MSc TESOL & Intercultural Communication

Level 5, 20 Credits

This module offers students the opportunity to develop a critical understanding of key issues related to second and foreign language education. Students will reflect on their own language learning and/or teaching experiences, and debate the prevalent ideas in the field of language teaching. Students will also develop the practical skills of analysing, evaluating and designing innovative language teaching materials. The module has a particular focus on exploring the impact of sociocultural theory on language education.

Topics:

• Communicative language teaching & lesson planning
• Task-based language learning and teaching
• Content and language integrated learning
• Sociocultural theory and language education
• Developing listening and speaking skills
• Developing reading and writing skills
• Material development

Level 5, 20 credits

The class is based on our shared reading of one important recent journal article* which reviews key ideas relating to second language acquisition (SLA). Each week we will look at a different set of issues raised in this article and consider how these help us to think about contexts for language learning, learning processes, goals and outcomes. Lectures will introduce these issues and in the seminars we will explore them in more detail, through discussion and through reflections on our own experiences in blog format.

Topics:

• What is multilingualism? Becoming bilingual. Social multilingualism. Multilingualism and superdiversity.
• What is second language acquisition? A short history of the field. Range of interests and approaches. Language acquisition and language learning. Issues of age and time.
• A model of language development. Micro, meso and macro levels. Five constructs: community, norm, choice, identity, agency.
• Meaning-making. Complex, dynamic and holistic language competences. Semiotic resources.
• Contexts for learning and using languages. Situated learning. Multimodality. Change.
• Classroom learning. Language Instruction. Literacies.
• Motivation and investment. Identity. Agency. Ideology.
• Neurobiological mechanisms. Cognition. Emotion and affect.

*Douglas Fir Group (2016). A transdisciplinary framework for SLA in a multilingual world. The Modern Language Journal, 100 (Supplement 2016): 19-47.

The class critically applies the linguistic analysis of discourse, conversation and other types of verbal behaviour, in the context of a theoretical understanding of the communication of meaning. We will look at languages in contact, the relation between language, culture and thought, and other theoretical and practical issues in the understanding of intercultural communication. 

This module runs over both semesters and provides an introduction to education and social research methodologies within the context of professional development and practitioner enquiry. The module will offer students the opportunity to develop an understanding of the traditions and approaches of research and their implications for professional development. The module promotes an understanding of the wider social research environment and its role within the professional contexts of policy and practice.

The class critically applies the linguistic analysis of discourse, conversation and other types of verbal behaviour, in the context of a theoretical understanding of the communication of meaning. We will look at languages in contact, the relation between language, culture and thought, and other theoretical and practical issues in the understanding of intercultural communication. 

The Dissertation usually entails an in-depth study of a focused topic relating to the course and/or students’ professional practice and future career aspirations. It is an extension of what has been covered in the other modules, or an area of personal/ professional interest. In this part of the course, students undertake supervised, individual or group project work, with the award of MSc being made on the basis of an acceptable dissertation submission (12,000 to 15,00 words). This component is valued at 60 PG credits.

This module runs over both semesters and provides an introduction to education and social research methodologies within the context of professional development and practitioner enquiry. The module will offer students the opportunity to develop an understanding of the traditions and approaches of research and their implications for professional development. The module promotes an understanding of the wider social research environment and its role within the professional contexts of policy and practice.

The Dissertation usually entails an in-depth study of a focused topic relating to the course and/or students’ professional practice and future career aspirations. It is an extension of what has been covered in the other modules, or an area of personal/ professional interest. In this part of the course, students undertake supervised, individual or group project work, with the award of MSc being made on the basis of an acceptable dissertation submission (12,000 to 15,00 words). This component is valued at 60 PG credits.

This module runs over both semesters and provides an introduction to education and social research methodologies within the context of professional development and practitioner enquiry. The module will offer students the opportunity to develop an understanding of the traditions and approaches of research and their implications for professional development. The module promotes an understanding of the wider social research environment and its role within the professional contexts of policy and practice.

This module focuses on how TESOL can be organised at different levels of formal education (classroom, institution, official educational policies). The module provides theoretical and practical tools for evaluating, adapting, and designing a culturally responsive TESOL curriculum which is research-informed and context-situated. In this module, teachers are seen as agents of change who participate in and contribute to top-down as well as bottom-up approaches to curriculum design and enactment. The module offers room for analysing coursebooks and policy among other materials.

Level 5, 20 credits

This class explores the use of digital technologies for language teaching. It gives students an overview of the key theories and pedagogical principles which underpin our current understanding of digital education. Students will develop the knowledge and practical skills of creating and working in a digital environment for language education. The module also considers ways to develop students’ 21st Century skills both as a language user/learner and as a language teacher. The class develops practical skills as well as skills in research, analysis and critical thinking which are relevant for a broad range of careers.

Topics:

• Introduction to digital technologies in language teaching
• Theoretical models in digital education
• Digital storytelling
• Blended learning & flipped classrooms
• Computer assisted language learning & computer mediated communication
• Digital game based language learning
• Augmented reality
• Wrapping up & assessment

This module is delivered on weekdays. Available in semester 2.

The class will allow you to engage with materials from Scottish, cultural, historical and literary studies. You'll read a range of primary literary and cultural materials in a historical and theoretical context and will develop skills in textual analysis and critical engagement. In doing so, the class will provide you with a knowledge of some of the main developments in Scottish literary and cultural studies throughout the 20^th Century. 

You’ll gain an understanding of the relationships between literature, culture and theories of nationalism. You’ll also develop an awareness of a range of major issues in contemporary Scottish culture and become capable of applying sophisticated theoretical approaches to these.

The cognitive science of narrative processing has revealed that our understanding of stories depends both on our culturally-specific knowledge and also on culturally independent aspects of our psychology. The class explores this interesting problem, and considers its bearing on a person's understanding of stories from outside their own culture, a fundamental issue in intercultural studies.

Sociolinguistics of English as a Global Language:

• Where has English come from?
• Where and how has it spread?
• What World Englishes have emerged?
• Why is English called a ‘global’ language?
• What ‘standards’ of English are there?
• What English(es) should be taught in TESOL?
• How do people interact in multilingual contexts using English as a lingua franca and other languages in their repertoires?
• And to what extent is being a ‘native speaker’ of English of any relevance as a badge of TESOL identity?

These are controversial but important questions students will explore in this module. It aims to connect the sociolinguistics of English as a global language with the ‘politics’ of TESOL today.

The module invites teachers, teacher educators and researcher-practitioners to initiating change in ELT and reimagining TESOL in the 21st century. The overall purpose of this class is to analyse a learning/teaching context in relation to Global Englishes, examine relevant research and the pedagogical implications for ELT in your students' local contexts. Based on this evaluation, students will be able to recommend changes for ELT practice.

Fan studies is a very rapidly growing new discipline, and fan cultures are becoming increasingly visible both in academic scholarship and in wider popular culture. For young English language learners internationally, fanfiction and fan culture can often be an entry point into informal reading and writing in English.

For teachers of English language, a knowledge of the writing and reading practices of fanfiction communities - practices that very often include transforming or translating works from English into multiple other languages, and vice versa - can feed directly into classroom engagement with new uses of English in intercultural communication.

Moreover, by focusing on internationally known British cultural properties, and their global circulation and adaptation, this class will enable critical reflection on the use of British culture in teaching English language and the ways in which ideas of ‘Britishness’ are disseminated.

Topics:

• Introduction: Fan Studies and Fan Communities
• Genres and Tropes 1: Regency Romance
• Genres and Tropes 2: The Rise of Gothic
• Genres and Tropes 3: Victorians and Neovictorians: Class and Gender
• Genres and Tropes 4: Imperial Adventures and the Tomb-Raiding Tradition
• Reading Week and Essay meetings
• Case Study 1: Austen’s Pride and Prejudice
• Case Study 2: Sherlock Holmes
• Case Study 3: Tolkien’s Lord of the Rings and British Fantasy
• Case Study 4: Harry Potter and the School Story
• Transcultural Fandom from East to West

The Dissertation usually entails an in-depth study of a focused topic relating to the course and/or students’ professional practice and future career aspirations. It is an extension of what has been covered in the other modules, or an area of personal/ professional interest. In this part of the course, students undertake supervised, individual or group project work, with the award of MSc being made on the basis of an acceptable dissertation submission (12,000 to 15,00 words). This component is valued at 60 PG credits.

Level 5, 20 credits

The class is based on our shared reading of one important recent journal article* which reviews key ideas relating to second language acquisition (SLA). Each week we will look at a different set of issues raised in this article and consider how these help us to think about contexts for language learning, learning processes, goals and outcomes. Lectures will introduce these issues and in the seminars we will explore them in more detail, through discussion and through reflections on our own experiences in blog format.

Topics:

• What is multilingualism? Becoming bilingual. Social multilingualism. Multilingualism and superdiversity.
• What is second language acquisition? A short history of the field. Range of interests and approaches. Language acquisition and language learning. Issues of age and time.
• A model of language development. Micro, meso and macro levels. Five constructs: community, norm, choice, identity, agency.
• Meaning-making. Complex, dynamic and holistic language competences. Semiotic resources.
• Contexts for learning and using languages. Situated learning. Multimodality. Change.
• Classroom learning. Language Instruction. Literacies.
• Motivation and investment. Identity. Agency. Ideology.
• Neurobiological mechanisms. Cognition. Emotion and affect.

*Douglas Fir Group (2016). A transdisciplinary framework for SLA in a multilingual world. The Modern Language Journal, 100 (Supplement 2016): 19-47.

Level 5, 20 Credits

This module offers students the opportunity to develop a critical understanding of key issues related to second and foreign language education. Students will reflect on their own language learning and/or teaching experiences, and debate the prevalent ideas in the field of language teaching. Students will also develop the practical skills of analysing, evaluating and designing innovative language teaching materials. The module has a particular focus on exploring the impact of sociocultural theory on language education.

Topics:

• Communicative language teaching & lesson planning
• Task-based language learning and teaching
• Content and language integrated learning
• Sociocultural theory and language education
• Developing listening and speaking skills
• Developing reading and writing skills
• Material development

This module runs over both semesters and provides an introduction to education and social research methodologies within the context of professional development and practitioner enquiry. The module will offer students the opportunity to develop an understanding of the traditions and approaches of research and their implications for professional development. The module promotes an understanding of the wider social research environment and its role within the professional contexts of policy and practice.