The Teaching of English as a Foreign/International Language – THEMATIC UNITS

AGG11: Introduction to the m.e.d. teaching oracy skills

Unit Code:AGG11
ECTS Credits: 15
Type: Compulsory
Semester where it is available:First (1st)
Language of instruction:English

Module Outline

General description: The module introduces students to the M.Ed. and to essential concepts and concerns in teaching English as a second, foreign and international language. It also engages them in the teaching of the listening and speaking skills, with reference to specific criteria and practical considerations that refer to their own teaching context.

Subjects covered:

• An introduction to basic concepts in teaching English as a second/foreign/international language.
• The teaching of listening and speaking skills in the context of teaching English as a second/foreign/international language – theory and practice.

Learning Outcomes: Upon completion of this module, students will be expected to be able to:

• develop a practical knowledge of the basic elements of foreign language teaching, with an emphasis on English as a second, foreign and international language
• be able to recognize the processes involved in the production and understanding of spoken language
• be aware of the evolving methodological approaches in the teaching of the oracy
• have understood the concept of the communicative approach in the teaching of listening and speaking in the context of teaching English as a second, foreign and international language
• design, implement and evaluate original lessons that incorporate communicative language teaching and listening comprehension with appropriate theoretical support
• adapt and evaluate language learning materials for the teaching of listening and speaking based on the level and learning needs of their learners
• have developed the ability to reflect on their own teaching practices
• have a preliminary awareness of the different functions of teaching, learning, evaluating and examining a foreign language
• understand, through the study of the relevant research literature and the preparation of their written assignments, the basic principles of academic research and study, as well as of academic writing.

Evaluation: Completion of written assignments during the academic semester and final written assignment.

Prerequisites: There are no prerequisites for this module.

AGG12: Teaching literacy skills

Code: AGG12
ECTS Credits: 15
Type: Compulsory
Semester where it is available:First (1st)
Language of instruction:English

Module Outline

General description: The module engages students in the teaching of the reading and writing skills, with reference to specific criteria and practical considerations that refer to their own teaching context.

Subjects covered:

• The teaching of reading and writing skills in the context of teaching English as a second/foreign/international language – theory and practice.

Learning Outcomes: Upon completion of this module, students will be expected to be able to:

• be able to recognize the processes involved in producing and understanding written language
• be aware of the evolving methodological approaches in the production of the written discourse.
• have understood the concept of a communicative approach in the teaching of writing as part of the teaching of English as a second, foreign and international language
• design, implement and evaluate original lessons that incorporate the communicative teaching of production and perception of written discourse with appropriate theoretical support
• adapt and evaluate teaching material for the teaching of the production and perception of written discourse based on the level and learning needs of their learners
• have developed the ability to reflect on their own teaching practices and instructional methodology in general
• have a preliminary awareness of the different functions of teaching, learning, evaluating and examining a foreign language
• understand, through the study of the relevant research literature and the preparation of their written assignments, the basic principles of academic research and study, as well as of academic writing.

Evaluation: Completion of written assignments during the academic semester and final written assignment.

Prerequisites: There are no prerequisites for this module.

AGG21: Course development

Code: AGG21
ECTS Credits: 15
Type: Compulsory
Semester where it is available:Second (2nd)
Language of instruction: English

Module Outline

General description: The module aims at an in-depth understanding of the principles governing the design, implementation and evaluation of appropriate language learning courses and materials in the domain of teaching English as a second, foreign and international language.

Subjects covered:

• Design, implementation and evaluation of curricula. Historical background and definition of concepts.
• Integration of theory to classroom practice. Curriculum analysis, needs analysis, language learning materials evaluation, development and evaluation of syllabus and materials on the basis of the established curriculum and learners’ needs.

Learning Outcomes: Upon completion of this module, students will be expected to be able to:

• describe existing curricula, syllabi, courses and identify their main features and underlying principles and develop criteria for evaluating them;
• design/adapt/revise courses for various teaching contexts on the basis of learners’ needs and features of their teaching context;
• demonstrate a working awareness of the evolution of the second/foreign/international language curriculum and course design and of the factors that influence them;
• identifyacomprehensive communicative curriculum/syllabus;
• appreciate and evaluate the importance of the educational context and other factors in managing curriculum change;
• demonstrate a working awareness of the importance of evaluation for curriculum development and the introduction of curricular innovation;
• discuss the development of skills for the evaluation of curricula and language learning materials;
• portray an understanding of the role of the teacher in the curriculum/course design process;
• identify the need for the development of a critical stance towards existing pre-set curricula and attempts for innovation;
• comprehend, through their further engagement with the research literature and the preparation and write-up of their written academic assignments, the principles and aims of academic research, study, and writing.

Evaluation: Completion of written assignments during the academic semester and final written assignment.

Prerequisites: There are no prerequisites for this module.

AGG22:  Language assessment

Code: AGG22
ECTS Credits: 15
Type: Elective
Semester where it is available: Second (2nd) and third (3rd) in Route A’
Semester where it is available: Second (2nd), Third (3rd) & Fourth (4th) in Route B’
Language of instruction: English

Module Outline

General description:The module focuses on raising English language teachers’ awareness of the principles of foreign language assessment and testing, with reference to different methods and techniques. It aims at developing teachers’ skills in the design, implementation and evaluation of appropriate tools and applications to cater for the needs of their teaching context.

Subjects covered:

• Principles and target-setting in assessing and testing English.
• Typology and language assessment and testing methods: initial assessment/testing, formative assessment/testing and achievement assessment/testing.
• Test design characteristics in the assessment and testing of comprehension of spoken and written discourse: validity, reliability, objectivity.
• Alternative assessment principles and techniques (original type assessment, continuous assessment): construction of alternative assessment tools for oral and written comprehension and production (portfolio, observation, diaries, project, descriptive assessment scales).
• Correlation of evaluation tests with the principles of the Common European Framework of Reference for Languages (CEFR).

Learning Outcomes: Upon completion of this module, students will be expected to be able to:

• describe and define the fundamental principles and practicalities involved in the area of language testing and assessment;
• distinguish between formal and informal testing as well as compare and analyse two major functions of evaluation: formative and summative assessment;
• interpret the evolution of language testing from the 1960s onwards;
• identify and categorise the various language test types and compare their functions;
• define and apply the various principles of language testing;
• identify and estimate some of the characteristics of ‘good’ language tests and relate these to the different types of language tests;
• develop, apply and reflect on appropriate language tests for their own curricular situation and learners;
• define and discuss on principles and processes of alternative assessment, as well as compare alternative assessment with testing (portfolio, observation, diaries, project, πορτφόλιο, παρατήρηση, ημερολόγιο, project, descriptive assessment scales).
• Correlation of evaluation tests with the principles of the Common European Framework of Reference for Languages (CEFR)

Evaluation: Completion of written assignments during the academic semester and final written assignment.

Prerequisites: There are no prerequisites for this module.

AGG31: New technologies in teaching

Code: AGG31
ECTS Credits: 15
Type: Elective
Semester where it is available: Second (2nd) and third (3rd) in Route A’
Semester where it is available: Second (2nd), Third (3rd) & Fourth (4th) in Route B’
Language of instruction: English

Module Outline

General description: The module focuses on an in-depth but also practical understanding of the different ways in which information and communication technologies (ICT) can be integrated in the teaching and learning of English as a second, foreign and international language.

Subjects covered:

• Development of skills for the use of modern ICT applications as tools in learning English.
• Synthetic application of established knowledge, software evaluation and development of multimedia and audiovisual materials, integration of ICT in lesson planning, and development of learners’ and teachers’ horizontal skills (creativity, critical thinking) and critical reflective skills.
• Combination of ICTs with modern pedagogical approaches and language teaching/learning theories.

Learning Outcomes: Upon completion of this module, students will be expected to be able to:

• demonstrate a working understanding of the ways in which ICT (information and communication technologies) is used to enhance foreign language learning;
• describe the various phases of the evolution of educational technology in the teaching and learning of foreign languages,
• identify ways of overcoming obstacles in the use of ICT,
• identify ways to use resources such as video, self-access online materials, web resources and digital media tools to develop skills in the teaching of English as a second, foreign and international language,
• evaluate software and learning activities that are implemented through ICT and promote language learning, lifelong learning, learners’ development of critical thinking, the learning strategies and cultivation of different forms of literacy,
• demonstrate a working understanding of the ways in which computers are used in the foreign language classroom and the different kinds of available software that can contribute to the teaching of a foreign language,
• demonstrate a working understanding of the ways in which the Internet can be used in foreign language classrooms
• combine social networking applications and software in the context of developing lesson plans and collaborative interdisciplinary projects that prompt critical thinking skills, cobtribute to the consolidation of new knowledge and enable the integration of taught materials in new contexts.

Evaluation: Completion of written assignments during the academic semester and final written assignment.

Prerequisites: There are no prerequisites for this module.

AGG32: Early foreign language education

Code: AGG32
ECTS Credits: 15
Type: Elective
Semester where it is available: Second (2nd) and third (3rd) in Route A’
Semester where it is available:Second (2nd), Third (3rd) & Fourth (4th) in Route B’
Language of instruction:English

Module Outline

General description: The module refers to issues in young learners’ teaching, learning and assessment, with reference to theories of learning and the acquisition of the first and second/foreign language

Subjects covered:

• Learning in the community and learning at school.
• English language learning and its role in primary education – theoretical approaches and good practices.
• Design, implementation and evaluation of curricula for teaching English to young learners.
• Alternative forms of assessment in the context of teaching English to young learners.
• Designing, selecting and evaluating teaching materials for teaching English to young learners using stories, songs, theatrical play, ICT, with an emphasis on differentiated teaching, intercultural understanding and the CLIL approach.

Learning Outcomes: Upon completion of this module, students will be expected to be able to:

• recognize the importance and idiosyncrasies of the different contexts in which the teaching of English to young learners takes place,
• recognize the most influential thinking and learning theories (mainly the theoretical work of Thorndike, Skinner, Piaget, Vygotsky, Bruner and Gardner), and demonstrate a working understanding of their impact on the teaching of English to young learners,
• critically relate the theory of First Language Acquisition and Second Language acquisition with their own teaching contexts,
• recognize the factors that facilitate young learners’ oral development and highlight the development of appropriate skills for specific teaching and learning contexts(TPR, MultipleIntelligences, CLIL, etc),
• portray a functional understanding of the development of literacy in the first language and recognize the fundamentals of reading and writing in a second/foreign language in relation to children’s learning,
• differentiate approaches among beginners and those who are at more advanced proficiency level and apply the principles of teaching reading and writing skills in the development of appropriate activities,
• identify issues relating to assessing of young learners,
• use specific criteria to evaluate language learning materials designed for the teaching of English to young learners

Evaluation: Completion of written assignments during the academic semester and final written assignment.

Prerequisites: There are no prerequisites for this module.

AGG33: Teaching english for specific purposes

Code: AGG33
ECTS Credits: 15
Type: Elective
Semester where it is available: Second (2nd) and third (3rd) in Route A’
Semester where it is available: Second (2nd), Third (3rd) & Fourth (4th) in Route B’
Language of instruction: English

Module Outline

General description: The module’s mission is the in-depth analysis of the principles of teaching English for specific purposes (TESP), with reference to the history of ESP, the analysis of learners’ and learning needs, language analyses, the links between TESP and adult education, as well as insights in instructional methodology, curriculum design and assessment of language skills in different TESP contexts (such as, for example, teaching business English).

Subjects covered:

• Principles of adult education.
• Needs analysis.
• Design, development and evaluation of curricula in teaching English for specific purposes.
• Instructional methodology in teaching written and spoken English language skills for specific purposes.
• Testing and assessment in English for specific purposes contexts.
• Use, research and teaching of English in academic settings.
• The Dimension of English as an International Lingua Franca: Reflections and Opportunities
• Use, research and teaching of English in specialised workplaces.
• Theory and practice of discourse analysis – history and modern research and pedagogical approaches.

Learning Outcomes: Upon completion of this module, students will be expected to be able to:

• develop a working awareness of the principal issues involved in the teaching of ESP;
• identify different facets of the evolution of ESP both globally and in Greece;
• demonstrate knowledge of the processes and trends in English for Academic Purposes and Business English;
• describe the different types of needs analysis in ESP and perform needs analysis research;
• distinguish between the different types of discourse, register and genre analyses in ESP;
• identify issues in ESP course design, implementation and evaluation;
• demonstrate a critical understanding of current methodologies in teaching adults and the pedagogical roles of the adult/teacher trainer;
• identify assessment and testing trends in ESP.

Evaluation: Completion of written assignments during the academic semester and final written assignment.

Prerequisites: There are no prerequisites for this module.

AGG34: Teacher education for elt

Code: AGG34
ECTS Credits: 15
Type: Elective
Semester where it is available: Second (2nd) and third (3rd) in Route A’
Semester where it is available:Second (2nd), Third (3rd) & Fourth (4th) in Route B’
Language of instruction:English

Module Outline

General description:The Module aims at providing an in-depth understanding of issues related to the education and training of teachers of English as a second, foreign and international language, with special emphasis on methods and training practices, the design of appropriate training programs based on principles of adult education, as well as teacher observation models, supervision and evaluation.

Subjects covered:

• Characteristics of effective teachers/instructors/trainers and their relevance to the educational environment.
• Professional, personal and language development of English language teachers.
• Educational/training models with an emphasis on the critical-reflective model.
• The role of theory in teacher education.
• Training programme design based on adult education learning principles.
• Effective ways of organising presentations within training programmes.
• The content and process of training programmes.
• Teacher observation, supervision and evaluation.
• The education of teachers of English as an international lingua franca

Learning Outcomes: Upon completion of this module, students will be expected to be able to:

• Have an awareness of the importance of lifelong training in teaching, learning and instructional-pedagogical concerns,
• Appreciate the distinction between instructional methodology training and training aimed at teachers’ continuous professional development with a view to self-realization,
• Appreciate the importance of the “research approach” to pedagogical problems that arise in the classroom and respond to them as problems to be solved,
• Become informed on different training models,
• Appreciate the priority of learning,
• Actively engage in critical, reflective and reflexive processes,
• Develop and evaluate effective training programs.

Evaluation: Completion of written assignments during the academic semester and final written assignment.

Prerequisites: There are no prerequisites for this module.

AGG35: Intercultural approaches to elt

ECTS Credits: 15
Type: Elective
Semester where it is available: Second (2nd) and third (3rd) in Route A’
Semester where it is available: Second (2nd), Third (3rd) & Fourth (4th) in Route B’
Language of instruction: English

Module Outline

General description: The Module is aimed at in-depth presentation of the principles of intercultural approaches in communication, teaching, curriculum design and evaluation and assessment of English as a foreign and international language.

Subjects covered:

• Culture, interculturalities and the English language: theoretical and practical approaches.
• Intercultural communication: anthropological, psychological, sociological, linguistic and pedagogical approaches and practices.
• The English language and globalisation: interculturalism in learning English as a foreign/international language.
• Intercultural approaches in the design, implementation and evaluation of educational programs for English as a foreign/international language.
• Assessment and testing of the English language: the intercultural dimension.
• Intercultural communication with ICT support.

Learning Outcomes: Upon completion of this module, students will be expected to be able to:

• use key terminology (including: “culture”, “communication”, “intercultural communication”, and “cultural learning”) in order to position TESOL as an area of intercultural practice as well as a type of language education;
• demonstrate an understanding of the complicated character of the English language phenomenon in the world today with regard to its diverse varieties, its functions in different societies, and its role in social forces including colonialism and globalisation;
• demonstrate an understanding of English’s international lingua franca function and the characteristics of the intercultural communication that is conducted through it;
• reflect on the most effective and appropriate ways of teaching English to speakers of other languages in different contexts given its complicated character and diverse functions;
• use both a cultural dimensions approach and a small cultures approach to consider the TESOL practitioner’s on-going quest for methodological appropriateness;
• distinguish how the cultural content of the TEFL classroom might be most effectively and appropriately approached with a view to developing not just cultural understanding but also intercultural awareness and the skills of engaging with cultural texts and phenomena;
• demonstrate an understanding of the construction of the intercultural space as a site for developing intercultural and multicultural awareness among pupils and teachers in multicultural schools in Greece;
• demonstrate an understanding of the potential of newer technologies for developing intercultural awareness through English;

Evaluation: Completion of written assignments during the academic semester and final written assignment.

Prerequisites: There are no prerequisites for this module.

AGG36: Learning difficulties

Code:AGG36
ECTS Credits: 15
Type: Elective
Semester where it is available: Second (2nd) and third (3rd) in Route A’
Semester where it is available:Second (2nd), Third (3rd) & Fourth (4th) in Route B’
Language of instruction: English

Module Outline

General description: The module aims at introducing postgraduates to the problems that learners with Learning Difficulties (LD) face when they are being taught English as a second, foreign and international language and to empower their teaching of the reading (decoding, fluency and comprehension) and writing skills (spelling and written expression) according to the currently effective teaching practices.

Subjects covered:

• An introduction to basic characteristics of the LD students’ competency in reading and writing in English as a second/foreign/international language.
• The teaching of reading and writing skills in the context of teaching English as a second/foreign/international language.

Learning Outcomes: Upon completion of this module, postgraduates will be expected to:

• identify and assess LD students’ difficulties in reading, specifically in decoding, fluency, and comprehension.
• identify and evaluate LD students’ difficulties in writing, specifically in spelling and written expression.
• gain an understanding on the content of effective interventions and their implementation in order to enhance the reading skill in English as a second/foreign/international language.
• demonstrate a working awareness of the content of effective interventions and their implementation in order to enhance writing in English as a second/foreign/international language.
• design and administer tasks that assess reading and writing.
• design and implement original lessons in order to enhance students’ reading and writing skills.
• integrate effective instructional approaches to the lesson.
• adapt and evaluate the teaching material based on students’ needs.

Evaluation: Completion of written assignments during the academic semester and final written assignment.

Prerequisites: There are no prerequisites for this module.

AGG41: Reserch methodology

Code: AGG41
ECTS Credits: 15
Type:  Elective
Semester where it is available:third (3rd ) in Route A’ 
Semester where it is available: Second (2nd), Third (3rd) & Fourth (4th) in Route B’
Language of instruction:English

Module Outline

General description: The module aims at introducing postgraduates to different qualitative and quantitative educational research types, methods and processes and to help them design, implement, analyse and present a research programme and its findings that would be relevant for their academic purposes and needs.

Subjects covered:

• Research types and processes.
• Quantitative and qualitative research methods.
• Planning and conducting research.
• Analysis and presentation of research findings and data.

Learning Outcomes: Upon completion of this module, students will be expected to be able to:

• identify different types and processes of educational action research.
• demonstrate a working awareness of different quantitative and qualitative research methods.
• design educational action research plans that are relevant to their purposes and needs.
• administer educational action research.
• Analyse the research findings using the appropriate and relevant tools.
• present their research findings in ways that are appropriate to their academic context.

Evaluation: Completion of written assignments during the academic semester and final written assignment.

Prerequisites: There are no prerequisites for this module.

AGGDN: Postgraduate written dissertation

Code:AGGDN
ECTS: 30
Type: Compulsory in Route A’
Semester where it is available: Fourth (4th) in Route A’
Language of instruction:English

Module Outline

General description: The M.Ed. in TEFIL dissertation is a written work of up to 15,000 words that focuses on a particular research issue or concern in the area of English language teaching.

Learning Outcomes:

Upon completion of this module, students will be expected to be able to:

• identify different types and processes of educational action research
• demonstrate a working awareness of different quantitative and qualitative research methods
• design educational action research plans that are relevant to their purposes and needs
• administer educational action research
• analyse the research findings using the appropriate and relevant tools present their research findings in ways that are appropriate to their academic context.
• present their research findings in ways that are appropriate to their academic context.

Prerequisites: The presentation of the Dissertation takes place after the successful completion of the program’s Modules.