This unit examines approaches to the analysis of spoken and written discourse and ways in which they can be drawn on in language learning classrooms. Topics covered include discourse and socity, discourse and pragmatics, discourse and genre, discourse and conversation, multimodal discourse analysis, and crticial discourse analysis.

This unit presents the major theoretical frameworks used to consider issues in pre-school language development, first language development during the school years and the learning of second and subsequent languages by children and adults. It will discuss the common features in language development and also takes into account issues of social opportunity, age-related factors and other individual factors which lead to differential language proficiency in learners.

This unit provides an introduction to language teaching methodology. It covers the principles for teaching English as a second and foreign language. It looks at both theoretical and practical issues, but has a particularly practical focus. The unit will focus on key aspects of classroom language teaching practice and students will have the opportunity to practice these and to reflect on their own and other's practice. Students will be encouraged to think critically and creatively about which aspects of classroom teaching practice might or might not be appropriate to apply in their teaching contexts. The unit aims to assist students in becoming reflective practitioners. The unit includes a mini-teaching practice and students are
expected to be able to give feedback about their own and others' teaching.

This unit focuses on effective teaching of language features in the second/foreign language classroom. The unit has a strong pedagogical focus, as it examines key principles of grammar instruction, how to structure grammar lessons, and how to evaluate and use grammar teaching materials effectively. The unit also focuses on raising awareness of the language systems of English such as tense/aspect, modality and cohesion, and of how context influences grammatical choices. It also examines how texts can be used effectively in the classroom. This unit is intended for those who are, or planning to be teachers of English as a second or foreign language.

In this unit, literacy and its relationship to second and foreign language teaching are examined from different perspectives. Reading, writing and the teaching of these in the English language classroom are examined in detail. However, the unit goes further than viewing literacy as only being about reading and writing. In an age of increasingly sophisticated information technologies and the spread of English as a global language, ideas about literacy are changing rapidly, and these changes have consequences for language teaching. The unit takes up-to-date ideas about what literacy involves and looks at how these ideas and issues are relevant to second and foreign language teaching. In particular, the unit has a focus on the use of technology to develop second and foreign language learners' literacy.

This unit examines contemporary developments in English language teaching such as issues in the teaching of listening, reading, writing and speaking, as well as teaching and learning grammar, pronunciation and vocabulary. Other issues that are currently being discussed in the TESOL literature will also be addressed. These include the notion of English as a lingua franca, intercultural language learning, integration of technologies into the language classroom, and research on learner autonomy.

This unit introduces a range of approaches to research in the area of languate studies. The unit provides frameworks with which students can review and critique previous research as well as framework for writing a research proposal. This is a required unit of study for students who wish to include a Dissertation in their MEd TESOL degree.

In this unit students identify the needs of language teachers in pre-service and in-service courses and explore different models of teacher development. In the light of these models, participants consider ways of leading teachers to a fuller appreciation of language teaching goals, methods and activities. With a focus on experiential learning, prior knowledge and classroom interaction, participants have the opportunity to view, design and conduct workshop sessions on a range of topics and in different modes to meet particular goals and to provide self and peer critique on these training sessions.

This unit is designed for students from non-English speaking backgrounds who wish to improve their English as well as understand better the setting in which it is produced. The unit has two components: the development of personal academic skills, particularly writing, and an in-depth consideration of linguistic and non-linguistic aspects of communication in academic settings.

This unit provides a broad overview of the major principles involved in second and foreign language testing and assessment. The focus of the unit is on both theoretical and practical issues in testing and assessment. The design of language tests and assessment appropriate to particular learning settings is addressed with reference to communicative language teaching and task-based methodology. Issues concerning the influence of testing on teaching and recent developments in research in testing and assessment will be considered.

The Dissertation is a piece of academic writing of approximately 12,000 words and represents a substantial original work. The Dissertation serves two different purposes in a student's progress through a Masters degree program, being a way for a student to study an area of interest in depth, or as a path to further research. Students seeking progress into a research higher degree, such as a doctoral program, are required to complete an empirical study, drawing on primary data. Note that for direct entry into a doctoral degree, an average of at least 80% across the Masters degree is needed. Students not intending to progress to a higher research degree may choose from a range of types of study. The Dissertation must incorporate an appropriate form of critical analysis and have as its basis a clearly structured conceptual framework. It is recommended that students complete a Research Methodology unit of study prior to undertaking the Dissertation, which will support the proposal development.

The Dissertation is a piece of academic writing of approximately 12,000 words and represents a substantial original work. The Dissertation serves two different purposes in a student's progress through a Masters degree program, being a way for a student to study an area of interest in depth, or as a path to further research. Students seeking progress into a research higher degree, such as a doctoral program, are required to complete an empirical study, drawing on primary data. Note that for direct entry into a doctoral degree, an average of at least 80% across the Masters degree is needed. Students not intending to progress to a higher research degree may choose from a range of types of study. The Dissertation must incorporate an appropriate form of critical analysis and have as its basis a clearly structured conceptual framework. It is recommended that students complete a Research Methods unit of study prior to undertaking the Dissertation, which will support the proposal development. This unit is part one of the Dissertation which runs over two semesters; therefore, students must also enroll in EDPZ6725 Dissertation Part 2 in the following semester.

The Dissertation is a piece of academic writing of approximately 12,000 words and represents a substantial original work. The Dissertation serves two different purposes in a student's progress through a Masters degree program, being a way for a student to study an area of interest in depth, or as a path to further research. Students seeking progress into a research higher degree, such as a doctoral program, are required to complete an empirical study, drawing on primary data. Note that for direct entry into a doctoral degree, an average of at least 80% across the Masters degree is needed. Students not intending to progress to a higher research degree may choose from a range of types of study. The Dissertation must incorporate an appropriate form of critical analysis and have as its basis a clearly structured conceptual framework. It is recommended that students complete a Research Methods unit of study prior to undertaking the Dissertation, which will support the proposal development. This unit is part two of the Dissertation which runs over two semester; therefore, students must have also enrolled in EDPZ6724 Dissertation Part 1 in the previous semester.

Special Project is a capstone unit, semester length independent investigation of a personally chosen topic in an educational context, the result of which is a 'product' of approximately 6,000 words such as a written report, review, account of the development of a resource, analysis of action research or critique of research. All 'products' should be demonstrably informed by relevant theory and research. The satisfactory completion of this unit provides an alternative to the regular face-to-face classroom unit of study for candidates enrolled in a graduate coursework award.

Language is a symbolic currency: mastery of the standard language can buy institutional power, mastery of urban teenage slang can buy street cred. This course introduces students to key issues in sociolinguistics and language sociology such as the political economy of language, language variation and change, and critical discourse analysis. Members of the class will undertake empirical research.

In today's globalised and multicultural societies, cross-cultural communication is common enough. Even so, it continues to be a challenge, both for people who engage in cross-cultural communication on a daily basis, and for researchers trying to describe and understand it. In this unit of study we will consider a variety of discourse-analytic approaches to studying cross-cultural communication, including conversation analysis, speech act theory, interactional sociolinguistics, the ethnography of communication, and critical discourse analysis. In our analyses of actual samples of cross-cultural communication we will pay particular attention to the social positioning of participants in an interaction, and the ways how social relationships (particularly of power and intimacy) between participants are reflected in their linguistic practices. The unit will end with exploring applied perspectives, particularly on cross-cultural communication in educational, courtroom and workplace interactions.

Learning to speak and write effectively across a wide range of social contexts is crucial to all our lives. This unit considers genre (the social purpose of texts), and moves on to consider the ways language varies in terms of what we are talking about, who we are talking to and the medium we are using to communicate (speaking, writing, texting, posting etc.).