Language Centre

Module Handbook:

LANG1013- Introduction to teaching English as a foreign Language

(Teaching Skills)

Foreword.

1. Module Outline

2. Module Specification (description)

3. Grading criteria

4. EFL Attendance Policy

5. Submissions and Class Test Arrangements

6. Moderation

7. Module Feedback

Foreword Well done in choosing the TEFL module, as part of your credit-rated modules for this year, and

welcome to Worcester Language Centre.

The Introduction to TEFL (Teaching Skills) module is an introductory module for candidates who

have little or no previous English language teaching experience. It may also be suitable for

candidates with some experience but little previous training. The module is strongly recommended

for the CELTA course (LANG 2011) at L5, but there is no obligation to continue beyond this initial

module. Completion of this module will provide a very good foundation to be considered for LANG

2011: Introduction to teaching English as a foreign language (CELTA). However there is no

automatic progression implied, as a separate selection process laid down by Cambridge ESOL

Examinations must also be undertaken, to secure a place on LANG 2011. (See below).

This handbook contains all the information you require in order to do well in the module you have

chosen.

Your module tutor(s) are your first point of reference, and you should always raise concerns, ask

for further clarification and keep your tutors informed of any problems you encounter, whether

academically, in terms of attendance, scheduling work, or any other difficulties you are having.

Additionally, the Centre has an administrator, Heather Brinkworth, h.brinkworth@worc.ac.uk, to

whom you should address any administrative enquiries. Her office is in Jenny Lind JL G004. You

can also feel free to contact me if you feel that a problem can’t be resolved by your tutor. My office

is Jenny Lind JL G005 and my email is: j.hankinson@worc.ac.uk.

I hope you will enjoy your TEFL module, and that it will give you both pleasure and additional skills

relevant to your working life.

Good luck with your studies.

John Hankinson,

Director of the Language Centre.

1.

LANG1013 Introduction to teaching English as a foreign Language

(Teaching Skills)

Module Outline

This module will focus on three key areas:

1) Teaching awareness: introduction to current materials and methods used in second

language teaching.

2) Language awareness: To raise general awareness of the basic concepts and terminology

used in ELT to discuss language form and use. To identify grammar, lexis and phonology

systems to enable candidates to complete the centre’s pre-course task.

3) Collaborative and communicative tasks: to develop communication skills and team building

skills as required by Cambridge Language Assessment

The module develops students’ teaching and learning skills concerned with the main characteristics of a

TEFL environment e.g. lexical, grammatical and phonological. Throughout this module this

understanding of basic approaches and methods in language teaching will be closely linked to the

pedagogical implications in a TEFL setting. The focus is on students being able to understand and then

select appropriate techniques to raise language awareness with non-native learners of English.

Learning Outcomes

On successful completion of the module, students should be able to:

1. Define and analyse key theoretical and pedagogical concepts in TEFL methodology; 2. Compare a range of EFL learners and learning settings, demonstrating awareness of the

global context of TEFL; 3. Identify and discuss the application of practical TEFL skills, including classroom

management and evaluation of teaching resources. 4. Demonstrate accurate, coherent and fluent use of English in own language production

(written and spoken).

Mode of Module Delivery

Seminars and practical workshops over 12 weeks.

Learning and Teaching Activities

A wide variety of learner-centred task-based activities will be employed to enable the active

assimilation of TEFL teaching methodology. Students will be expected to be active participants in

pair, group and whole class communicative activities. Throughout the module students will be

required to examine and reflect upon the pedagogical theories underlying the above modes of

delivery.

Various modes of directed but largely independent individual and group study will be used,

including the use of e-learning/VLE and online multimedia content.

Use of Learning Technologies

E-learning, including use of online multimedia content, will be used to support the workshops and

seminar delivery of course content. VLE/Blackboard will be used for students to view Lesson notes

and assignments, and do personal study into the background of the subject.

Attendance Requirement

In order for students to make good progress throughout the module, they are expected to attend all

timetabled sessions. It is the policy of the Language Centre that attendance at all sessions is

mandatory and that attendance will be monitored. Attendance at each seminar/workshop session

is mandatory as active participation, observation and reflection form an integral aspect of this

module and the assessments. In addition, work done during some sessions will form part of the

coursework assessment.

If you cannot attend a class for unavoidable reasons, you are expected to email the module tutor

with an explanation within 6 days in order to gain authorisation. Students who accrue more than 2

unauthorised absences may not be able to pass the module.

Assessment Details

Summative

Assessment

Items

Indicative

Word Limit

or equivalent

(e.g. time)

Weighting Learning

Outcomes

Assessed

Anonymous

Marking

Reflective

journal

750 – 100 words 50% 1-4 No

1 coursework

task

750 – 100 words 50% 1-4 No

Reflective Journal & Report: Ongoing bi-weekly reflective journal to reflect on the teaching approaches and strategies

established via lectures and workshops. Summative report of this process: 750 – 1000 words.

Lesson planning: Plan a 60-minute lesson appropriate to the level of the text provided: 750 –

1000 word rationale.

Outcomes: demonstrate an ability to stage a lesson following appropriate EFL methodology,

adapting and creating relevant materials, and meeting the needs and learning styles of second

language learners.

Plagiarism

Plagiarism is sometimes referred to as ‘academic dishonesty.’ It means taking someone else’s

work – whether that of a published author, an Internet site contributor, or a fellow student – and

passing it off as your own.

Since a fundamental purpose of a degree course is to develop your ability to think and argue for

yourself while organising and presenting research/secondary reading, plagiarism is a very serious

offence – but the plagiariser is likely to be the chief victim.

Remember, each piece of coursework is accompanied by a tracking sheet, on which you will have

ticked a box to affirm that the work is your own and all sources have been fully acknowledged.

Plagiarism may arise through careless note-taking. Make sure that you keep a clear record of the

source of any notes, photocopies or down-loaded material. Make sure that your notes distinguish

between verbatim material and your own summaries of the point or argument – but remember,

whichever you use, you must still acknowledge the source

It is all too easy to copy and paste material from the Internet into an assignment – but it is also very

easy to track down that material using an ordinary search engine like Google or the more

specialised ones now available to UW staff. Remember, Internet sources must be acknowledged in

the same way as print material (see the appropriate section in your Subject Handbook).

Key Text

Essential Reading

Recommended Reading

Scrivener, J. 2011 Learning Teaching (3rd edition) Macmillan

Harmer, J. 2016 The Practice of English

Language Teaching (4th edition)

Longman

Candlin, C.

& Mercer, N.

(eds.)

2001 English language Teaching in its

Social Context

Routledge

Carter, R. &

Nunan, D.

(eds.)

2001 The Cambridge Guide to

Teaching English to Speakers of

Other Languages

Cambridge

Websites

BBC Learning English http://www.bbc.co.uk/worldservice/learningenglish (21.02.2008)

Onestopenglish http://www.onestopenglish.com/ (21.02.2008)

www.usingenglish.com (20.01.09)

www.englishclub.com (21.01.09)

www.tefl.net (20.01.09)

Harmer, J. 2012 Essential Teacher Knowledge Longman

Parrot, M 2010 Grammar for English Language

Teachers

CUP

Rogerson-

Revell, P

2011 English Phonology and

Pronunciation Teaching

Continuum

Swan, M. 2005 Practical English Usage (4th

edition)

OUP

2:

MODULE SPECIFICATION

Module Code

and title* LANG1013- Introduction to teaching English as a foreign Language

(Teaching Skills)

Institute* WBS

Location of

teaching* University of Worcester

Subject* English Language Studies (Electives)

Module

Leader David Busby

Module Type* BA/BSc

Module Level

and Credits*

Level 4 – 15 credits

Mode of

delivery* Scheduled weekly sessions across 12 weeks, or equivalent; daytime delivery.

Module Status

in relation to

courses*

Not mandatory for any courses.

Recommended for: Lang 2011 (Access to CELTA)

Pre-

requisites* None

Co-requisites* None

Restrictions

and excluded

combinations*

None

Short Module

Descriptor No restrictions

Intended

Learning

Outcomes*

On successful completion of the module, students should be able to:

1. recognise the main features of English vocabulary and apply this lexical awareness in the TEFL context;

2. identify and explain key grammatical features of the English language in the context of TEFL;

3. examine the core phonological aspects of English and apply them in a TEFL setting;

4. Demonstrate accurate, coherent and fluent use of English in own language production (written and spoken).

Indicative Students will examine the role of TEFL in a global context. They will be

introduced to the historical development of a range of theoretical approaches to

Content TEFL. They will explore the different types of learner and learning situations,

including discussion of the terminology used to describe these e.g. EAP, ESP etc.

Students will explore the relationship between learners’ linguistic and cultural

backgrounds and the English learning process. The essential features of the

English language will be examined and students will be required to discuss

concepts such as meaning, form and function. Students will study practical

examples of the main features of English lexis, grammar, phonology as they

apply in a TEFL context. Through observation of qualified TEFL teachers and

participation in practical activities, students will recognise and evaluate key

aspects of TEFL methodology. Students will gain skills in observation and critical

reflection that can be applied in any learning situation.

Summative

Assessment*

Summative

Assessment

Items

Indicative

Word Limit

or

equivalent

(e.g. time)

Weighting Learning

Outcomes

Assessed

Anonymous

Marking

Reflective

journal

750 – 100

words

50% 1-4 No

1 coursework

task

750 – 100

words

50% 1-4 No

Sample

assignments

for summative

assessment

Reflective Journal & Report: Ongoing bi-weekly reflective journal to reflect on the teaching approaches and strategies

established via lectures and workshops. Summative report of this process: 750 – 1000 words.

Lesson planning: Plan a 60-minute lesson appropriate to the level of the text provided: 750 –

1000 word rationale. Outcomes: demonstrate an ability to stage a lesson following appropriate

EFL methodology, adapting and creating relevant materials, and meeting the needs and learning

styles of second language learners.

Formative

assessment

strategy and

examples of

formative

assessment

Formative assessment is provided through in-class activities, discussion and

feedback, and through regular review of the reflective journal submitted during

the course of the module.

Learning and

teaching

strategy

A wide variety of learner-centred task-based activities will be employed to enable

the active assimilation of TEFL teaching methodology. Students will be expected

to be active participants in pair, group and whole class communicative activities.

Throughout the module students will be required to examine and reflect upon the

pedagogical theories underlying the above modes of delivery.

Various modes of directed but largely independent individual and group study will

be used, including the use of e-learning/VLE and online multimedia content.

Learning and

Teaching

methods*

Activity type Number of weeks and hours/days Total

Class seminar 3 hours per week x 12 weeks 36

Independent

study

8 hours per week x 12 weeks

6 hours per week x 3 weeks

96

18

TOTAL 150

Attendance

Policy/

Requirement*

Attendance at each seminar/workshop session is mandatory as active

participation, observation and reflection form an integral aspect of this module

and the assessments. Students who accrue more than 2 unauthorised absences

may not be able to pass the module.

Date Module

Specification

Approved:

This is the date of the course approval or IQC approval (i.e. Date/Version 1.0)

Date and

Record of

Revisions:

Record any changes made to the module and the date these came into effect.

A version control table (see example below) may be used.

Resource list

information

(New for

2015/16)

The resource list for this module can be accessed at

https://worc.rl.talis.com/lists/62C178C1-EB9A-8F64-2694-

404AFCCBCC45.html

Set Text

Harmer, J. 2012 Essential Teacher Knowledge Longman

Essential

Reading

Parrot, M 2010 Grammar for English Language Teachers CUP

Rogerson-

Revell, P

2011 English Phonology and Pronunciation

Teaching

Continuum

Swan, M. 2005 Practical English Usage (4th edition) OUP

Further

Reading Scrivener, J. 2011 Learning Teaching (3rd edition) Macmillan

Harmer, J. 2016 The Practice of English Language

Teaching (4th edition)

Longman

Candlin, C. & 2001 English language Teaching in its Social Routledge

Websites:

BBC Learning English http://www.bbc.co.uk/worldservice/learningenglish/

(21.02.2008)

Onestopenglish http://www.onestopenglish.com/ (21.02.2008)

Mercer, N.

(eds.)

Context

Carter, R. &

Nunan, D.

(eds.)

2001 The Cambridge Guide to Teaching

English to Speakers of Other

Languages

Cambridge

Leech, G. &

Svartvik, J.

2010 A Communicative Grammar of English Longman

Crystal, David 2003 The Cambridge Encyclopaedia of the

English Language (2nd edition)

Cambridge

Hancock, D 2007 English Pronunciation in Use Cambridge

Penston 2005 A concise Grammar for English

Language Teachers

TP

Publications

Roach, P 2000 English Phonetics and Phonology: A

Practical Course

Cambridge

Tomlinson, B 2002 Discover English Heinemann

Ur, P. 1999 A Course in Language Teaching:

Practice and Theory

Longman

3.

Grading criteria of assessments for the LANG TEFL modules in the Language Centre

Tests are marked on a scale of 1-20, with corresponding grades A - E

Grade D- (8) and above are pass levels.

The marking criteria are based on the outcomes. Each piece of assessed work has specific

marking criteria as detailed below.

N.B: Sometimes, particular aspects of the work submitted, where very good or bad qualities are

displayed, may result in a grade being awarded which is disproportionate to the general statements

listed below.

Task 1: Reflective Journal – Weighting 50%

Your reflective journal should be written after each input session. This is your own personal ‘diary’

of the session for you to reflect on what you have discussed and practised. You will be asked to

email your journal on a regular basis. You may ask your tutor to read your journal for feedback and

advice at any time. Your tutor may ask to see your journal at any time.

Towards the end of the course you will be asked to submit your reflective journal along with a 750

– 1000 word summary (roughly two sides of A4) on the learning experience. The summary will be

assessed and the journal is used to support this assessment. The summary should be written as

an academic piece of work and must be word processed.

Please note that the journal and summary constitute 40% of your final mark.

LANG 1012 – Grading Criteria Grid for reflective journal Task

A+ A A- B+ B B- C+ C C- D+ D D- FAIL

Ability to identify and discuss the links between the theoretical principles of ELT and practical application.

Excellent ability to demonstrate critical thinking of acquired knowledge and concepts, and to apply them to a range of teaching contexts and from a range of perspectives of both learner and teacher.

Good ability to demonstrate an understanding of how knowledge and concepts can be applied to a range teaching contexts and from the perspectives of both learner and teacher.

Able to describe how knowledge and concepts can be applied to the teaching context and demonstrates an awareness of the perspectives of both learner and teacher.

Limited ability to describe how knowledge and concepts can be applied to the teaching context and a limited awareness of the perspectives of both learner and teacher.

Unable to identify and discuss the links between the theoretical principles of ELT and practical application.

Ability to demonstrate from background reading a developing familiarity with current thinking, methodology and practice of ELT.

Excellent ability to demonstrate a good understanding of current thinking, methodology and practice of ELT with reference to a selection of background reading.

Good ability to demonstrate a developing understanding of current thinking, methodology and practice of ELT. Some reference to a selection of background reading.

Demonstrates a developing awareness of current thinking, methodology and practice of ELT with reference to a limited selection of background reading.

Limited ability to demonstrate a developing awareness of current thinking, methodology and practice of ELT. Very limited reference to background reading.

Unable to demonstrate a developing familiarity with current thinking, methodology and practice of ELT. No reference to background reading.

Quality and relevance of reflection with evaluation and conclusions for future practice Ability to evidence personal learning and development

Excellent evaluation of the learning experience with very good reflection and suggestions for future teaching practice. Clear evidence of personal learning and development.

Very good evaluation of the learning experience with a good level of reflection and suggestions for own future teaching practice. Evidence of personal learning and development.

Able to describe the learning experience with a reasonable level of reflection and suggestions for own future teaching practice. Some evidence of personal learning and development.

Limited ability to describe the learning experience and very little evidence of reflection or suggestions for own future teaching practice. Very little evidence of personal learning and development.

Very poor quality and relevance of reflection. No evaluation or conclusions for future practice Unable to evidence personal learning and development

Organisation into a coherent piece of academic writing style, standard of written English and mechanical accuracy

Excellent organisation of report and journal entries. Excellent awareness of academic writing style. Standard of written English is high and accurate.

Very good organisation of report and good awareness of academic writing style. Standard of written English is generally very good with only minor errors.

Reasonably well organised report; though reflective journal could be improved. Awareness of academic writing style. Standard of written English is generally good though some errors.

Limited organisation and little evidence of academic writing style. Standard of written English is acceptable but there are issues with accuracy which cause some strain for the reader.

Poorly organised with poor academic writing style. Very low standard of written English and very poor mechanical accuracy

Task 2: Course task – Weighting 50%

Students plan a 60 minute lesson appropriate to the level of a class and text (selected by the tutor)

using the lesson planning forms provided; anticipate the difficulties they may face and show how

learners can be helped with language awareness. Students must make sure there is a production

task.

Plans are submitted along with a 750 – 1000 word rationale.

This assignment is to be handed in to your tutor and is not marked anonymously.

LANG 1011 – Grading Criteria Grid for Coursework Task

A+ A A- B+ B B- C+ C C- D+ D D- E (FAIL)

Quality,

organisation and

creativity of

lesson plan.

Excellent lesson

plan. Realistically

organised with

evidence of

appropriate

timing,

interaction and a

high degree of

creativity.

Very good lesson

plan. Well

organised with

some evidence of

appropriate timing

and interaction

though these could

be improved upon.

Some creative

ideas for practice.

Good lesson plan

which requires

better organisation

in places especially

regarding timing

and interaction.

Practice activities

could be more

creative.

Poor lesson plan.

Poorly organised

in places with

weakness in timing

and interaction.

Practice activities

are unrealistic and

need reviewing.

Very weak lesson

plan. Poorly

organised

throughout with

very little

evidence of

appropriate

timing and

interaction. Weak

practice activities.

Awareness of

learners’ needs

and anticipation

of learning

difficulties.

Excellent

awareness of

learner needs and

how to meet

those. Excellent

anticipation of

learning

difficulties and

highly effective

solutions to

learner

difficulties.

Good awareness of

learner needs with

some good ideas

on meeting those.

Some good

anticipation of

learning difficulties

and some effective

solutions to learner

difficulties.

Some awareness of

learner needs.

Some anticipation

of learning

difficulties though

solutions to these

may require

further

consideration.

Very little

awareness of

learner needs.

While some

anticipation of

learning difficulties

is evident

solutions to these

are very weak and

unrealistic.

No awareness of

learner needs.

Learning

difficulties are not

anticipated and

solutions to

problems not

proposed.

Rationale of

chosen

approaches to

the lesson plan

and addressing

the needs of

learners.

Excellent

rationale; logical

reasons, fully

explained for all

aspects of lesson

planning.

Excellent

awareness of how

learners’ needs

are to be met.

Very good

rationale; good

reasons given for

most aspects of

lesson planning.

An awareness of

how learner level

and needs are to

be met is

demonstrated.

Rationale good in

parts; some good

reasons given,

though some

aspects of planning

are not fully

considered. Some

awareness of how

learner level and

needs are to be

met though this

could be

developed further.

Weak rationale;

most reasons

given are not

logical, most

aspects of

planning are not

considered and do

not appear to have

been understood

in parts. Poor

awareness of

learner levels and

needs.

Very weak

rationale; reasons

given are

confusing. Lesson

planning does not

appear to have

been understood.

No evident

awareness of how

learner levels and

needs.

Organisation

into a coherent

piece of

academic writing

style, standard

of written

English and

mechanical

accuracy.

Excellent

organisation of

report and journal

entries. Excellent

awareness of

academic writing

style. Standard of

written English is

high and

accurate.

Very good

organisation of

report and good

awareness of

academic writing

style. Standard of

written English is

generally very good

with only minor

errors.

Reasonably well

organised report;.

Awareness of

academic writing

style. Standard of

written English is

generally good

though some

errors.

Limited

organisation and

little evidence of

academic writing

style. Standard of

written English is

acceptable but

there issues with

accuracy which

cause some strain

for the reader.

Poorly organised

with poor

academic writing

style. Very low

standard of

written English

and very poor

mechanical

accuracy

4.

Attendance policy for TEFL modules.

In order for you and the other students to make good progress throughout the module, you are expected to attend all timetabled sessions.

In most sessions you will be expected to work in pairs and groups. If you miss a week, then not only you but other students will find it difficult to make the required progress.

If have more than two (2) unauthorised absences during the semester, your grade for the module can be recorded as non-attendance (NA). Non-attendance must be reported by you to your tutor by e mail within six days of any missed session, if there is just cause for your being absent. The tutor will then consider the reasons for absence and inform you in writing whether your reasons are acceptable. You may be required to produce documentary evidence to support your reasons for absence, which may include a doctor’s certificate.

5.

Submission of Assessment Items and class test arrangements

Submission dates are indicated in each module calendar published at the start of each semester on Blackboard. They must be adhered to since degree level work involves learning how to organise your own work satisfactorily.

All course work due in during normal teaching weeks must be handed to the Module Leader by the allotted time and date of the deadline. If the Module Leader is not available at the deadline for submission, and work is delivered to the LC administrator in BB71 instead, the student must obtain a receipt as proof of submission.

Assessment items for these weeks will not be accepted by post unless, in exceptional circumstances only, this is agreed by the Module Leader in advance. The item of coursework will then be date stamped and distributed to the named tutor. You must keep a copy of your work in the unlikely event of your original work being mislaid.

Electronic submission of coursework

It is the student’s responsibility to keep a digital backup of all work submitted. No work should be submitted if the storage device (e.g. CD, tape) submitted contains the only version. Loss of data will not be accepted as a valid reason for a non-submission of assignment.

If a storage device (e.g. CD, memory stick or DVD), or a file thereon, cannot be opened on a Digital Arts Centre computer, the work will be graded as a non-submission. This will score a fail grade. Please check all submissions on storage devices, to ensure that the examiners can open them.

Submission Deadlines and Late Work

If you submit work within 5 five days of the deadline date your work will be marked but will be capped to the minimum pass mark. Please note that you must submit work within 5 actual days of the deadline date NOT working days. Work handed in after the deadline date that is marked on a pass/fail basis, or reassessment will not be marked.

All work submitted later than 5 days will be graded ‘L2’ and will not be marked. You are expected to submit work. If you have mitigating circumstances preventing you from meeting the deadline you should submit a claim by the appropriate date. You will be expected to provide evidence to demonstrate mitigating circumstances for the period immediately leading up to the assessment and in addition demonstrate if the work is not submitted why it was not possible to submit the coursework within 14 days of the deadline.

If you submit the work within 14 days of the due date and successfully claim mitigating circumstances, your work will be marked as if on time.

Late assignments should, whenever possible, be handed in between 9.00 and 5.00 to the Language Centre Administrator, Heather Brinkworth in Room BB71. If you are handing assignment work in on a Saturday or Sunday you should hand your work into the Main Reception and ensure that your work is date stamped.

PLEASE NOTE: Non-submission of assessment items will result in failure of the module with no right of reassessment. This means that you will need to retake the module.

For further details on the University submission regulations see Undergraduate Regulatory Framework.

Mitigating Circumstances

These are defined as exceptional circumstances, outside of your control, that have affected your academic performance.

The following represent grounds for the submission of a claim: • Serious illness • Serious illness of partner, relative or friend • Bereavement • Excessive employment demands which were substantial and temporary (part-time students only)

Claims of exceptional mitigating circumstances should be submitted on the mitigating circumstances form before results are considered by the Board of Examiners and before the published deadline.

Information on how to submit a claim of mitigating circumstances can be found via your SOLE page in the “My Course Details” tab. Full procedures and regulations regarding mitigation can be found on the Registry Services website.

Cheating

Cheating is a serious offence and takes many forms including:- • Plagiarism – passing off the work of someone else as it if is your own.

• Collusion – working closely with someone else to produce an assignment that is meant

to be the work of an individual.

The Internet is frequently used to download material to use in assignments. The University deals severely with students who cheat and penalties extend to suspension and withdrawal for a second (or particularly serious first) offence. The University provides information on how to avoid plagiarism.

In order to avoid an allegation of cheating make sure that you follow guidance on conventions for referencing and for use of quotations. If you are in any doubt, check with your tutors who will be happy to advise you.

The University has set procedures for investigation of cases of alleged cheating. In the event that an allegation is made, you should familiarise yourself with these procedures.

6.

Moderation

WLC modules will be moderated in line with the University Assessment Policy’s guidelines, including the guidelines on sample sizes for internal and external moderation.

In line with University policy, for all TEFL modules there will be a Module Moderation Group which will ensure that, over time, work from each module and each tutor is examined to identify areas of good practice and areas needing attention. The comments of the Module Moderation Group should be considered (alongside comments from the External Examiner) by Course Team meetings, and reported in the Course’s Annual Evaluation Report and to the next meeting of the Subject’s Board of Examiners.

7.

Module Feedback:

During your Language Centre module, you will be invited to give feedback on your level of satisfaction with your study experience and the extent to which your learning needs are being met. The mechanisms used for this include the following:

• Module evaluation - At any point during the module you will have the opportunity to feedback to your module tutors. At the end of the module you will be asked to formally feedback your comments (usually via a questionnaire). This feedback is anonymous and is intended to give your tutors an insight into how to make improvements in the future to that module or their individual ‘teaching’ style.

• Through Module Representatives. Their role is to gather your opinions about your learning experience and the learning resources available to you and to feed these back to tutors, external examiners and assessors, if required. The module representatives are members of the Course Committee.

• Course (TEFL modules) Committees - The committee comprises the student representatives, module tutors and support staff from the University of Worcester. Meetings take place once per semester (usually in week 10). An agenda will be issued in advance so that representatives can canvass opinion. The record of the meeting will be kept and will feed into the annual monitoring process, so that your views are fed up through the University of Worcester to Academic Board. The module leader writes a module report for the course leader, which is available to future students on Blackboard.

• Tutors and course leaders - If you have specific issues relating to academic matters, you should raise these, in the first instance with the relevant tutor and/or course leader. John Hankinson j.hankinson@worc.ac.uk is course leader, for TEFL modules.

• Academic Tutor System - Your academic tutor is your main point of feedback for views on pastoral and personal development issues.

• Complaints - Full details of student complaints procedures can be found in the university academic regulations here: Students Complaints Procedures

• Academic Appeals - Full details of procedures to make an appeal can be found in the university academic regulations here: Student Academic Appeals Procedures.

Feeding back your views and opinions:

Appeals and Complaints

Sometimes things do go wrong. In most cases matters can be resolved quickly and informally at a local level. However, if you continue to be dissatisfied with the response then you should make an academic appeal or a complaint.

If you are appealing against an academic decision, you should follow the Student Academic Appeals Procedures. You will find details there of how to challenge a decision.

The Students Complaints Procedures are designed to complement the Appeals Procedures and will consider any other subject relating to the student experience.

8. Language Centre Staff

Name: Room Email Ext

John Hankinson Head of the Language Centre

JL G005

j.hankinson@worc.ac.uk 01905 855077

David Busby DoS Cambridge Assessment

JL G004

d.busby@worc.ac.uk 01905 542466

Penny Golightly EFL Co-ordinator

JL G004

p.golightly@worc.ac.uk 01905 542466

Jenny Lewin-Jones Senior Lecturer & course tutor

JL G004

j.lewin-jones@worc.ac.uk

01905 542466

Other Lecturers:

Kieron Dann JL G004

k.dann@worc.ac.uk 01905 855241

Jo King

JL G004

joanna.king@worc.ac.uk 01905 855241

Christina Wright JL G004

c.wright@worc.ac.uk 01905 855241

Academic Support staff:

Judy Barker Language Adviser

JL G004

j.barker@worc.ac.uk 01905 855492

Heather Brinkworth Administrator

JL G004

h.brinkworth@worc.ac.uk

01905 855241