Culture and English Language Teaching sees intercultural communication at the heart of language teaching. The course introduces students to key concepts in the teaching of language and culture, including teaching English to Speakers of Other Languages (ESOL). Topics may include: intercultural communicative competence, political issues in ELT, ethnography in the classroom, and approaches to the development of language learners' receptive and productive skills.

1 x 2hr session per week over 10 weeks, as scheduled on MyCampus.

This is one of the Honours options in English Language and Linguistics and may not run every year. The options that are running this session are available on MyCampus.

None

None

Essay (2000 words) - 50%

Set exercise (equivalent to 2000 words) - 50%

Reassessments are normally available for all courses, except those which contribute to the Honours classification. For non-Honours courses, students are offered reassessment in all or any of the components of assessment if the satisfactory (threshold) grade for the overall course is not achieved at the first attempt. This is normally grade D3 for undergraduate students and grade C3 for postgraduate students. Exceptionally it may not be possible to offer reassessment of some coursework items, in which case the mark achieved at the first attempt will be counted towards the final course grade. Any such exceptions for this course are described below. 

This course aims to:

■ familiarise students with a number of key concepts in the teaching of language and culture;

■ provide an opportunity for students to reflect on the role of culture in language learning and teaching;

■ develop skills in how theoretical insights from disciplines such as linguistics, education, and cultural studies can be transformed into pedagogical practice.

By the end of this course students will be able to:

■ explain principles of language teaching pedagogy;

■ appraise how culture and language teaching interact;

■ evaluate how theory and pedagogical practice interact;

■ design teaching activities based on theoretical foundations.

Students must submit at least 75% by weight of the components (including examinations) of the course's summative assessment.