LSMLCL-Language Curriculum Design

Module Provider: English Language and Applied Linguistics
Number of credits: 20 [10 ECTS credits]
Level:7
Terms in which taught: Spring term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2021/2

Module Convenor: Prof Clare Furneaux
Email: c.l.furneaux@reading.ac.uk

Type of module:

Summary module description:
This module aims to: review the principal approaches to the design of language curricula; examine relevant factors in specifying a syllabus; analyse teaching materials in the light of syllabus requirements; consider the processes involved in implementing curriculum innovation; and contextualise language curriculum design within the educational system and philosophy of which it is a part.

Aims:
This module aims to: review the principal approaches to the design of language curricula; examine relevant factors in specifying a syllabus; analyse teaching materials in the light of syllabus requirements; consider the processes involved in implementing curriculum innovation; and contextualise language curriculum design within the educational system and philosophy of which it is a part.

Assessable learning outcomes:
By the end of this course, students should be able to

• explain the relationship between educational traditions and the language curriculum;
• explain the principles and procedures involved in developing a language curriculum;
• distinguish between syllabus and curriculum, and identify and describe different types of syllabus;
• discuss the principal bases for organising language syllabuses, including selection, grading and sequencing, and apply these pr inciples to specific aspects of language syllabus design;
• describe the principles and procedures involved in needs analysis, and evaluate examples of needs analysis;
• apply needs analysis procedures to a nominated student group, and develop a language curriculum for this group;
• justify the decisions which were made in developing this curriculum;
• identify issues involved when implementing curriculum change; and relate these issues to a specific case;
• make conceptual and practical connections with other parts of the MA.

Additional outcomes:
Through class discussion and the Simulation students should develop their oral communication skills.

Outline content:
Major educational traditions; themes and issues in language teaching; components of the language curriculum; needs analysis; syllabus design: selection & grading; from syllabus to materials; lexical approaches to syllabus design; task based language learning.

Brief description of teaching and learning methods:
The module is based on discussion of pre-class readings and tasks, which everyone will be expected to have done. The taught part of the module (10 classes) will take place in Weeks 1-9. An important component of the module is a Simulation which takes place in Week 10 and forms the topic for one question on the exam paper. In the week before the simulation there is a briefing for the Simulation and a compulsory de-briefing afterwards.

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

A take-home online test, open for 23-hours, on which students should spend approximately three hours in Week 11 with two questions: one from a choice based on the taught components and a second question based on the week 10 Simulation.Ìý

In addition there will be a coursework assignment.

Formative assessment methods:

Penalties for late submission:

The below information applies to students on taught programmes except those on Postgraduate Flexible programmes. Penalties for late submission, and the associated procedures, which apply to Postgraduate Flexible programmes are specified in the policy 􀀓Penalties for late submission for Postgraduate Flexible programmes􀀔, which can be found here: