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The assignment is divided into 2 parts.
PART 1: CRITIQUE OF A TEACHING RESOURCE
By means of a 1,500 word-essay, students will critique one existing language teaching resource (e.g., a series of tasks, a worksheet, a coursebook page, an app, an online activity) designed to help English language learners to develop competence in one dimension (e.g., lexis, pronunciation, grammar, listening skills) of language teaching. Students will critically assess one such resource from the perspective of the knowledge about language acquired in the class and the context in which it might be used.
Suggested structure of the essay:
a. Title: (e.g “ A critique of a teaching resource”)
b. Introduction (30-50 words): State the aim of the essay (What specific focus will you use to analyse the resource?)
c. A brief description of the resource (include the resource itself or a link if appropriate, acknowledge full reference to it) and the context in which it appears to be used if known (150-200 words).
d. Analysis of the resource in one specific dimension (1,200 words): first, briefly state how your analysis is organised, ie, what specific aspects you will analyse; secondly, analyse each aspect providing theoretical support and including specific examples from the resource. Tip: each paragraph should focus on one aspect at a time.
e. Conclusion (50 words): Return to the aim of the essay and reflect on the extent you have achieved it and how.
f. References (APA 7th ed)
Make sure that every section in your essay includes a numbered heading. That contributes to organisation and clarity.
Part 1 will be marked on the following criteria:
1) Use of a range of quality sources in making a judgement.
2) interpretation of language teaching materials informed by the new knowledge acquired in the module.
3) Deployment of coherent and cohesive academic writing skills.
4) Engagement in critical discussion of a specific issue.
PART 2: DESIGN OF A TEACHING RESOURCE (50%)
Students will design a new resource to help English language learners to develop competence in at least one of
the following areas – sound, structure, and meaning. The resource should be approached as a follow-up of the resource critiqued in Part 1. A 1,000 word essay will set out a rationale for this resource, drawing on the knowledge
about language acquired in the class and setting out ways in which learners’ competence in this context might be
b. Introduction (50 words): State the aim of the essay.
c. The resource (150 words): Briefly describe the resource you have designed and what the aim of the resource is. Also, include here the resource itself or a link to it if applicable. Note: The resource itself is not included in the word count.
d. Justification (700 words): Explain in what ways the knowledge developed in the module informs your decisions underpinning the resource design. Make reference to concepts and authors addressed in the module.
e. Conclusion (100 words): Reflect on any limitations your own resource may have in relation to its intended aim.
f. References (APA 7th ed.).
Make sure that every section in your essay includes a numbered heading. That contributes to organisation and
Part 2 will be marked on the following criteria:
1) Use of the new knowledge and understanding to formulate appropriate justifications.
2) Deployment of coherent and cohesive academic writing skills.
3) Engagement in critical discussion of a specific issue.
References for both parts:
High-quality references typically refer to published work which are seminal or within the last 5-10 years. They can be peer-reviewed journal articles, peer-reviewed book chapters, monographs, edited books, government reports and so on. A good starting point is the references your tutors have used in their slides, the class reading list and further suggested reading.
The tutor emphasises including these references in the paper. So please do include them.
Class reading list:
Banegas, D. L. (Ed.). (2020). Content knowledge in English language teacher education: International experiences. Bloomsbury.
Chappell, P., & Moore, S. (2012). Novice teachers and linguistics: Foregrounding the functional. TESOL Quarterly, 46(3), 589-598. https://doi.org/10.1002/tesq.44
Hall, G. (Ed.). (2016). The Routledge handbook of English language teaching. Routledge.
Rowe, B. M., & Levine, D. P. (2018). A concise introduction to Linguistics. Routledge.
Valenzuela, H. (2020). Linguistics for TESOL: Theory and practice. Palgrave.
Yule, G. (2010). The study of language. Cambridge University Press.
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