LING20120 Second Language Teaching & Learning

Academic Year 2024/2025

This module takes an interdisciplinary approach to how languages are taught and are learned. Through examining the second language learning process from the perspectives of both the teacher and the learner, students will gain new understanding of how these processes fit together to create a holistic learning environment. The factors that influence language learning will be highlighted. Students will also engage with a range of language learning technology from Computer-Assisted Language learning (CALL) to self-directed language learning apps (e.g. Duo Lingo & Babbel) and will have the opportunity to demonstrate their skills in language learning and language teaching in scenario-based assessments.

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Curricular information is subject to change

Learning Outcomes:

Develop an appreciation for the language teaching profession.
Compare the sociocultural and cognitive approaches to second language acquisition.
Analyse the ways that language testing is an (in)accurate measure of competency.
Examine the factors that affect language learning.
Identify where language learning takes place

Indicative Module Content:

Applying Linguistics
Approaches to second language teaching
Sociocultural Theory
Teaching languages in school & at home
Being a good language learner
Supporting language learning in schools
Planning a teaching session
English as an Additional Language
Approaches to second language learning
Learner Motivation
Critical Age
The Learning Environment

Student Effort Hours: 
Student Effort Type Hours
Specified Learning Activities

48
Autonomous Student Learning

28
Lectures

24
Total

100
Approaches to Teaching and Learning:
The module blends a number of different teaching and learning approaches:

Online learning resources
Lectures
Small group discussions
Critical reflections 
Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 
Assessment Strategy  
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Assignment(Including Essay): This essay asks you to apply what you’ve learned about language teaching and learning theory and how they relate to language problems in the world. Week 7 Standard conversion grade scale 40% No

50

 No
Group Work Assignment: This assignment asks students to apply what they have learned about language teaching. You will write an original language teaching session plan using methods and tasks from different approaches. Week 11 Standard conversion grade scale 40% No

30

 No
Participation in Learning Activities: Throughout the semester there will be several discussion forum posts where students are asked to share your experiences of language learning or their perspective on some other aspects of the module. Week 1, Week 2, Week 3, Week 4, Week 5, Week 6, Week 7, Week 8, Week 9, Week 10, Week 11, Week 12 Pass/Fail Grade Scale No

10

 No
Participation in Learning Activities: At the start of the semester, students choose a new language to learn using one of the many free language learning apps for smart devices. Week 1, Week 2, Week 3, Week 4, Week 5, Week 6, Week 7, Week 8, Week 9, Week 10, Week 11, Week 12 Pass/Fail Grade Scale No

10

 No

Carry forward of passed components
No
 
Resit In Terminal Exam
Spring No
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Online automated feedback

How will my Feedback be Delivered?

All continuous assessment assignments and individual assignments that are submitted during the term will be returned to students with comments. In addition, comments will be provided to the whole class on commonly occurring issues via the Bright Space announcement function and orally in class. Students will also be encouraged to raise issues on assessment in class and in tutorials. The aim is to help students identify where and how their work can be improved. Students receive several assignments for completion during the semester and the feedback on each assignment is designed to support work on subsequent assignments. Feedback on the final exam has to be sought individually by students.

Name Role
Dr Sandrine Peraldi Lecturer / Co-Lecturer