Studying at York
Language Curriculum Design & Evaluation - EDU00017M
Module summary
This module is suitable for students with at least two years of formal teaching experience. It requires students to critically reflect on their experiences in implementing a language curriculum, teaching, learning, assessment and student experience.
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Semester 2 2024-25 |
Module aims
To help students develop an understanding of what a language curriculum is and how to design and evaluate it.
Module learning outcomes
Subject content
Students who successfully complete the module should be able to:
- understand key terms such as curriculum, syllabus and needs analysis
- be familiar with the parts that make up a language curriculum
- see the coherent relationship between the different component parts
- employ a range of tools to carry out an environment analysis and a needs analysis
- be familiar with principles of teaching and learning that underpin goals and objectives
- be familiar with the different types of language syllabus
- assess the appropriateness of teaching approaches, methods and techniques within a
- be familiar with a range of methods of assessment
- design a language course for a particular context
- evaluate the course in terms of its efficiency and effectiveness.
Academic and graduate skills
- Formulate arguments and contribute to discussion
- Develop academic writing skills
- Participate in individual and group work, presentations, and peer-teaching activities
- Demonstrate effective planning and time management
- Word-process, manage files, use-email, VLE and the Web
- Undertake empirical and literature research
Indicative assessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100 |
Special assessment rules
None
Additional assessment information
The summative assessment for this module is a 3,500 word essay.
Indicative reassessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100 |
Module feedback
Students will receive written feedback on their summative assessments. The feedback is returned to students in line with university policy. Please check the Guide to Assessment, Standards, Marking and Feedback for more information.
Indicative reading
Nation, I.S.P and Macalister, J (2010). Language Curriculum Design. London: Routledge
Macalister, J and Nation, I.S.P (2011). Case Studies in Language Curriculum Design: Routledge
Brown, J. D. (1995). The elements of language curriculum. Boston, MA: Heinle & Heinle.
Graves, K (2000). Designing language courses: A guide for teachers. Boston, MA: Newbury House.
Graves, K. (1996). Teachers as course developers. Cambridge, Cambridge University Press.
Long, M. (2005). Second language needs analysis. Clevedon, UK: Multilingual Matters