Sarah Khan
MA TESOL
Designing Courses and Assessment (DCA)
Session 1: Introduction to DCA - Environment Analysis
Introductions
Please tell us the name you would like us to use when we address you.
Talk to the people on your table about:
- your context - You can use the most recent place where you have taught (before your Teaching Practice at NTU), or where you last studied.
- your experience with course design
- your experience with assessing students’ learning
Aims of this session
By the end of this session, you will have…
- considered the learning outcomes associated with this module.
- considered the module content and schedule.
- been introduced to the assignment for this module.
- received the assessment criteria associated with this assignment.
- discussed various definitions of key concepts.
- discussed the different aspects of a learning context.
- identified the factors in the wider socio-cultural environment that affect course design.
- discussed the importance of various constraints in course design.
Module Aims
What do you expect to do in this module (Designing Courses and Assessment)?
In this module you will develop awareness of the principles of syllabus and course design. You will apply your knowledge and understanding to design an English language course for a group of learners and outline strategies for evaluating the effectiveness of your course. You will also develop a relevant assessment plan and a suite of assessment tools for the course you design. You will be expected to ensure that assessment practices are valid, reliable, and practical.
Module Learning Outcomes
In groups, discuss one learning outcome given to you. Explain to the class what you think it includes.MA TESOL: Designing Courses and Assessment (DCA) - Session 1 Overview Course Materials for MA TESOL: Session 1 Introduction to DCA Designing Courses and Assessment (DCA) - Session 1: Introduction and Environment Analysis MA TESOL DCA Course - Session 1 Materials and Activities Session 1: Introduction to Designing Courses and Assessment (MA TESOL)
Module Learning Outcomes
- Demonstrate systematic knowledge of context analyses and apply this knowledge to a principled analysis of a specific context.
- Critically analyse principles in syllabus and course design to create a context specific English language course and develop relevant strategies for conducting an impactful needs analysis.
- Systematically analyse and modify ELT materials for critical issues such as the native speaker fallacy and linguistic imperialism.
- Demonstrate critical understanding of teaching and learning in developing innovative courses with cutting edge technology that can be used for language provisions in real contexts.
- Demonstrate a critical understanding of formative and summative language assessment to support language learning and whole person development.
- Creatively apply knowledge of teaching and learning to develop an effective course plan for a specific context.
- Demonstrate a critical understanding of teaching and learning by providing scaffolded learning opportunities to promote learner autonomy and collaboration.
- Demonstrate effective written and spoken communication and academic literacies.
Module relevance to MA TESOL
After you finish this course, how will you use the knowledge you gain on this module?
Module assessment
https://now.ntu.ac.uk/d2l/le/content/959079/Home?itemIdentifier=TOC
Jigsaw reading task:
- In groups, read the assessment brief.
- Divide the reading amongst yourselves.
- Read and summarize the information for the rest of the group.
There will be a quiz after your discussion.
Assessment brief quiz
Please work in groups to discuss your answers and complete a quiz. You will have 20 seconds to read the question, discuss and enter your response. You will need a smartphone or laptop and be connected to the wifi to complete the quiz. Choose a name for your group.
Ready?
Marking criteria for DCA assignment
https://now.ntu.ac.uk/d2l/le/content/959079/viewContent/12352040/View
- Knowledge and understanding of key concepts and principles
- Development of a language course, assessment plan, and sample instruments
- Use of secondary literature to underpin the development of the course and assessment(s)
- Communication of ideas
- Structure and presentation
Key Concepts
Curriculum & Syllabus: What’s the difference?
Complete the following statements and share your definitions:
Curriculum is …
A syllabus is …
What are the differences?
Curriculum is broader- applies to the philosophy, purposes, design at the programme level (covers courses, units and lessons). Includes planning, enacting & evaluating (methodology and materials used, assessment).
Syllabus = describes what will be taught in a course (process of planning).
Theoretical meaning of syllabus = specific way to conceptualise what language is, how are languages learned → materials selection- Approach to learning languages
Practical meaning of syllabus = actual plan for a course
Curriculum = syllabus design, methodology, assessment, resources, etc.
Curriculum design
Nunan (1988):
“It is important that, in the planning, implementation, and evaluation of a given curriculum, all elements [design, implementation, assessment, etc.] are integrated, so that decisions made at one level are not in conflict with those made at another. For instance, in courses based on principles of communicative language teaching, it is important that these principles are reflected, not only in curriculum documents and syllabus plans, but also in classroom activities, patterns of classroom interaction, and in tests of communicative performance.”
Imagine you are about to begin designing a curriculum at your institution. Where would you start? Why?
The Learning Context
Take 30 seconds to think about what this picture shows. What does this picture mean to you?
CONTEXT (n)
CONTEXTUALIZE (v)
Environment Analysis
Chapter 2: Nation & Macalister (2009)
Environment Analysis (Tessmer, 1990); Situation Analysis (Richards, 2001); Constraint Analysis
“Environment analysis (Tessmer, 1990) involves looking at the factors that will have a strong effect on decisions about the goals of the course, what to include in the course, and how to teach and assess it.”
Nation & Macalister (2009)
What are some factors in the learners and teachers’ environment/context that can influence curriculum design?
Think like a course designer. When designing a course, why is it important for you to consider the factors in environment design?
To ‘problematize’: Consider the effects of a factor on the course. If that particular factor is excluded from the course design, would the course still be useful?
Environment Analysis
Nation & Macalister (2009)
Factors in the wider situation:
- Learners
- Age
- Gender
- Language proficiency
- Learning difficulties
- SEBD (Social, Emotional, and Behavioural Difficulties)
- Need for learning in English
- Education
- Immigration
- New refugees
- Summer camp in a foreign country
- Teachers
- Teachers’ education, training, and qualification
- Teaching experience
- Teachers’ beliefs
- Teaching styles
- Motivation to teach
- Teachers’ job satisfaction
- Teacher’s role in the school
- Other stakeholders in learning
- Family
- Guardians
- Local agencies
Context Analysis, Graves, 2000
Different settings:
- EFL (English as a Foreign Language)
- ESL (English as a Second Language)
- ESP (English for Specific Purposes)
- EAP (English for Academic Purposes)
- EGAP (English for General Academic Purposes)
- ESAP (English for Specific Academic Purposes)
“Course Design, like teaching, like architecture, is a grounded process. ….when you design a course, you design it for a specific group of people, in a specific setting, for a specific amount of time; in short, for a specific context.”
Graves (2000)
Defining your context = pre-course needs assessment
Environment Analysis
Environment Analysis: Factors in the wider situation
Think about your context:
- Is there a historical background behind the use of English in your context?
- How do the learners and the teachers perceive English?
- What (if any) opportunities are available to people to use English outside the classroom?
- What (if any) benefits are there for the learners to learn English?
World Englishes
Kachru’s circles of English (1985)
Context in ELT
- Native speakers: Cook, 1999: “people who use the language they were born and raised with.”
- World Englishes (Kachru, 1985)
- Indian English
- Chinese English
- West African English
- Singapore English
- English as a Second Language (ESL)
- English as a Foreign Language (EFL)
- English as an International Language (EIL), McKay (2002)
- English as Lingua Franca (ELF), McKay (2002), Jenkins (2000), Seidllhofer (2004)
- Linguistic Imperialism (Phillipson, 1992)
- Native speaker fallacy (Canagarajah, 1999)
English as an International Language
Language Attitudes--Whose English?
Labels---Native vs Non-native teachers
Barriers to change
McKay (2002): teachers should be taught “to think globally but act locally when teaching English as an international language.” “…decisions regarding teaching goals and approaches be given to local educators.”
Socio-cultural context
- National culture/ sub-culture
- Language in society
- Role of the first language (L1)
- Role of English in the country/society
- Language policy & goals
- Societal set up
- Gender segregation
- Role of the teachers
- Role of other stakeholders and significant others
- Attitudes towards target language & teachers
Cultural context in ELT
What may seem to be a norm to you might be difficult to understand for a teacher from a different context.
Indicate one (or more) aspects in your context that could be a problem for a foreign teacher.
Mode of delivery
- Face to face teaching and learning (Location, Description, etc.)
- Online learning (Full time/Part time)
- Blended Synchronous Learning (see Warnecke & Lomine, 2011)
- Hybrid/Flexible learning
- MOOC (Massive Open Online Courses)
Analyzing and understanding the learning context
(Adapted from Holiday, 1994)
The Learning Context
- Individuals
- Classroom culture
- Local culture
- National culture
- Personal differences
- Group dynamics
- Regional differences
- Political context
- Learning style
- Group motivation
- Status of teacher and students in community
- Religious context
- Learning strategies
- Classroom environment
- Attitude and behaviour of parents
- Social context
- Personal motivation
- School environment
- Local environment
- National environment
The importance of context
Please read on environment analysis, reflect on the discussion in class, and apply your understanding of environment analysis, to answer the following questions:
- What context are you interested in for project? Why?
- What is the role of English in your chosen context?
- What kind of English language course are you going to work with? Why?
- What are some important constraints (about the learners, teachers, the situation) for your course?
- What will be your suggestions/decisions about dealing with these constraints?
You may refer to Table 2.1 in pp. 16-17, Nation & Macalister, 2009.
Post session task
Prepare for seminar discussion:
- Work in groups.
- You will be given a case study on language curriculum design to read and discuss with your group members before class.
- You must prepare a summary to share with the class. Talk about important aspects of course design in the case study you have read. Give your personal response to the case study. What are your thoughts about course design after reading and discussing the study.
- You must be prepared to answer questions from the class in session 3.
Source: Nation, I. S. P. & Macalister, J. (2011). Case Studies in Language Curriculum Design: Concepts and Approaches in Action Around the World. Routledge
Your teacher will tell you via TEAMS and NOW Learning Room about your group and which chapter you should read and discuss.
Pre-session task for Week 3: Curriculum design case studies; Syllabus types
Further Reading
- Celce-Murcia, M., Brinton, D., Snow, M. A. (2014). Teaching English in the Context of World Englishes. Teaching English as a Second or Foreign Language (4th Edition). Heinle CENGAGE Learning
- Graves, K. (1996). Teachers as Course Developers. Cambridge University Press
- Graves, K. (2000). Defining the context. Designing Language Courses. A guide for teachers. Heinle CENGAGE Learning
- Kostka, I & Bunning, L. (2018). Curriculum Design in English Language Teaching. TESOL press.
- McKay, S. L. (2002). Teaching English as an International Language. Oxford: Oxford University Press
- Nation, I. S. P., & Macalister, J. (2009). Environment Analysis. Language Curriculum Design. Routledge
- Nation, I. S. P. & Macalister, J. (2011). Case Studies in Language Curriculum Design: Concepts and Approaches in Action Around the World. Routledge
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