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Introductory Module II: Teaching English to Young Learners - EDU00022M

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  • Department: Education
  • Credit value: 10 credits
  • Credit level: Information currently unavailable
  • Academic year of delivery: 2024-25
    • See module specification for other years: 2025-26

Module will run

Occurrence Teaching period
AU Summer Semester 2023-24

Module aims

  • To review the first year of study for these students on the programme
  • To prepare students for the second year of study
  • To prepare students for the Action Research aspect of their second year of study in which they will be carrying out action research in classrooms internationally
  • To introduce students to the Library facilities offered by distance which will support Action Research
  • To hold two 1:1 tutorials with students

Module learning outcomes

Subject content

  • Reflect on being a distance learner
  • Create some strategies for further distance learning success
  • Action Research in primary and secondary schools internationally

Academic and graduate skills

  • Understanding of Action Research (AR) and the tools used in AR
  • Strategies for dealing with AR in classrooms
  • Strategies created for future success as masters level students
  • Detailed planning of a small-scale AR project

Other learning outcomes (if applicable)

  • Continued networking and study, at a distance, with cohort colleagues
  • Interaction with Library and other e-libraries, journals and materials by distance

Indicative assessment

None

Special assessment rules

None

Indicative reassessment

None

Module feedback

Formal and informal discussion, feedback and supervisor interaction will be carried out post the presentation. Students also receive a Module Assessment Form listing specific criteria and comments on how well they were met

Indicative reading

VLE delivered, online input sessions.
Bell, J. (2010) Doing Your Research Project (5th edition) Maidenhead: Open University Press
Elliott, J. (1991) Action Research for Educational Change, Chapter 6. Guildford: Open University Press. (attached above)
Hopkins, D (2008) A Teacher's Guide to Classroom Research (4th edition)Maidenhead: Open University Press
Hughes, A.V., Marjan, H.L. & Taylor, N. (2012) Action research in TEYL: Reflections on the global picture from 1996 to 2010. In A. Hasselgreen, I. Drew, B. S¸rheim, The young language learner: research-based insights into teaching and learning. Norway : Fagbokforlaget
Kolsawalla, H.(1999) Teaching Vocabulary through rhythmic refrains in stories. In S. Rixon (ed) Young Learners of English: some research perspectives. Harlow: Longman. (attached above)
Wallace, M. (1998). Action Research for Language Teachers Cambridge: Cambridge University Press.


The information on this page is indicative of the module that is currently on offer. The University constantly explores ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary. In some instances it may be appropriate for the University to notify and consult with affected students about module changes in accordance with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.