LSMLCL: Language Curriculum Design

Module code: LSMLCL

Module provider: English Language and Applied Linguistics; School of Humanities

Credits: 20

Level: Postgraduate Masters

When you'll be taught: Semester 2

Module convenor: Professor Clare Furneaux, email: c.l.furneaux@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 21 May 2024

Overview

Module aims and purpose

This module focuses on curriculum design in language teaching contexts. This involves theoretical and practical consideration of the educational environment and goals, the needs of learners, principles underpinning language teaching, and curriculum evaluation.  The module aims to introduce, and discuss, the principal approaches to the design of language curricula; examine relevant factors in specifying a syllabus; analyse teaching materials in the light of syllabus requirements; consider the processes involved in implementing curriculum innovation; and contextualise language curriculum design within the educational system of which it is a part. 

Students taking this module will be very well placed to discuss and evaluate language teaching curricula and to contribute to curriculum design projects in language teaching contexts. 

Module learning outcomes

By the end of the module, it is expected that students will be able to: 

1. Explain the principles and procedures involved in developing a language curriculum; 
2. Define and identify goals/aims; objectives; learning outcomes; and competencies; 
3. Discuss the principal bases for organising language syllabuses, including selection, grading and sequencing, and apply these principles to specific aspects of language syllabus design; 
4. Describe the principles and procedures involved in needs analysis, and evaluate examples of needs analysis. 

Module content

The module has seven core topics: 

• Language curriculum design – an overview 
• Environment (Situation) analysis 
• Needs Analysis 
• Goals content and learning outcome 
• Approaches and principles in syllabus design 
• Materials 
• Evaluation 

In the last week of the module students take part in a 1.5 day language curriculum design simulation. There is pre-simulation briefing and a post-simulation de-briefing. 

Structure

Teaching and learning methods

The module is based on in-class discussion – in groups and as a class - of compulsory pre-class readings and tasks related to each week’s topic. The two-hour classes are a combination of lecture and seminar-type group discussion. Pre-class worksheets and any necessary links/materials are provided on Blackboard.  

Online discussion takes place through Blackboard Discussion Boards.  

The taught part of the module (12 classes) will take place in Weeks 1-12. An important component of the module is a Simulation which bring together all the learning done for the module. This takes place in Week 11, followed by a de-briefing in Week 12. Reflections on the simulation in the light of the learning done on the module are a major part of the assessment. In the week before the Simulation there is an in-class briefing for the Simulation, with preparatory reading of contextual documentation to be done before the Simulation groups meet. Each group presents their Simulation product to the whole class at the end of the process. There is a compulsory de-briefing later.  

Study hours

At least 22 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 50% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

1. Students receive comments on BlackBoard Discussion Board postings. 
2. Students submit an outline of their chosen teaching context for the assignment for formative feedback.  
3. Students submit a draft of the written coursework assignment for formative feedback. 
4. Students receive feedback from peers and the module convenor at the end of their Simulation, which feeds into their reflections in Part B of the In-class Test. 

Reassessment

Additional costs