudes towards non-standard English; and at the range of theoretical underpinnings of dialect study: philological, structuralist, and generative.

ALE250: First Language Acquisition (TB1)

In this module you will develop a deeper understanding of the processes, conditions and stages of successful first language acquisition, consider variation and disorders in child language acquisition, and explore methodological issues and principles in first language acquisition research. This module also provides a comparative model for the better understanding of second language acquisition (which can be pursued in ALE306), including child bilingualism.

ALE204: Teaching Practice (CELTA) – by application/ interview only (TB1)

This module is designed for students who wish to train to become English Language Teachers through taking the Cambridge CELTA (Certificate in English Language Teaching to Adults).

In order to take this module, students must first be accepted on to the Cambridge CELTA course. The teaching of this module will contain the content of the Cambridge CELTA with the addition of a final exit examination. Students should complete the CELTA application form and admission task available here. This course will last 10 weeks between October and December and is repeated in January as ALE225. Students may not take this module and either ALE225 or ALE200.

ALE225: Teaching Practice (CELTA) – by application/ interview only (TB2)

This module is a repeat of ALE204 but runs from January to March. Please see the description for ALE204. Students may not take this module and either ALE204 or ALE200.

ALE218: Discourse Analysis (TB2)

This module introduces students to key approaches and research methodologies in the broad field of discourse analysis, including ethnography of communication, speech act theory, pragmatics, register analysis, genre analysis, and interactional sociolinguistics/ conversation analysis. We will discuss these approaches, their strengths and limitations, and critically examine the application of these approaches in empirical research studies. The course features hands-on data analyses, and students will be responsible for carrying out an original discourse analysis based on original data.

ALE224: Vocabulary Studies (TB2)

This module will address questions about what words are, how they are used and change, how they are stored in the mind, and how many words people need and know. The course is intended to be a practical one, however, and will train students in two things for which this information about words is essential background.

Firstly, students will be introduced to the use of technology which allows the statistical analysis of text. This analysis has various uses including stylistic analysis, as a translation aid, as a measure of the difficulty and technicality of a text, and as means of predicting learning and sequencing the content of teaching syllabuses. Secondly, students will be introduced to tests which allow estimates of vocabulary size to be made. Some of these, although not all, are computer delivered.

ALE211: Psycholinguistics (TB2)

This module examines how language is represented in the mind and in the brain as well as considering how language is acquired and processed. Students will have the opportunity to analyse real-world data from either children acquiring their first language or stroke patients with aphasia.

ALE200: Teaching English as a Foreign Language (TB2)

What are some of the factors involved in modern English as a Foreign Language teaching? Students will engage with the essential principles and methodologies for EFL teaching. This will advance their knowledge of the variety of pedagogical approaches relevant to EFL in the classroom. Students will also critically engage with the English language in terms of grammar, lexis and phonology with reference to learner perception of these features. Please note: this module may not be taken in combination with ENA203 or ENA207.

Compulsory modules for TESOL students

TESOL students must take one (or more) of the following 4 modules.
ALE200: Teaching English as a Foreign Language (cannot be combined with ALE204 or ALE225)
ALE203: Children as Language Learners
ALE204: Teaching Practice (CELTA) – by application/ interview only Oct-Dec (cannot be combined with ALE200 or ALE225)
ALE225: Teaching Practice (CELTA) – by application/ interview only Jan-Mar (cannot be combined with ALE200 or ALE204)

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