20 credits at level HE7
The module examines the role of ESOL provision in the UK and how external factors, global and national, have impacted on the success or otherwise of this provision. It provides opportunities to explore the political context in which ESOL provision has developed and the impact of political/ historical events and trends on ESOL provision and the experience of the learner.
Impact of international political events; national political trends; government policies on immigration; changing attitudes to integration/assimilation/multiculturalism; society’s attitudes to cultural identification; government funding and fees policies; government policies concerning further and adult education; the impact of the core curriculum and qualification framework; recent research on Second Language Acquisition. Other such issues of interest to course members may also be included; Principles of ethical practice.
The module will be taught using a combination of tutor-led and learner-led seminars, peer presentations, experiential learner-centred activities, group and individual tasks and web based e-learning resources.
The assessment strategy will allow course members flexibility to pursue areas of interest relevant to the module content. Course members should negotiate their assignment with the module tutor. They will be required to submit an assignment of 3,500 words and give an oral presentation of approximately 20 minutes length.
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||Have investigated the historic role of ESOL provision within educational, sociological and political contexts.||1.1 produce a critical account of the role of ESOL provision within educational, sociological and political contexts.|
|2.||Have researched and reviewed global and national issues which have impacted on ESOL provision||2.1 conduct in-depth research on, and critically review, the historic and present day contexts in which ESOL operates.|
|3.||Have analysed the impact of the global and national issues researched in 2 above, on ESOL provision and the learner||3.1 produce an in-depth analysis of the impact on ESOL provision and the learner of your chosen areas of study.|
|4.||Have evaluated the impact on the success or otherwise of these issues/areas of study and related the research and findings to your own experience of local provision||4.1 produce a detailed evaluation of the impact of these issues/areas of study on local provision, the experience of the learner, and the ability of providers to deliver an effective service. Research undertaken should follow the University of Bolton’s ethical code of practice where applicable.|
|5.||Have analysed and reflected upon your own research and identified key findings.||
5.1 present your analysis and reflections upon your own investigation/research and identified key findings to peers
5.2 obtain feedback from peers that will be helpful in evaluating your work.
Your achievement of the learning outcomes for this module will be tested as follows:
|Description||A written report of 3,500 words||20 minute peer presentation|
There are no prerequisites for this module.
and/or be taking the following corequisite modules:
You cannot take this module if you are taking or have taken:
Cook V. (2001) Second Language Learning and Language Teaching. London:Arnold
Carter, R. & Nunan. D. (2001)The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: CUP
Ellis, R. (1992 ) Understanding Second Language Acquisition. Oxford : OUP
Harmer, J. (2001) The Practice of English Language Teaching. London: Longman
Krashen, S. (1981) Second Language Acquisition and Second Language Learning. London: Pergamon Press
Lightbown, P & Spada, N. (1999) How Languages are Learned. Oxford: OUP
Richards J.& Rodgers, T. (1986) Approaches and Methods in Language Teaching Cambridge: CUP
|Host Subject Group:||Education|
|User Name||Date Accessed||Action|