TLM52 Cultures of English Language Teaching
Title
Code
Level
Credit rating
Pre-requisites / Corequisites / Entry criteria
for freestanding modules
Type of module (Taught,
Independent study, Workrelated or placement)
Aims
Cultures of English Language Teaching
TLM52
Level 7
20 CATS
None
Taught, seminar-based
The aims for this module are set into the context of the QAA
Framework for Higher Education Qualifications and they relate to
the SEEC level descriptors for level M study.
The module aims to offer participants opportunities to:
 gain insight into the historical development of English language
teaching and factors affecting learning;
 develop a critical understanding of and ability to critically
evaluate current language teaching methods and approaches;
 develop a critical understanding of a variety of cultures of
teaching and learning in international teaching contexts;
 evaluate seminal and current research in related fields.
Learning outcomes
In relation to the QAA Framework for Higher Education
Qualifications and the SEEC level descriptors for level M study, by
the end of the module students should be able to:
1. critically evaluate methods and approaches to ELT in relation to
contexts relevant to the non-native teacher of English;
2. analyse characteristics of a specific ELT context or contexts;
3. demonstrate awareness of and sensitivity to cultural
dichotomies and perspectives in ELT, in a globalised
environment;
4. develop as a language teacher through reflection and
introspection.
Content
Indicative content:
 A historical overview of ELT
 Current approaches to ELT, including the communicative
approach and post-method perspectives
 Aspects of the teaching context, e.g. young learners, large
groups, novice teachers, resources
 Evaluation of methodologies for specific contexts
 Cultural aspects of language use
 Cultures of teaching
 Cultural and intercultural awareness in ELT
 Native-speakerism
 Issues relating to non-native speaker teachers in
monolingual EFL contexts
Learning and teaching
strategies
A series of seminar and workshop sessions, for which students are
given pre-tasks and/or reading. In addition, follow-up reading is
indicated. Student Central is used to deliver course materials and
promote discussion before and after seminars, and to facilitate peer
feedback.
To help prepare assignments students are given individual and/or
small-group tutorials.
Students are encouraged to use library resources, including on-line
resources, to read around the topics covered in the taught sessions.
Peer support is encouraged, including the reading of drafts of
writing.
Learning support
(ensure that all resources,
including electronic
sources, are fully
referenced)
Books:
Bateman, B., Lago, B. (2011) Methods of Language Teaching DVD.
London: Routledge.
Breen, M. & Littlejohn, A. (Ed.) (2000) Classroom Decision-Making:
Negotiation and Process Syllabuses in Practice. Cambridge:
Cambridge University Press.
Burns, A., Richards, J.C. (2009) Cambridge Guide to Second
Language Teacher Education. New York: Cambridge University
Press.
Ellis, R. (2003) Task-based language learning and teaching. Oxford:
Oxford University Press.
Hall, G. (2011) Exploring English Language Teaching. Abingdon:
Routledge.
Holliday, A. (2005) The struggle to teach English as an international
language. Oxford: Oxford University Press.
Kramsch, C. (1993) Content and culture in language teaching.
Oxford: Oxford University Press.
McDonough, J. & Shaw, C. (2002) Materials and Methods in ELT: A
Teacher's Guide (2nd edition). Oxford: Blackwell.
Richards, J.C. (2001) Curriculum Development in Language
Teaching. Cambridge: Cambridge University Press.
Richards, J.C., Renandya, W.A. (Eds.) (2002) Methodology in
Language Teaching. Cambridge: Cambridge University Press.
Richards, J.C., Rodgers, T.S. (2001) Approaches and Methods in
Language Teaching (2nd edition). Cambridge: Cambridge University
Press.
Senior, R. (2006) The experience of language teaching, Cambridge:
Cambridge University Press.
Thornbury, S. (2006) An A-Z of ELT: A dictionary of terms and
concepts used in English Language Teaching. Oxford: MacMillan
e-journals available from online library:
TESOL Quarterly
The ELT Journal
Language Learning Journal
System
Other journals:
English Teaching Professional
Teacher Training
IATEFL Matters
A variety of useful web-sites e.g.
The British Council
http://www.britishcouncil.org/new/
http://www.teachingenglish.org.uk/
Cambridge ELT
http://peo.cambridge.org/
IATEFL
http://www.iatefl.org/
Assessment task
Assessment will be in the context of the University of Brighton
Assessment Policy and the Faculty Code of Practice in
Assessment, and students will be required to complete the following
tasks:
A portfolio (100%)
1. Critical reflection on own English language learning context
(1,000 words) (LO2).
2. An essay (3,000 words) which critically examines an ELT
‘problem’ relevant to pedagogic decision-making in a specific
international teaching context (LO1, LO3).
The module pass mark is 50%.
Referral task:
Reworking of original task(s).
Assessment criteria
General criteria for assessment are framed by the SEEC descriptors
(link to Learning Outcomes) for level M. Against specific criteria, credit will be awarded for:
For the reflection:
1. in-depth understanding of the nature of a specific English
language learning context;
2. critical appreciation of key influences on the learning
experience;
3. awareness of the complexity of practical and cultural
influences which have helped shape pedagogic choices.
4. in-depth and insightful reflection on own learning
experiences.
For the essay:
1. a critical understanding of a specific ‘problem’ relevant to a
personal English language teaching context;
2. in-depth understanding of the nature of this English
language teaching context;
3. critical appreciation of ELT methods and approaches and
the principles underpinning them;
4. awareness of the complexity of cultural influences in global
ELT.
All learning outcomes must be achieved in order to pass the module
at the threshold level.
Brief description of
module content and/or
aims for publicity
Area examination board
Module co-ordinator
Site where delivered
Date of first approval
Date of last revision
This module is designed for aspiring English language teachers,
who are non-native speakers of English, and who are interested in
deepening their understanding of the historical development of ELT
and of the cultures of teaching associated with it. There are
opportunities throughout the module to reflect on personal learning
histories and to engage with key issues of particular relevance to
international ELT contexts and the experience of the non-native
English language teacher.
English Language and Linguistics Postgraduate Board
Dr Angela Pickering and Barbara Chamberlin
Falmer
June 2002
Sep. 2010
Date of approval of this
version
Version number
Replacement for previous
module
Route for which module is
acceptable and status in
Route (Mandatory,
Compulsory or Optional)
Course(s) for which
module is acceptable and
status in course
(Mandatory, Compulsory or
Optional)
School home
External examiner(s)
April 2012
6
MA ELT (compulsory)
MA TESOL (optional)
MA TESOL with ICT (name change from MALT May 2014)
(optional)
MA ELT (compulsory)
MA TESOL (optional)
MA TESOL with ICT (name change from MALT May 2014)
(optional)
Humanities
Dr Nick Andon (01/12/2013 to 31/12/2017)