Introductory description

This module explores areas of research into the learning of additional languages, particularly English, that are relevant to TESOL practice. It considers how additional language learning is influenced by contextual factors and learner characteristics as well as social-interactive processes in the classroom, features of multilingualism and aspects of the educational system itself. It focuses particularly on areas of learning that can be positively cultivated by teachers, and considers both formal language education (e.g., English as a foreign and/or second language) and other contexts for learning English (e.g., content and language integrated learning (CLIL), English-medium instruction (EMI) and through literature and drama).

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

This indicative module outline offers an overview of the typical topics that are covered each week; actual sessions may differ:

1. What is language learning? An insight to the module and key issues in the field.
2. How we vary as language learners, including both individual differences and environmental factors.
3. Language learning at different ages, exploring how age links to educational contexts in language learning.
4. Motivation, autonomy and how these relate to the social learning environment.
5. Understanding multilingualism and language learning, including translanguaging.
6. Input, interaction and output, particularly in formal language learning.
7. Classroom interaction, including between learners and with teacher.
8. Language learning in formal education systems.

Learning outcomes

By the end of the module, students should be able to:

• Demonstrate a comprehensive understanding of theory and evidence emerging from research in additional language learning that is relevant to TESOL practice
• Describe variations and complexity in learner characteristics and their influence on language learning
• Determine the influence of environmental factors in shaping learner experience of and access to additional language learning opportunities
• Identify and explain common social-interactive processes shaping additional language learning
• Critically evaluate TESOL classroom practices in light of research and theory in the field
• Develop principled approaches to addressing learner needs, learning opportunities and interests in the classroom
• Develop principled approaches to managing classroom interaction and scaffolding language learning effectively

Indicative reading list

Block, D. (2003). The social turn in second language acquisition. Georgetown University Press.
Dörnyei, Z., & Ushioda, E. (2021). Teaching and researching motivation (3rd ed.). Routledge.
Gregersen, T., & Mercer, S. (Eds.). (2022). The Routledge handbook of the psychology of language learning and teaching. Routledge.
Hall, G. (2016). The Routledge handbook of English language teaching. Routledge.
Johnson, K. (2017). An introduction to foreign language learning and teaching (3rd ed.). Longman.
Lantolf, J., & Poehner, M. E. (2014). Sociocultural theory and the pedagogical imperative in L2 education. Routledge.
Lightbown, P., & Spada, N. (2021). How languages are learned (5th ed.). Oxford University Press.
May, S. (2014). The multilingual turn: Implications for SLA, TESOL and bilingual education. Routledge.
Mercer, S., Ryan, S., & Williams, M. (Eds.). (2012). Psychology for language learning: Insights from research, theory and practice. Palgrave Macmillan.
Mitchell, R., Myles, F., & Marsden, E. (2019). Second language learning theories (4th ed.). Routledge.
Pennycook, A., & Makoni, S. (2020). Innovations and challenges in applied linguistics from the Global South. Routledge.
Pinter, A. (2017). Teaching young language learners (2nd ed.). Oxford University Press.
Williams, M., Mercer, S., & Ryan, S. (2015). Exploring psychology in language learning and teaching. Oxford University Press.

View reading list on Talis Aspire

Research element

Students are invited to focus on a specific topic of interest to them to explore for their assignment. In many cases, this can provide the basis for deeper research inquiry later in their dissertation.

International

This module has a specific international dimension as it is concerned with understanding and critically evaluating potential insights from language learning research to TESOL practice in different educational, linguistic and cultural contexts worldwide.

Subject specific skills

• Ability to describe and understand theory and evidence emerging from research in additional language learning relevant to TESOL practice
• Awareness of variations and complexity in learner characteristics and their influence on language learning
• Understanding of environmental factors in shaping learner experience of and access to additional language learning opportunities
• Ability to critically evaluate TESOL classroom practices in light of research and theory in the field
• Ability to address learner needs, learning opportunities and interests in the classroom
• Ability to manage classroom interaction and scaffolding language learning effectively

Transferable skills

• Ability to synthesize information from a range of sources
• Ability to analyse and interpret classroom data in light of relevant theories and concepts
• Critical reflection skills related to personal experience and professional practice and relate to relevant theory
• Ability to participate constructively in collaborative tasks and group discussions
• Ability to structure and communicate ideas effectively in writing
• Ability to plan and manage time and workload to meet deadlines