Teaching English to Speakers of Other Languages and Linguistics

This module introduces students to fundamental concepts, current approaches and basic tools for the analysis of spoken and written discourse. 

This module is an introduction to the essential principles of Teaching English to Speakers of Other Languages (TESOL), with a focus on the language learner’s experiences of studying a foreign language at beginner level.

This module introduces students to the study of words, how they are formed, and their relationship to other words in the same language. It explores key concepts of morphology and equips students with the relevant skills to analyse the form and structure of words.

This module introduces students to the study of sound in linguistics. It explores key concepts in phonetics and phonology, and provides students with the analytic skills required to begin to identify, label, and analyse speech sounds.

This module introduces students to the study of meaning in linguistics. It explores the key concepts in semantics and different approaches to meaning.

This module introduces students to the relationship between language, society and  identity in relation to factors such as gender, ethnicity, social class, power and policies.

The module introduces students to the field of modern linguistics. It will demonstrate new ways of studying language by highlighting the supremacy of Syntax in sentence-generation. In seminars students will explore different approaches to the study of language, underpinned by the theories taught in this module.

This module concentrates on the profile of a language learner, with a focus on learners’ backgrounds, variables, motivation, and needs analysis.

The module focuses on English language teaching materials and lesson design, Frameworks for the development of materials design and recommendations for classroom teaching are informed by current practice and research.

This module is an introduction to current approaches to TESOL & second language teaching in the context of current understandings of second language acquisition. Specifically, it focuses on the theories and practice of task-based language teaching (TBLT), a recently reformulated framework of communicative language teaching (CLT) in relation to previous second language teaching approaches.

This module is a follow-up to the module of "Teaching English in Global Context 1". It will provide learners with a critical introduction into current approaches to TESOL & second language teaching in the context of current understandings of second language acquisition. Specifically, it focuses on critical issues surrounding the teaching of English as an international language (EIL).

The module focuses mainly on the historical approaches to English Language Teaching, as well as a critique of their accompanying techniques.

This module introduces students to fundamental concepts, current approaches and basic tools for quantitative, qualitative and mixed methods research in (applied) linguistics.

This module introduces the fundamental concepts of systemic functional grammar. It equips students with tools to analyse language and focuses on the functions of grammatical structures in context.

The module introduces students to the grammars that sustain language as a system. It will focus on the rules that generate language and will give prominence to Syntax while drawing comparison with Semantics. Students will study and analyse Noam Chomsky's grammars and the rules therein with the aim of assessing their feasibility in English and elsewhere. 

This module builds on initial knowledge of sociolinguistic variation - the study of the ways in which language varies and changes in communities of speakers, as well as within the speech of individuals. It introduces concepts and theories related to the patterns (social and linguistic) behind language variation, and allows students to reflect on their own experiences in light of these ideas. The module equips students with the necessary tools for analysing spoken language and interpreting what they find in line with topics covered on the module.

This module is a critical examination of problems, issues, arguments and discussions in Language Learning and Teaching in the context of both the classroom and the wider world, such as the role of the native speaker, linguistic imperialism and other topics from critical applied linguistics. 

The overall aim of the module is to expand students’ awareness and understanding of language education, and especially to develop their ability to think critically about the purposes and appropriate practices of teaching English in different international settings.

A self-study and research-based module at the end of which students submit a written piece of 10,000 words on a negotiated topic. This can also be based on a partnership with an outside organisation (e.g. schoolproject). 

This module is designed to raise awareness about language and social justice, drawing on a range of educational, professional, and national policies. It critically engages with the role of language in creating social inequalities and in creating privileges and disadvantages for language users.

This module examines theoretical issues in Second Language (L2) Teaching. Specifically, second language teaching methodologies such as Grammar Translation, Audio-Lingual Method, Communicative Language Teaching (CLT), Task-Based Language Teaching (TBLT) and other methodologies (eg focus on form and focus on forms) will be critically discussed from a number of perspectives (eg second language acquisition perspective and pedagogical perspective). The module will include structured input and activities designed to develop the ability to think critically about current L2 teaching approaches.