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, [email protected], 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: [email protected].
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 [email protected] 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
[email protected] 01905 855077
David Busby DoS Cambridge Assessment
JL G004
[email protected] 01905 542466
Penny Golightly EFL Co-ordinator
JL G004
[email protected] 01905 542466
Jenny Lewin-Jones Senior Lecturer & course tutor
JL G004
01905 542466
Other Lecturers:
Kieron Dann JL G004
[email protected] 01905 855241
Jo King
JL G004
[email protected] 01905 855241
Christina Wright JL G004
[email protected] 01905 855241
Academic Support staff:
Judy Barker Language Adviser
JL G004
[email protected] 01905 855492
Heather Brinkworth Administrator
JL G004
01905 855241