1. Other Questions for Jason
1.1. You mentioned a systematic literature review'. How can I go about this? Is it a case of spade work and seeking out the literature, or would you recommend some form of template/table or excel to do this?
1.1.1. this will become more important in the dissertation. looking for literature in systamtic way. looking at bibliographies in books
1.2. Jason, we touched on the lack of published material that deals with an area of importance: embeding environmental awareness into second language learning of English. I am convinced it's going to become more important. I am highly motivated to be at the forefront of this if I can. Would you agree that as long as I am relating to more genral publications on language aquisition and materials development, I can specialise in this area and even create a valuable resource in this area.?
1.2.1. there is a history. critical pedagogy
1.2.2. history of ecoliteracy
1.2.3. 4 to 5 relevant references at this stage for critical pedagogy. will be doubled or tripled in the dissertation
1.3. I have made changes based on your feedback on the lesson for 7.5. Do you think this is an improvement? Buy Nothing Day by Owain Llewellyn on Genial.ly
2. Assessment
2.1. Assignment requirements
2.1.1. focussed on the task set.
2.1.2. Has a clear introduction and conclusion
2.1.3. respects word count (10 % over is allowed)
2.1.4. has been proofread
2.1.5. follows Harvard referencing conventions
2.1.6. signposted with subheadings as appropriate
2.1.7. has page numbers
2.1.8. starts with a completed MAPDLE cover sheet
2.2. Assignment-specific criteria
2.2.1. Assignment 1
2.2.1.1. The extent to which the specification of the target learner profile, the learning context and course objectives are sufficient, useful and relevant for a context related evaluation and adaptation
2.2.1.2. The extent to which the evaluation achieves validity, rigour and clarity in terms of the criteria, their application and the report
2.2.1.3. The extent to which the assignment provides evidence of the ability to apply the evaluation results to adaptation
2.2.1.4. The extent to which the assignment demonstrates expertise in the different practical aspects of materials adaptation
2.2.1.5. The extent to which the assignment justifies each stage of the adapted materials clearly, coherently and persuasively, demonstrating a critical awareness of basic theories of language acquisition and/or of language teaching methodology
3. Assignment 1. A criterion-referenced evaluation of two units of materials in relation to a specified context and a principled adaptation of one of these units for the same context. 3000 words
3.1. Part A. Evaluation of the two units of language learning materials with reference to a specified target group of learners.
3.1.1. Specify a target group of learners, their context and a set of course objectives.
3.1.2. choose two comparable units of materials from two different sources
3.1.2.1. Cutting Edge unit 10 'Society and Change' which sets future forms in a theme of making predictions, as well as adding hypothetical predictions, and a task of balancing the budget and dealing with social issues on the imaginary island republic of Peakoilia.
3.1.2.1.1. may now be B1
3.1.2.1.2. this is very important
3.1.2.2. My next step is to choose units from both these coursebooks. Next step.
3.1.2.2.1. The units are in fact linked by talking about the future
3.1.2.3. 'Global' (Clandfield and Benne) Unit 3 'Hot and cold' topics: future forms, weather, renewable energy, plan a trip'.
3.1.3. select and justify the criteria to use in the evaluation.
3.1.3.1. Currently its based on moving to a more communicative approach with tasks but I need more principled methods.
3.1.4. evaluate the units
3.1.4.1. go to the literature
3.1.4.1.1. McGraph
3.1.4.2. unit 7 evaluating visuals
3.1.4.3. other specific ways of evaluating materials according to units
3.1.5. write a report of your evaluation in which you justify one of your units for use in your target environment.
3.2. Part B Produce a suitably adapted version of one of the units you evaluated in Part A.
3.2.1. Produce a suitably adapted version of one of the units you evaluated in Part A.
3.2.1.1. I am adding a 21st century skills, digital literacies and global citizenship element to all our general English adult courses and I am interested in my adaptation taking part of this. My concern is that this is easy with B1 upwards, but very hard for A1. Jason: should I go for a higher level?
3.2.1.1.1. Stick to existing content. Don't add new content
3.2.2. Specify and justify the adaptations you have made
3.2.2.1. Part of regional British Council policy
3.2.2.2. Fits needs of MENA students, especially in Algeria. Wish for a window on the world as well as pure language training.
4. Assignment 2. The production of a unit of materials together with a theoretical rational justifying the principles and procedures of the materials. 3000 words
4.1. produce 6 to 10 hours of learning for second language learners in a specified context.
4.2. printed or digital for classroom, self access, online or blended materials
4.2.1. I would like to produce an online course as I have just created my second online course for teacher development. This would be my first online course for second language learners.
4.2.1.1. Can I create something within the thinkific platform I already have a paid account for? Does this seem reasonable, Jason? to give an idea of this platform, I have a link here: ELTsustainable courses
4.2.2. digital materials: teaching materials
4.2.2.1. journal articles
4.2.2.1.1. Gilly Salmon
4.3. teachers' notes, audio and any other supplementary material should be submitted.
4.4. artwork or clear artwork brief should also be included.
4.5. a detailed rationale for your unit including the theoretical principles behind it
4.5.1. I would like this course to be both language development and eco-literacy. Can I consider this Jason?
4.5.1.1. This comes to the billion dollar question I have been asking people on ELT footprint, which is: Even when we feel or know that language courses should have sustainability embedded into them, and can justify it as teachers, in that for example, it's an opportunity to build in 21st century skills, or that there is a global dialogue taking place around it that students need to take part in, how can we justify this as a student need that comes from the students? I'm not sure I have found the answer to this. Jason, do you think it is answerable yet?
4.5.1.1.1. learning needs are not just what learners say, need to justify it in a ELT context. make it relevent.
4.5.1.2. find out more about the background to ecoliteracy
4.6. justification of methodology in relation to learning outcomes it aims to achieve.
4.7. go back through course and find reading that is relevant to the rationale for materials I want to create
4.7.1. e.g. unit 7 Hughs, Visuals
4.8. further reading, journal articles. CURRENT debate
4.8.1. university of chistester
4.8.1.1. EBSCO
4.8.1.1.1. access to more material
4.8.1.1.2. Taylor and Francis journals