15 credits at level HE4
You will be introduced to the structure of language and the different ways in which it can be described and analysed. This will form the basis for investigating language in its social context, focusing on language varieties and language change. You will engage in thinking about the implications for ESOL learners in terms of their language and literacy development, and of their aspirations and life goals.
The description and analysis of language, covering semantic, morphological, grammatical and phonological features at text, sentence and word level
Language varieties: how spoken and written language is affected by social, cultural and linguistic factors
Language change: the ways in which language changes and how this influences language and literacy use
Personal, social and cultural factors that may influence language and literacy development
Access and ethics
LLUK values and commitments included in this module:
AS1, AS3, CS1, CS3, CS4, CS5, CS6, CS7, CS8, CS9, CS10, CS11, CS13, CS22, CS23
LLUK standards included in this module:
AK1.1, AP1.1, AK3.1, AP3.1, CK1.1, CK1.2, CP1.1, CP1.2, CK2.1, CP2.1, CP3.1, CK3.1
LLUK English application document elements included in this module:
A1, A3, C1, C3, C4, C5, C6, C7, C8, C9, C10, C11, C13, C22, C23
The module will be delivered using a variety of methods such as lectures, seminars, group/individual tutorials, presentations, and practical activities. Learning and teaching will be achieved through a blended learning approach (combination of face-to-face and electronic based resources and communications).
Assessment will comprise a report of 3000 words. The report will be based on a case study of an individual ESOL learner with whom you are working.
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||1. Demonstrate a knowledge and understanding of language variety
1.1 Analyse Standard English and other varieties of English in both spoken and written forms with reference to specific features such as phonology, grammar and lexis
1.2 Discuss the ways in which language and literacy use can vary according to context
1.3 Use key grammatical, lexical and phonological terms appropriately
|2.||2. Demonstrate a knowledge and understanding of the factors which influence literacy and language learning and development
2.1 Analyse the personal, social and cultural factors influencing ESOL learners’ literacy and language acquisition and learning
2.2 Discuss the impact of a range of difficulties and disabilities on language and literacy teaching and learning
|3.||3. Demonstrate a knowledge and understanding of language change
3.1 Discuss reasons for language change in both spoken and written English
3.2 Identify and analyse changes in the use of spoken language at discourse, sentence and word level
3.3 Identify and analyse changes in the use of written language at text, sentence and word level
3.4 Use key grammatical, lexical and phonological terms appropriately in describing language change
|4.||4. Demonstrate a knowledge and understanding of the relationship between language and social processes
4.1 Analyse how language is used in the formation, maintenance and transformation of social, cultural, political and religious identities and relationships
4.2 Analyse how language is used at text/discourse, sentence/phrase and word level in the formation, maintenance and transformation of power relations
Your achievement of the learning outcomes for this module will be tested as follows:
|Description||Report, part 1||Report, part 2|
There are no prerequisites for this module.
No restrictions apply.
Eastwood, J. (1999) Oxford Practice Grammar – with answers. Oxford University Press. Oxford.
Murphy, R. (1994) English Grammar in Use – with answers. Cambridge University Press. Cambridge
Swan, M. and Walters, C. (2001) The Good Grammar Book -with answers. Oxford University Press. Oxford.
Willis,D. and Wright, J. (1995) Cobuild. Basic Grammar. Collins. London
Swan, M. (2000). Practical English Usage. Oxford University Press. Oxford.
Thornbury, S. (1999) How to Teach Grammar. Longman London
Harmer, J. (2001) The Practice of English Language Teaching. Longmans London
Swan, M & B. Smith. (2001) Learner English: a teacher’s guide to interference and other problems. 2nd edition
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