REFLESS Project - MA Linguistics Programme Information

MA Applied Linguistics for Language Teaching

MA English Language Teaching

MA Applied Linguistics Research Methodology

IPhD Applied Linguistics/ English Language Teaching

1. General overview of the programmes
The four postgraduate programmes described in this Handbook are inter-connected. The MA
in Applied Linguistics for Language Teaching (MAALLT) and MA English Language
Teaching (MAELT) programmes have two major aims: to provide a general postgraduate
education in applied linguistics/ language teaching which is both rigorous and broadly based;
and to provide continuing development for language professionals, enhancing your
professional knowledge and skills and enlarging your employment opportunities in language-
related fields. The MA Applied Linguistics Research Methodology (MAALRM) offers
research training in applied linguistics, sociolinguistics and language acquisition. The
Integrated PhD in Applied Linguistics/ English Language Teaching (IPhD) offers an
integrated programme of research training plus a research thesis.

The MAALLT programme has been running successfully since 1992. ‘Applied Linguistics’
can be defined as the empirical and theoretical study of real-world problems in which
language is a central issue. It is often associated with the teaching of foreign languages and
especially English as a Foreign Language, and we have welcomed many foreign language
educators onto the programme. However our interpretation of applied linguistics is a broad
one, and this programme is suitable for students from varied backgrounds who wish to
develop language-related knowledge and skills for a wide variety of career goals.

The MAELT programme ran for the first time in 2001–02. Sharing some modules with the
established MAALLT programme, this programme provides a more focused track for English
language professionals who wish to develop advanced vocational skills in English language
curriculum, pedagogy and assessment.

The MAALRM programme ran for the first time in 2004–05. It provides a formal training
route in applied linguistics for prospective researchers and is an ideal first step towards
doctoral study.

The IPhD programme started in 2008–09. This four year programme provides a combination
of formal training in research methods plus professional study, as the foundation for
independent research and completion of a doctoral thesis.

All four programmes are associated with the Centre for Applied Language Research, based in
the Modern Languages section of the Faculty of Humanities. Modern Languages at
Southampton was ranked in the top two UK universities for European Studies in the 2008
Research Assessment Exercise, an indication that our research is of international, cutting
edge quality. At the same time, the staff team are involved in the direct teaching of modern
languages and EFL, linguistics, initial and in-service teacher education, and research and
developmental work in applied linguistics and language learning, as well as cultural, media
and literary studies. Their widely ranging interests mean that we are able to offer advanced
teaching in subjects ranging from linguistic description and discourse analysis to language
policy and planning, language and nationalism, and literacy education. This blend of
theoretical expertise and ongoing practical experience is one of the distinguishing features of
our programmes.

Our postgraduate students are typically returning to study with some well developed
academic interests and professional experience, and have a clear view of what they expect to
gain from their chosen postgraduate programme. You will be encouraged to pursue your

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personal interests especially in the choice of option modules, your coursework, and your
dissertation. You will develop your presentation skills (oral and written), your information
technology skills, and your ability to handle numerical data. A special strength is the
opportunity to develop your research skills, working with staff who are themselves active
researchers.

2. Overview of full time MA study route
All three MA programmes normally comprise one year of full time study. The taught
component, occupies the University’s normal teaching year (2 semesters from October to
May), and consists of a number of core modules, plus further options. There are lectures,
seminars and workshops, during all of which you will be encouraged to participate actively;
all participants are expected to reflect on and present language-related problems and solutions
from their own experience, and to lead workshop sessions. Assessment of individual modules
is by coursework, with advice and support from module tutors on choice of topic, writing and
presentation.

You will be expected to submit all MA coursework by the deadlines set for the individual
modules. If your coursework is satisfactory you will then proceed with the dissertation, to be
completed by the last working day of September. The dissertation offers the chance to build
on what you have learned during the year, and develop an individual area of interest, with
guidance from a personal supervisor.

3. Overview of part time MA study route
The MA programmes are also available part time, for professionals living and working in the
Southampton region. As a part timer you will complete the same programme of study as full
timers, and attend the same daytime classes. However, your programme extends over 24
months, so that you can complete the required number of study modules over four semesters
rather than two. There is considerable flexibility over the rate and sequencing with which
modules can be taken, though part timers are advised to concentrate on core modules during
Year 1, and on options during Year 2.

The taught element of the part time programme is complete by the end of May in the second
year of study. Provided the portfolio is satisfactory, part time students will submit their
dissertation by the last working day of September in their second year of study.

4. Overview of IPhD study route
The IPhD is a full time programme normally lasting for four years. During the first year (2
semesters), you complete much of the taught component, alongside full time MA students,
and then prepare a substantial research proposal. In Years 2–4 you will concentrate mainly on
your research thesis, with the guidance of a supervisory team, and complete further minor
coursework requirements

ef

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Fuller details of all these aspects of the programmes are given in separate sections of this
Handbook, and /or in the Faculty of Humanities Postgraduate Studies handbook. Overall, the
programmes are governed by the University’s regulations as these appear in the University of
Southampton Calendar. (See www.calendar.soton.ac.uk for details.)

5. MA Applied Linguistics for Language Teaching

Programme aims

This programme aims to provide advanced training in applied linguistics/ language in
education, including an element of research training, to graduates with professional interests
in language (typically but not exclusively language teachers). We aim to provide this training
in an integrated manner, both to professionals operating in the UK and to those operating
internationally, typically in an EFL context.

Intended learning outcomes

Having successfully completed the programme, you will be able to demonstrate knowledge
and understanding of:
A1 the principles underlying the analysis and description of language;
A2 current theories of language learning, language in use, and language education;
A3 a comparative perspective on language education policy and practice;
A4 how to challenge professional practice, and undertake improvement-oriented
enquiry and innovation;
A5 how to undertake small-scale classroom research.

You will be able to operate with the following subject-specific skills:
B1 recognise the significance of different epistemological positions in applied
linguistics, and their relationship with theory construction, research design, and
the selection of analytical techniques;
B2 make use of academic, professional, and public perspectives on language to
explore educational policy and practice;
B3 formulate researchable problems in language classrooms, and choose among
alternative approaches to classroom research;
B4 apply analytical procedures to English and other language data;
B5 describe the roles of language in social behaviour and compare different
approaches to describing language in social interaction;
B6 describe current models of language acquisition and learning, and recognise the
main distinguishing features of differing theoretical approaches;
B7 assess the implications of theoretical and practical developments in applied
linguistics for the education professions.

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You will be able to operate with the following transferable skills:
C1 communicate applied linguistic and educational work in varied written formats;
C2 communicate your response to applied linguistic and educational work orally, in
discussion and in formal presentations;
C3 identify, select and draw upon relevant resources, printed and electronic;
C4 develop and maintain a personal bibliography;
C5 use information technology appropriately to support and present your research;
C6 demonstrate interpersonal skills whilst working with others in the investigation of
problems, and in the presentation of arguments and evidence;
C7 take appropriate ethical issues into account in linguistic and educational work.

Structure and content of the programme

The MAALLT programme comprises eight taught modules (four core, four options, each 15
credits) plus a dissertation (60 credits)

The programme shares several modules with the other two MAs; for summary information on
all modules see Appendix 1. All 15-credit modules are semester-length, with two class hours
per week. Some modules (at present LING6001, LING6004, LING6005, LING6013) have
additional timetabled workshops.

Semester 1
Core Modules
LING6001 Research & Enquiry in Applied Linguistics 1
LING6004 Description of Language
LING6005 Second Language Learning*
Option Modules
LING6007 Assessment of Language Proficiency
LING6011 Writing and Written Language
LING6022 Principles of Communicative Language Teaching
LING6014 English as a World Language

Semester 2
Core Modules
LING6006 Language in Society*
LING6017 Research Skills (Dissertation)
Option Modules
LING6008 Autonomy and Individualisation in Language Learning
LING6009 Discourse Analysis
LING6010 Language Teacher Education
LING6013 Current Issues in Language Teaching Methodology
LING6028 Intercultural Communication
*
You must take at least one of these two modules as a core module

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Dissertation
LING6016 Dissertation

You will be asked at registration to enroll formally for your chosen eight 15-credit modules,
as well as for the 60-credit ‘dissertation module’ LING6016. These credit-bearing elements
are supplemented with the following:
• Regular Course meetings
• Introduction to study resources (library, IT resources etc) and study skills sessions
• Visiting speaker programmes (Centre for Applied Language Research/ Centre for
Transnational Studies: normally one event per week during semester time)

6. MA English Language Teaching

Programme aims

The MAELT is a post-experience programme which provides teachers of English as a foreign
language from the UK and overseas with the opportunity to reflect on their professional
experience, develop a deeper understanding of the theory and practice of English language
teaching, and gain the skills and competences required for leadership roles in ELT.


A1 the analysis and description of language;
A2 the relationship between the language curriculum and language pedagogy;
A3 the principles of current language teaching practice, and the strengths and
weaknesses of current approaches;
A4 how to challenge current professional practice, and undertake improvement-
oriented enquiry and innovation;

B1 comment critically on current approaches to curriculum design, pedagogy and
assessment in the ELT field;
B2 make use of the relationship between academic, professional, public and user
conceptions of language to clarify educational policy and practice;
B3 apply analytical procedures to English and other language data;
B4 design and evaluate language learning/ teaching programmes and materials, using
information technology where appropriate;
B5 assess the implications of theoretical and practical developments in English
language teaching and applied linguistics for the teaching profession.

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C1 communicate language teaching, applied linguistic and educational work in a
variety of written formats;
C2 communicate your response to applied linguistic and educational work orally, in
discussion and in formal presentations;
C3 identify and use a wide range of reference resources, printed and electronic;
C4 develop and maintain a personal bibliography;
C5 use information technology appropriately when presenting your work and in your
teaching;
problems, and in the presentation of arguments and evidence.


The MAELT programme comprises eight taught modules (four core, four options, each 15
credits) plus a dissertation (60 credits).

The programme shares several modules with the other two MAs; for summary information on
all modules see Appendix 1. All 15-credit modules are semester-length, with two class hours
per week. Some modules (at present LING6001, LING6004, LING6005, LING6013) have
additional timetabled workshops.

Semester 1
Core Modules
LING6012 A Critical Appraisal of Language Teaching Methodologies
Option Modules
LING6005 Second Language Learning

Semester 2
Core Modules
Option Modules
LING6006 Language in Society

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Dissertation


7. MA Applied Linguistics Research Methodology

Educational Aims of the Programme

The MAALRM programme aims to provide you with broad-based training in linguistics/
applied linguistics research methods; to equip you with the knowledge and skills needed to
undertake doctoral research in applied linguistics, sociolinguistics and language acquisition;
and to develop your analytical, research and personal skills relevant to a range of careers in
applied linguistics research. The programme combines general training in social science and
educational research methods, with specialist applied linguistics training.


A1 Broad principles of research design, data collection and data analysis in the social
sciences, as specified in ESRC Postgraduate Training Guidelines Section E;
A2 The philosophy, epistemology and ethics of research in applied linguistics;
A3 General principles and major traditions of research design, data collection and
data analysis in applied linguistics;
A4 Applied linguistics research techniques and skills, including qualitative,
quantitative and computational methods;
A5 Descriptive and inferential statistical techniques and the handling of multivariate
data;
A6 Standard descriptive terminology and concepts in applied linguistics,
sociolinguistics and/or language acquisition, plus in-depth knowledge of
description, theory and research in at least one of these subfields.

B1 Understand the significance of alternative epistemological positions in applied
linguistics and the social sciences, and their relationship with theory construction,
research design, and the selection of analytical techniques;

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B2 Understand the relationship between academic, professional, public and user
conceptions of language, and the ideological assumptions of linguistic research;
B3 Understand and evaluate existing traditions of description, theory and research in
at least one of applied linguistics, sociolinguistics and language acquisition;
B4 Formulate researchable problems in applied linguistics, sociolinguistics, and/or
language acquisition, and choose among approaches to applied linguistic research;
B5 Understand, evaluate and apply applied linguistics research methods and tools;
B6 Manage research, including collecting and managing data and conducting and
disseminating research in line with professional practice and research ethics;
B7 Design, implement and evaluate an independent research investigation in applied
linguistics;
B8 Assess the practical implications of theoretical developments in linguistics and
related disciplines.

C1 communicate applied linguistics research in a variety of written formats;
C2 communicate applied linguistics research orally, including giving independent
formal presentations;
C3 identify and use a wide range of research resources, printed and electronic;
C4 develop and maintain a personal research bibliography;
C5 use information technology appropriately to support and present your research;
problems, and in the presentation of arguments and evidence;
C7 understand ethical and legal issues involved in applied linguistics research.


The MAALRM programme comprises eight taught modules (5 core, 3 options), each 15
credits, plus a dissertation (60 credits).

Semester 1
Core Modules
LING6001 Research and Enquiry in Applied Linguistics 1
LING6005 Second Language Learning*
Option Modules
LING6005 Second Language Learning (if not taken as Core)
EDUC6223 Small Group/ Classroom Interaction
EDUC8003 Case Study Research

*
You must take at least one of these two modules as a core module

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Semester 2
Core Modules
LING6006 Language in Society*
EDUC6219 Quantitative Methods and Statistical Processes
Option Modules
LING6006 Language in Society (if not taken as Core)
EDUC6199 Philosophical Issues in Education Research
EDUC6207 Action Research
STAT6005 Statistical Data Analysis

Dissertation (15,000–20,000 words.)


The programme has been accredited by the Economic and Social Research Council as a full
research training programme in Linguistics, preliminary to doctoral study. UK/EU graduates
of the programme may be eligible to apply for ESRC doctoral studentships. (ESRC funding
arrangements for doctoral study are in transition and further information will be available in
2011.)

8. Integrated PhD in Applied Linguistics/ English Language
Teaching

Educational aims

The aims of the programme are to:
• Provide you with broad based training in applied linguistics research methods;
• Equip you with the knowledge and skills needed to undertake doctoral research in
applied linguistics, sociolinguistics, language acquisition and/or English language
teaching (ELT);
• Develop your analytical, research and personal skills relevant to a range of careers in
applied linguistics/ ELT research and teaching;

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• Support you to devise, implement and successfully complete a substantial research
investigation (the PhD thesis), which will make an original contribution to knowledge
in the field.

The programme comprises a taught element, incorporating research skills and subject specific
knowledge; professional and transferable skills development; and a research project leading
to submission of a PhD thesis.

Programme Structure

This 4 year full time programme consists of a mix of taught modules, research seminars and
workshops, and research supervision. Through these activities you will earn a total of 120
study credits at Masters level (Level M), and 420 study credits at Doctoral level (D level).

The taught modules comprise both research methods and content modules, plus workshops
offering further research and subject specialist training. The taught modules follow a core
plus options structure, and are drawn from a wide range of postgraduate modules in applied
linguistics/ English language teaching offered in the Faculty of Humanities, and from the
Research Training Programme of the School of Education.

You will register initially as an MPhil/ PhD student. Progression to Year 2 of the programme
is conditional on successful completion during Year 1 of M level study modules comprising
120 credit points, and on formal submission of a satisfactory research proposal (5000 words:
15 credit points at D level). Thereafter, progression to upgrade from MPhil to PhD depends
on successful completion of further assessed modules and an Advanced Skills Portfolio
(totalling 45 credit points at D level). This upgrading process to PhD registration will
normally take place at latest by the end of Year 3.

Year 1 (M Level: 120 credit points; D Level: 15 credit points)

In the first year you will study 8 M level modules each rated at 15 credit points as follows:
Core Modules
EDUC6219 Quantitative Methods & Statistical Processes
And one of:
LING6005 Language Learning OR
LING6006 Language and Society OR
Option Modules (three, to be drawn from)
LING6005 Language Learning (if not taken as core)
LING6006 Language and Society (if not taken as core)
LING6012 A critical appraisal of language teaching methodologies
LING6013 Current Issues in Language Teaching methodology

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LING6014 English as a World Language (if not taken as core)
TRAN6006 Language, Discourse, Identity (20 credits)
EDUC6199 Philosophical Issues in Educational Research
STAT6005 Statistical Data Analysis
EDUC6207 Action Research
EDUC6213 Ethnographic Research
EDUC8004 Case Study Research
EDUC6209 Communicating and Disseminating Research.

You will also complete an extended research proposal (5000 words) for formal submission
and assessment at the end of Year 1 (15 D level credits).

Year 2 and Year 3 (D level: 45 credit points)

To be admitted to Year 2, you will have submitted a satisfactory extended research proposal
for formal assessment (rated at 15 D level credits). Having finalised your proposal, during
Year 2 you can expect in addition to undertake substantial development of your literature
review and theoretical framework, to formulate your research questions, to create your
fieldwork design and to undertake pilot fieldwork, where applicable.

Two further taught modules relevant to your research project and to your wider professional
interests and needs will also be taken in Years 2 and 3, selected from the list of option
modules given above (total 30 credits). These modules will be complemented by further
workshops and seminars leading to formal assessment at D level through specially tailored
assignments in the form of short conference papers or articles for possible publication.

Finally, the “Advanced Skills Portfolio” is also submitted for formal assessment at D level
(15 credits) by the end of Year 3. The role of the Portfolio is to document the development of
your transferable and generic skills. Following self-assessment of your skills development
needs using the Research Activities Record, you will work towards completion of this
Portfolio. To achieve this you will be expected to attend an appropriate selection of research
training activities offered by the Faculty of Humanities during Years 2 and 3, and to play an
active part in the activities of the Centre for Applied Language Research, including its
student discussion group and annual student conference. The Portfolio itself will comprise
e.g. records of presentations given, of teamwork activities undertaken, of personal
development activities such as CV writing or careers consultations, or examples of the
application of bibliographic or IT skills, plus reflective evaluations of the activities described.

Year 3 and Year 4 (Research Thesis: 360 Credit Points)

During Years 3 and 4 the main focus of your Integrated PhD will be your individual research
project. In Year 3 you can expect to finalise the design of your project, to carry out your main
fieldwork, and to begin data analysis. An important goal for this year is the formal
assessment of your progress through the Upgrading procedure which results in transfer to
PhD candidature.

In Year 4 you will work throughout on completion of your PhD thesis with the support of
your supervisory team. You will be expected to submit the completed thesis (75,000 words)
at the end of Year 4 (or no later than September of the following year).

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Throughout Years 3 and 4 you will be expected to continue your participation in the activities
of the Centre for Applied Language Research, including regular presentation and discussion
of your own ongoing research and that of others. An ongoing programme of workshops and
seminars will be provided by the Faculty and the Discipline in which you will further develop
your transferable skills, e.g. developing your professional career plan and vocational
applications of your research.

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Appendix 1: Module Summaries
(LING modules only – details of EDUC and STAT modules will be provided separately for
MAALRM and IPhD students)

Prof. Rosamond Mitchell & Dr William Baker

In the first part of this module, we explore some key concepts and ‘ways of knowing’ which
are central to taking a research perspective on language learning and language teaching: the
nature of theory, data, ‘truth’, idealisation, modelling, falsification etc. In the second part of
the module, we study rationales for language classroom research, and a range of research
approaches which have been adopted for classroom research, including systematic
observation, ethnography, teaching experiments, and action research. Students also gain
practice in using a number of specific research techniques (e.g. observation, interview,
questionnaire design), and in reading the research literature.

Method of assessment: Interaction analysis project, 3,000 (60%) and research review, 1,000–
1500 words (40%)

Prof. Rosamond Mitchell and Dr William Baker

The aims of this module are to extend students’ practical experience in using a range of
research techniques and skills relevant for larger scale applied linguistics research and to
complement the prerequisite module REAL1, so that together the modules provide a two part
in-depth survey of applied linguistics research methods. The module covers a range of
techniques and skills including: a) the design and use of larger scale surveys, tests and formal
techniques for elicitation of linguistic data; b) the use of qualitative methods for ethnographic
and sociolinguistic research, including interviewing, recording and transcription of linguistic
data, and the use of a software package such as NVIVO for analysis of qualitative data sets;
and c) the use of computational methods including the use of linguistic corpora (e.g. British
National Corpus, local Southampton corpora and international CHILDES corpora of learner
language) and appropriate analysis software (e.g. Wordsmith, ELAN, CHILDES suite).

Method of assessment: Reports on research investigations (2, each 2000 words, 80%); oral
presentation (20%)

Dr Glyn Hicks and Prof. Jennifer Jenkins

The module explores selected approaches to linguistic description and analysis, providing an
overview of phonology, morphology, syntax and semantics. Links are made with language
teaching and learning, and the adequacy and usefulness of pedagogical grammars are
assessed. The main language of exemplification is English, but some reference is made to
other languages, and you will have opportunities to apply some of the principles of linguistic
description to other languages.

Method of assessment: Phonetics assignment (30%), 3,000 word essay (60%), grammar
exercises assignment (10%)

LING6005 Second Language Learning
Prof. Rosamond Mitchell and Dr Sarah Rule

This module introduces the different theoretical approaches which have been adopted for
studying the acquisition of language, and examines and assesses current theories of first and
second language acquisition in the light of empirical evidence. Particular attention is paid to
the following issues in second language acquisition:
Similarities and differences between first and second language acquisition
the acquisition of grammar and of vocabulary
bilingual development
the role played by Universal Grammar
the role played by cognitive mechanisms
the role played by social factors and individual differences
the influence of the first language
variability and incomplete success in second language learning.

Method of assessment: one 4000 word essay or project (80%); oral presentation (20%).

LING6006 Language in Society
Dr Jaine Beswick and Dr Richard Vigers

The starting point for this course is the view that while it is possible to study linguistic forms
(sounds, words, sentences etc.) in isolation, the functions and use of language and languages
can be analysed and understood only in relation to the social and political environment in
which linguistic activity takes place. Indeed, the fundamental premise is that ‘language’ and
‘society’ are not independent entities, but rather exist in a necessarily reciprocal relationship.
The course will be divided into two parts. The first part is dealing with key ideas and
concepts of sociolinguistic theory, and individual seminars will explore a range of topics
from both micro- and macro-sociolinguistic perspectives. In this part of the course we will be
discussing the agenda of research on language in society and its historically shifting focus.
The theme of the second part is language, power and ideology, and the emphasis here will be
on critical approaches to the study of language use, especially in relation to educational
contexts.

Method of assessment: Book review, 1,000 words, (30%), essay, 3,500 words, (70%)

Christopher Sinclair and Prof. Rosamond Mitchell

A range of key constructs in assessment theory and currently popular techniques in assessing
language proficiency are reviewed and critically discussed. The overall processes involved in

designing and implementing assessment procedures which are valid, reliable and fit for
purpose are explored. An important component of the module is the design, trialling and/or
review of particular assessment instruments relevant to participants’ professional activities,
and you will be expected to contribute actively to this dimension of the module in the
workshop sessions.

Method of assessment: 4000–5000 word test design/ evaluation project.

Vicky Wright

This course explores the themes of learner autonomy, resourced-based and open and distance
learning and their practical outworking in an institutional context. You will be encouraged to
think through ways of facilitating learning and in particular to consider the role of a self-access
resources centre in the language learning process, including the place of technology. There will
be plenty of opportunity to observe and work with learners using the Centre for Language Study
(CLS) Language Resources Centre. Apart from the theoretical base which underpins the concept
of learner autonomy, the topics covered, and their precise focus, will be selected in consultation
with the course participants and the final programme will be drawn up after the first meeting.

Method of assessment: one 4–5000 word essay or portfolio

Dr Alasdair Archibald

This option provides an overview of the main contemporary currents in the diverse field of
discourse analysis. Topics to be covered include the role of grammar, vocabulary and
information structure in discourse; the psychology of discourse processing and discourse
comprehension; distinctive characteristics of spoken and written discourse; genre analysis;
and critical discourse analysis. Applications in language education will be discussed, and you
will gain extensive experience of the practical analysis of a variety of text types.
Method of assessment: Textual analysis task (2000 words); essay (3000 words).

Dr Julia Hüttner and Dr Patricia Romero

Participants will become familiar with the more experiential and reflective approaches to
teacher education current in international ELT, and also with the competency based
approaches which dominate teacher education in many mainstream school systems. The
major components of language teacher education programmes will be reviewed, including:
developing teachers’ knowledge about language; developing teachers’ pedagogic knowledge
and skills; the role of mentoring, field placements and teaching practice; the assessment of
trainee teachers’ skills.
Method of assessment: Coursework portfolio (3 items, each 1,500 words)

Dr Alasdair Archibald

The aims of this module are to: examine major issues concerning writing, written language,
and literacy in a second language; provide a linguistic analysis of written text structure and
examine areas of theoretical concern in second language writing; provide an overview of
issues concerning writing, written language, and literacy which are of particular relevance to
teachers and learners of a foreign language. The module is structured in four parts which
examine process, product, context, and instruction of writing in a second language. The first
deals with composing and the writer in relation to the text; the second deals with the text
produced, its structure and organisation; the third with the text and the writer in relation to
social context; and the fourth with the teaching, assessment, and acquisition of writing in a
second language.
Method of assessment: one 4–5000 word project.

LING6012 A Critical Appraisal of Language Teaching Methodologies
Dr Julia Hüttner

After providing an overview of general learning theories, the core of this module will focus on
the methodologies of teaching foreign languages, with English being used as the most frequent,
but not the only, example. Modern approaches and methods will be discussed in the light of
their theoretical underpinnings, including their conceptualisations of language and language
learning. A clear focus will be given to Communicative Language Teaching and its
developments, including Task-Based-Language Teaching and Content and Language
Integrated Learning. The elements of planning a course, including discussion of curricular
issues, will focus on syllabus types and their implementation. Assessment procedures will be
discussed in the light of more general issues of standardisation.
Method of assessment: one 4,500 word project (90%). Participation in class (presentation,
contributions to blackboard discussions, regular tasks) (10%).

Dr Julia Hüttner

Building on existing knowledge of language teaching methodologies, the core of this module
will focus on current issues in language teaching methodologies and so address more
specialised or advanced areas. Key points will address implementation and adaptation of
methodologies in the light of a discussion on critical pedagogy. The large area of language
planning in education will lead to a focus on multilingual education, addressing both
programmes that aim at multilingualism and the approaches towards a “didactics of
multilingualism” A further key point will address specific learner groups, e.g. English for
Specific or Academic Purposes. Finally, the application of discourse and genre theories as
well as of corpus linguistics to language teaching will be explored.
Method of assessment: Portfolio consisting of 4 written tasks (90%). Participation in class
(presentation, contributions to blackboard discussions, regular tasks) (10%).

Prof. Jennifer Jenkins

The aims of this module are to explore the rise of English to its current status as the world’s
dominant global language, and to consider the implications for English language
professionals and for teaching/testing English, now that native varieties of English can no
longer be assumed to be the most intelligible and appropriate varieties of English world-wide.
You will have the opportunity to study the following topics: the spread of English; the
establishing of English language standards; the nature of non-native and native varieties of
English; English-based pidgin and creole languages; English as an international lingua
franca; English language ideology and attitudes to non-native varieties of English; the role of
power, exploitation and language rights; the future of English alongside other global
languages.
Method of assessment: one essay 4500 words maximum.

Dr Laura Dominguez and Dr Will Baker

The aims of this module are to further develop the research, study and time management skills
you will need for a substantial independent research investigation (the MA dissertation);
support you in formulating a suitable research topic for your dissertation, and deepening your
personal knowledge and skills in relevant fields; and to support you in developing an
appropriate research plan and instrumentation.

Method of assessment: 2000 word annotated bibliography (50%); dissertation proposal (40%);
oral presentation (10%).

LING6022 Principles of Communicative Language Teaching
Dr Julia Hüttner

This module will provide you with a theoretical framework for CLT together with examples
and practice in how these principles may be applied to language teaching in the classroom. We
will first examine the broader context of approaches to language teaching, tracing the origins
and development of the communicative approach. We will then focus on the learner, the
classroom environment and practical applications of a communicative approach to language
teaching.
Method of assessment: one 2–2500 word practical project (50%) and one 2–2500 word
assignment (50%).

Dr Will Baker, Dr Rugang Lu

This module will combine a theoretical understanding of intercultural communication with
reflections and evaluations of your own intercultural experiences and applications of this to
pedagogic settings. Topics covered will include: theories of communication, culture and
language; theories of intercultural communication; culture and identity; ‘native’ and ‘other’

cultures and the role of generalisations and stereotypes; intercultural communication and
language teaching including intercultural communicative competence and cultural/intercultural
awareness. You will have the opportunity to apply this knowledge and these skills to teaching
contexts of relevance to you and gain practical experience in analysing examples of
intercultural communication.
Method of assessment: one 15-minute oral presentation (20%) and one 4000 word
assignment (80%).

LING6015/6016 Dissertation
Dr Alasdair Archibald, Dr Julia Hüttner, Prof. Rosamond Mitchell and individual supervisors

The MA dissertation gives you the opportunity to undertake an extended piece of
independent research, with guidance from a supervisor. You will develop a theoretical
framework and research design relating to your chosen topic, choose, apply and evaluate a
range of relevant research procedures, make a small scale original contribution to applied
linguistics and/or English language teaching, and prepare for professional activity in which
independent research is a component.
Method of assessment: 15–20,000 word dissertation.

REFLESS Project - MA Linguistics Programme Information

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REFLESS Project - MA Linguistics Programme Information