TESOL CB Programme Handbook 2013-14

STUDENT HANDBOOK 2013 -14
MA APPLIED LINGUISTICS AND TESOL / MA TESOL
Table of Contents
Welcome to the University of Leicester .....................................................................................................................4 Welcome to the School of Education .........................................................................................................................5 1. Introduction ............................................................................................................................................................6 2. Induction .................................................................................................................................................................7 2.1 2.2 2.3 2.4 2.5 2.6 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 4.1 4.2 4.3 4.4 4.5 5.1 5.2 5.3 5.4 5.5 5.6 6.1 Changing your Programme or Module .......................................................................................................7 Information Technology and Your Learning ...............................................................................................7 Teaching and Learning Backgrounds ..........................................................................................................7 Maps ...........................................................................................................................................................8 Car Parking ................................................................................................................................................10 Telephone Numbers .................................................................................................................................10 Programme Tutors ....................................................................................................................................11 Programme Secretary ...............................................................................................................................13 Contacting a Tutor ....................................................................................................................................13 Change of Contact Details ........................................................................................................................13 MA Applied Linguistics and TESOL/MA TESOL Website ...........................................................................14 ICT Facilities in the School of Education ...................................................................................................14 B Block Postgraduate Study Centre ..........................................................................................................14 Student Staff Committees ........................................................................................................................14 Student Obligations ..................................................................................................................................16 Academic Staff Obligations .......................................................................................................................16 Personal Tutors .........................................................................................................................................16 Module Tutors ..........................................................................................................................................17 Support for Assignments ..........................................................................................................................17 General Aims of the Programme ..............................................................................................................18 Learning Outcomes ...................................................................................................................................18 Modular Structure ....................................................................................................................................18 Programme and Module Specifications ...................................................................................................18 MA Applied Linguistics and TESOL Structure............................................................................................19 MA TESOL Structure .................................................................................................................................21 ED7001 - Language Teaching in Action: Principles and Practice (30 credits) ...........................................23
3. TUTORS AND DEPARTMENTAL COMMUNICATIONS ............................................................................................11
4. STAFF AND STUDENT OBLIGATIONS .....................................................................................................................16
5. PROGRAMME AIMS AND STRUCTURE ..................................................................................................................18
6. MODULE DESCRIPTIONS .......................................................................................................................................23
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6.2 6.3 6.4 6.5 6.6 6.7 6.8 6.9 6.10 6.11 6.12 7.1 7.2 7.3 8.1 8.2 8.3 8.4 8.5 8.6 9.1 9.2 9.3 10.1 10.2 10.3 10.4
ED7002 Second Language Teaching and Learning.................................................................................25 ED7003 - Description of English (30 credits) ............................................................................................27 ED7004 - Language Discourse and Society (30 credits) ............................................................................29 ED7000 Dissertation and ED7031 Professional Enquiry/Project in TESOL (60 credits) ............................31 Research Methods ....................................................................................................................................33 Option ED7010 - Materials Design and Development (15 credits) ..........................................................34 Option ED7016 Technology in Language Education (15 credits)...........................................................36 Option ED7012 English for Specific Purposes (15 credits).....................................................................38 Option ED7020 - Intercultural Communication (15 credits).....................................................................39 Option ED7022 - Continuing Professional Development for English Language Teachers (15 credits) ....41 Option ED7023 - Corpus Approaches to Lexis (15 credits) .....................................................................43 Teaching Days ...........................................................................................................................................45 Session Times............................................................................................................................................45 Additional or Special Sessions ..................................................................................................................45 The Formative Assignment .......................................................................................................................46 Submission of Assignments ......................................................................................................................46 Late Submission of Assignments ..............................................................................................................46 Feedback and the Return of Work............................................................................................................46 Student Feedback .....................................................................................................................................47 Presentation of Coursework .....................................................................................................................47 Grade Descriptions for MA in Applied Linguistics and TESOL / MA TESOL ..............................................50 Progression and Classification of Awards .................................................................................................51 Transcripts, Testimonials and References ................................................................................................54 Penalties ...................................................................................................................................................55 Avoiding Plagiarism and Poor Academic Practice ....................................................................................55 Turnitin .....................................................................................................................................................55 How to Avoid Plagiarism ...........................................................................................................................56
7. PROGRAMME TIMETABLE ....................................................................................................................................45
8. ASSESSSMENT .......................................................................................................................................................46
Coursework Submission .......................................................................................................................................46
9. GUIDANCE ON ASSESSMENT OF COURSEWORK AND AWARD OF GRADE ...........................................................49
10. PLAGIARISM ........................................................................................................................................................55
11. COMPLAINTS AND APPEALS PROCEDURE ..........................................................................................................58 12. PROGRAMME REQUIREMENTS AND ATTENDANCE ...........................................................................................59 12.1 12.2 12.3 12.4 Attendance ...............................................................................................................................................59 Notification of Ill Health and Mitigating Circumstances...........................................................................60 Personal Conduct ......................................................................................................................................60 Suspension of Studies ...............................................................................................................................60
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12.5
Withdrawal ...............................................................................................................................................61
13. HEALTH AND SAFETY ..........................................................................................................................................62 14. SUPPORT FROM THE UNIVERSITY.......................................................................................................................63 14.1 14.2 14.3 14.4 14.5 14.6 14.7 14.8 14.9 14.10 14.11 14.12 14.13 15.1 15.2 15.3 15.4 15.5 15.6 16.1 16.2 16.3 Learning Development .............................................................................................................................63 University Library ......................................................................................................................................63 IT Services .................................................................................................................................................63 Equalities Unit...........................................................................................................................................64 AccessAbility Centre .................................................................................................................................64 Student Welfare Centre ............................................................................................................................64 Student Psychological and Healthy Living Service ....................................................................................64 Students Union Education Unit (ED)........................................................................................................65 Career Development Service ....................................................................................................................65 Languages at Leicester..........................................................................................................................66 Personal Development Planning ..........................................................................................................67 The English Language Teaching Unit (ELTU) .........................................................................................67 University Bookshop .............................................................................................................................67 What is a Good Assignment? ..................................................................................................................69 Improving Your Assignments ....................................................................................................................70 Suggestions on How to Revise your Assignments ....................................................................................74 Referring to Sources .................................................................................................................................74 The Harvard System for Making References ............................................................................................76 Compiling the References Section ............................................................................................................78 Role of the Supervisor ..............................................................................................................................85 Submission of Proposal for Research Ethics Review ................................................................................85 Appeal Structure .......................................................................................................................................85
15. STUDY SUPPORT .................................................................................................................................................69
16. ETHICAL APPROVAL OF STUDENT PROJECTS ......................................................................................................85
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Welcome to the University of Leicester

The University of Leicester is a leading UK university committed to international excellence through the creation of world changing research and high quality, inspirational teaching. The main site of the University of Leicester enjoys splendid views over Victoria Park in the heart of Leicester, situated in the East Midlands of the UK, some 100 miles north of London by road. The University's buildings represent over a century of architectural styles which reflect our history and growth. Our first building, the Fielding Johnson, dates from 1837 and is a fine example of late Georgian architecture. The University of Leicester is a leading UK university that delivers high quality research and inspirational teaching. The University is currently ranked by the Guardian as 12th out of Britain's 123 universities according to teaching excellence and has been ranked in the top 3% of Universities in the world, by two recent international studies. Our research changes the world. According to Thomson Scientific, Leicester has the 10th highest number of highly cited researchers amongst the UKs universities. The discovery of DNA Genetic Fingerprinting is our most famous research achievement, but our world class research stretches across the arts, science, medicine, law, education, biological sciences and social sciences. Leicester is a member of the 1994 Group of internationally renowned universities engaged in leading-edge research and high quality teaching. Leicester has one of the highest proportions of staff who are research active in the UK, with approximately 93% of staff submitted for the national 2008 Research Assessment Exercise. Of these, Leicester has 87% of research activity deemed by the RAE to be producing internationally significant research. The quality of our teaching is high and, amongst mainstream universities, our students are the most satisfied in England. In 2009, 91% of full-time students were satisfied with their programme. The Sunday Times described Leicester as "top... amongst mainstream multi-faculty universities for student satisfaction". Over 23, 000 students drawn from 150 countries study with us. We are one of the UK's largest providers of distance learning education. Our graduates are prized by employers and progress into careers as varied as medicine, engineering, financial services, law, computing, sales and marketing, scientific research, public service and teaching. Further information and details of the Universitys latest achievements and developments can be found through the Campus Wide Information Service, an electronic information service available internally on computers connected to the main campus network, and externally via the Internet on www.le.ac.uk.
Education that inspires. Research that changes the world.
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Welcome to the School of Education

Welcome to the University of Leicester School of Education! You have joined a large and diverse department which brings together students and staff from a wide range of backgrounds, united by an interest in education in all its forms. Students within the School are studying for Undergraduate, Postgraduate and Doctoral qualifications, both here at Leicester, and across the world though our distance learning provision. We have a strong commitment to teaching of the highest quality, which informs and is informed by innovative research. Whichever programme you are following, you will have the opportunity to work with outstanding academic staff and to extend your own knowledge and skills. I would like to offer you good wishes for your studies, and look forward to hearing about your success.
Professor Janet Ainley, Director
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1. Introduction
This handbook for the academic session 2013-2014 has been written for all the teachers and associated professionals undertaking our MA Applied Linguistics & TESOL / MA TESOL. Some of the sections will give you information of general interest, while others provide important details about the MA programmes, including how they are structured and assessed. Please read this Handbook very carefully. You will need to refer to particular sections of it at various stages in the programme. We will do our best to ensure that our MA programmes are academically and professionally rewarding and that you will enjoy your studies here at Leicester. We hope that the programme will meet your needs and expectations in terms of professional, academic and personal development. We welcome you to the programme and wish you every success! Agneta Svalberg (Campus Programme Leader), Jim Askham, Jim King, Julie Norton, Pamela Rogerson-Revell, Nick Smith
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2. Induction
We want you to feel at home in the School of Education, and to feel comfortable in your new academic environment. To this end, during the first week of the term you will be provided with a structured Induction Programme. This programme consists of (i) a familiarisation or administrative induction, and (ii) an academic induction which is geared towards helping you to manage your own learning. The aim of the administrative part of your induction is to help you to become familiar with your new surroundings, and with the workings of the University and the School of Education, so that you quickly feel at ease in your new environment and are able to find your way around without difficulty. During this time you will meet all the tutors involved in the programme, and other academic and administrative staff. You will be provided with general information about the School of Education and will be given an overview of the support structures available to postgraduate students in the University. Your induction programme will include sessions with staff from the Library and the Student Support and Development Service. You will share part of the induction programme with students doing other M-level programmes in the School, so you will get the chance to meet many other postgraduates with interests in education. There are two main aims of the academic part of your induction. One is to introduce you to the MA programme, its core and option modules, as well as our assessment methods. The other is to introduce you to the wider academic culture which you are now joining, and to explain and discuss with you the expectations and conventions associated with it, e.g. the norms usually followed in academic writing. Later in the year, there will be a programme of research methods classes to help you to get off to a constructive start with your dissertation. On arrival you will have received a timetable giving details of the Induction Programme. You will also receive this MA Handbook and a copy of the Autumn Term timetable. The timetable can also be found on the Applied Linguistics/TESOL notice board on the ground floor of 162-166 Upper New Walk.
2.1
Changing your Programme or Module
Discuss your options with your personal tutor, or another appropriate member of staff in your department, if you are considering a change of programme or module. Changes of programme or module require approval by your department and the Universitys Registry and will only be allowed in certain circumstances. See www.le.ac.uk/sas/courses/transfercourse or www.le.ac.uk/sas/courses/transfermodule for details of the procedures involved and deadlines that apply.
2.2
Information Technology and Your Learning
At various points during your programme you will be given information about ICT and other skills development sessions offered by the University and/or School of Education. These will include the use of PowerPoint, Blackboard and other software used by staff and students.
2.3
Teaching and Learning Backgrounds
We think it is important that all programme participants and tutors should be aware of each others teaching and learning backgrounds. We come from varied backgrounds and have different experiences. We strongly believe we should pool this experience and knowledge, and that this can be an important and enriching experience for us all. During the first week of term, all programme participants will have the opportunity to share their professional experiences and interests with the whole group, and to explore their aims and priorities in doing the MA. Programme tutors will also talk about their own teaching backgrounds and research interests.
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2.4
Maps
Finding your way around the University of Leicester:
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Finding your way round the School of Education:
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2.5
Car Parking
Car parking facilities are quite restricted at the School of Education. All the car parks on the site are for staff permit holders only. You may care to check the possibility of local public car parking: There is Pay and Display parking on University Road, Princess Road East and some adjoining roads. On the edge of Victoria Park there are two public car parks, right next to one another, but with separate entrances. They are both Pay and Display. There are stretches of unrestricted free parking on the opposite side of Victoria Park, along Victoria Park Road, and some adjoining side roads. (A full statement of the University regulation on car parking appears as an Appendix in the Postgraduate Regulations.)
2.6
Telephone Numbers
Unless otherwise stated, all the telephone numbers quoted in the Handbook are Leicester numbers. The code when dialling from outside the Leicester area is 0116, or 0044116 if calling from abroad. Telephone numbers within the Leicester University telephone system consist of two parts: 252 If a telephone number quoted in this handbook begins with these three digits, it is a Leicester University number. Some offices in 162-166 Upper New Walk have phone numbers beginning 229 The four digits that follow are the extension. When calling from within the University, you only need to dial the extension. For example, if the whole number is 2523706 and you are calling from the University campus, dial 3706 only.
Extension
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3. TUTORS AND DEPARTMENTAL COMMUNICATIONS

3.1 Programme Tutors
Jim Askham BA, M.Ed., M.Ed., PhD, RSA Dip TEFL.
Telephone:252 3684 Email: jwa6@le.ac.uk Location: Room 208, 162-166 Upper New Walk Jim joined the School of Education as a part-time Teaching Fellow in 2010, following the completion of his PhD at the University of Bristol. Prior to this, he taught EFL and EAP in Greece, Italy and the UK, and spent 6 years as a Director of Studies at a Bell associate school in Italy. His research interests include: classroom language learning and teaching, language awareness, and language teacher education. He recently completed a research project funded by Trinity College London which aimed to understand the impact of the TCL Certificate TESOL programme on the learning experiences of newly qualified teachers. He is currently involved in research on aspects of collaborative learning in the teaching of grammar.
Glenn Fulcher BD., MTh., MA., PGCE., AKC., PhD

Telephone: 229 7508 Email: gf39@le.ac.uk Location: Room 204a 162-166 Upper New Walk Glenn taught ESOL for 11 years before teaching Applied Linguistics at the Universities of Surrey and Dundee. He joined the School of Education in 2006. He studied Theology and Philosophy at the University of London and Education at Christs College Cambridge, before gaining an MA in Applied Linguistics at Birmingham University. He received his PhD in language testing and assessment from the University of Lancaster in 1993. Glenn has a particular interest in language testing, the philosophy of educational measurement, and research methodology. He has published widely in journals such as Language Testing, System and Applied Linguistics. His books include Testing Second Language Speaking (Longman/Pearson, 2003), Language Testing and Assessment (Routledge, 2007), Practical Language Testing (Hodder, 2010) and the Routledge Handbook of Language Testing (Routledge, 2012). Glenn is Acting Head of the School of Education and not involved in MA teaching in 2013/2014.
Jim King PhD

Telephone: 229 7538 Email: jk249@le.ac.uk Location: Room 205b, 162-166 Upper New Walk Jim joined the University of Leicesters School of Education in 2013, having previously been a Teaching Fellow within the Department of Education at the University of York. His PhD in Applied Linguistics is from the University of Nottingham where he studied under the supervision of Professor Zoltn Drnyei. Prior to his doctoral studies, he worked as a language educator and teacher trainer in various countries around the world, including stints in Poland, Hungary, Italy, Australia and Japan. His research focuses primarily on the phenomenon of silence within educational contexts and he is also interested in psychological aspects of instructed language learning. His book Silence in the second language classroom (2013) is published by Palgrave Macmillan.
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Julie Norton BA (Hons), RSA Cert., RSA Dip. TEFL. MPhil, PhD
Telephone: 229 7541 Email: jen7@le.ac.uk Location: Room 204b, 162-166 Upper New Walk. Julie brings to the programme a wealth of experience. For four years she worked in Japans second largest steel company (NKK), instructing scientists and businessmen in English. She has also taught at the British Council in Tokyo, International House in Paris, the University of Paris V, the University Institute of Technology in Paris and the Bell School in Cambridge. Julie gained her MPhil in 1995 and her PhD in 1999 from the University of Cambridge. Her PhD research focussed on the English oral proficiency of Japanese learners in the Cambridge Speaking tests. Her research interests include: discourse analysis, materials development and methodology in ELT, intercultural pragmatics and oral testing.
Pamela Rogerson-Revell BA, MA, PhD, PGCE, RSA Dip TEFL.

Telephone: 229 7512 Email: pmrr1@le.ac.uk Location: Room 207, 162-166 Upper New Walk 'My main research and teaching expertise covers three fields of Applied Linguistics and English Language Teaching: phonology and pronunciation teaching, international business communication and online language learning and I have published research and conducted funded research projects in all three areas. I joined the University of Leicester in 2001 and have been Programme Leader for the Distance Learning MA Applied Linguistics and TESOL programme for 9 years. I also work on our campus-based MA Applied Linguistics and TESOL programme and supervise PhD and EdD students in fields related to my research interests. Before joining the University of Leicester, I worked in several other universities including four years in the School of English at City University, Hong Kong. My background is in business language and communication training and I taught for over twenty years in various countries in Europe and in West Africa.'
Nick Smith BA, MA, PhD, FHEA.

Telephone: To be confirmed Email: To be confirmed Location: Room 209, 162-166 Upper New Walk Nick begins a new post at Leicester this academic year, having previously worked at Lancaster University (where he also took his MA and PhD in Linguistics) and the University of Salford. His main research area is the use of computer corpora to explore variation and change in the English language. (A corpus, plural form corpora, is a computerized collection of texts that is carefully sampled to represent a variety of language, e.g. 1990s British newspaper writing.) Examples of such research include his investigations of changes in structure and style in 20th- and 21st-century standard British and American English, and work on dialects/regional varieties of English. More generally, Nick investigates corpus methodology that is, how corpora are applied in different fields of language study, including language learning and teaching, and how we can improve those methods. This year Nick will be convening Language, Discourse and Society and introducing a new module, Corpus Approaches to Lexis.
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Agneta Svalberg, BA, PhD, FHEA

Telephone: 229 7503 Email: amls2@le.ac.uk Location: Room 203, 162-166 Upper New Walk Agneta is currently the Programme Leader for the MA Applied Linguistics & TESOL and MA TESOL programmes (campus-based). Agneta has a degree in Linguistics from Lund University and obtained her PhD in Linguistics from Sydney University in 1991. She has taught EFL, ESL, EAP and Applied Linguistics in Mexico, Greece, Australia and Brunei. She speaks Swedish and Greek and is also able to supervise dissertations involving Spanish, Arabic and Malay. She has published in the areas of tense - modality - aspect, the teaching and learning of grammar, and Language Awareness. She is especially interested in Language Awareness as an approach to the teaching of form. Currently she is involved in research on the use of collaborative learning in the teaching of grammar.
3.2
Programme Secretary
Mechelle Thompson
Telephone: +44 (0)116 252 3674 Email: tesolcb@le.ac.uk Location: Applied Linguistics / TESOL Office, Room 106, 162-166 Upper New Walk The postal address for Applied Linguistics / TESOL tutors and administration is: University of Leicester School of Education 162-166 Upper New Walk Leicester LE1 7QA If the Programme Administrator is not available, you can contact the Masters Administrative Officer, James Boyd: Email: jdb18@le.ac.uk Tel: +44 (0)116 229 7515
3.3
Contacting a Tutor
You can make an appointment by email or phone to see a tutor in their office. The tutors are based in 162-166 Upper New Walk. You will need to use your access card to access this building, or you can ring the bell and ask to be let in. Please note that tutors are not usually able to see you without an appointment.
3.4
Change of Contact Details
The University keeps a record of your contact details i.e. your term-time and vacation postal address(es), telephone number, any alternative (personal) email address, and your emergency contact person. It is important that this record is kept up-to-date.
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Email registry@le.ac.uk, using your University email account, to inform the University of any change to your contact details. Include your student number in the email. Check your University email account frequently to ensure that you do not miss any important communication from the University or your department.
3.5
MA Applied Linguistics and TESOL/MA TESOL Website
A dedicated MA Applied Linguistics & TESOL / MA TESOL website has been set up to provide supplementary resources and online communications for MA Applied Linguistics & TESOL / MA TESOL students and staff. The contents and tools on the website provide additional support for your studies. The site is regularly updated and your comments for further developments to the site would be welcome. The website is delivered though 'Blackboard', a Virtual Learning Environment (VLE) which the University of Leicester uses to provide online support for programmes. As an MA student you can use Blackboard once you have completed online registration (https://register.le.ac.uk/) and created your computer account and a University of Leicester email address (i.e. username@student.le.ac.uk). Access to the Blackboard MA website will be restricted to programme participants and tutors.
3.6
ICT Facilities in the School of Education
All students in the School of Education are encouraged to make full use of the ICT facilities housed within the School of Education and on the central campus. This section lists the facilities available to you within the School of Education and the procedures and practices by which you can access them. Please note that facilities are under continual evaluation, replacement and renewal so the following information is subject to amendment. Information on facilities available to you in the University as a whole can be found in the section on IT Services in section 14.3.
3.7
B Block Postgraduate Study Centre
The Postgraduate student Study Centre is located on the first and second floor of the School of Education B Block, and is reserved for the sole use of Masters and Doctoral students. The computers in these rooms are for students to use on a first come first served basis. They are open access computers and cannot be booked or reserved by any person for their exclusive use. Computer facilities are available on the first and second floor. You may use Rooms B101 and B103 on this floor, shared with other MA students (B102 and B104 are for the use of Doctoral students), and room B201 on the second floor is for Applied Linguistics/TESOL students only. You and your fellow MA students are responsible for the sensible use of these rooms. Entry to these rooms will be by Keypad only; the special door code required to access them is given to you during Induction, and is also available from Mechelle Thompson. Any problems with the computers in these rooms should be reported to IT Services at Ithelp@le.ac.uk or via telephone extension 2253. Any problems with the printers should be reported to Lee Samuels at las27@le.ac.uk or via telephone extension 3657.
3.8
Student Staff Committees
This committee usually meets twice a term. It is attended by the Programme Leader (or her nominee) and one other tutor, the Student Representative(s) and usually also a representative from the Library. A summary of the meetings is made available to all students on the MA in Applied Linguistics and TESOL / MA TESOL programme (via the website). Students are also able to pass on comments to a Faculty-wide Student Committee or to Leicester Students Union.
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Student representation on the committee will normally be at least 2 full-time students. We will ask for students to elect their representatives to the Student-Staff Committee early on in the programme. Training for student representatives is available through the Students Union. The Code of Practice on the Work of Student Staff Committees http://www2.le.ac.uk/offices/sas2/quality/codes/documents/sscommittees.pdf contains policy and guidance about the operation of student staff committees. It includes descriptions of the role and scope of student staff committees, the responsibilities of their members and expectations about their operation.
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4. STAFF AND STUDENT OBLIGATIONS

The University expects its students to behave responsibly and with consideration to others at all times. The Universitys expectations about student behaviour are described in: the Student Charter the Regulations governing Student Discipline the Student Code of Social Responsibility the Code of Practice governing Freedom of Speech the Universitys regulatory statement concerning Harassment and Discrimination
These can be found at www.le.ac.uk/senate-regulations
4.1

Student Obligations
Familiarise yourself with the information provided to you about the programme and regulations. Please pay particular attention to the regulations on plagiarism (see Section 10). Pursue your studies diligently, attend all classes and meet the deadlines for assignments and the dissertation Keep appointments with tutors and be punctual in attending classes Refer problems promptly to your Personal Tutor Understand that academic staff have research and administrative responsibilities which may sometimes limit their availability
As a student on the programme you are expected to:
4.2

Academic Staff Obligations

Provide you with clear information on programme modules and assessment requirements Be available for consultation as either module tutors or personal tutors (within reasonable limits) Give you pastoral support (i.e. your Personal Tutor) Give you academic advice (as module tutors) Refer you to sources of further help if needed (e.g. to the English Language Teaching Unit) Mark and comment on your work within a reasonable time We are also willing to provide opportunities for students to discuss personal matters with staff other than their personal tutor.
Academic staff on the programme are expected to:
4.3
Personal Tutors
From discussion of academic progress, to friendly advice on personal matters; personal tutors are there to provide support, advice and guidance on an individual level. Common topics for discussion may include programme changes, study progress, module choices, exam results, career opportunities or more personal problems such as accommodation or financial difficulties. The Departments personal tutor system operates in accordance with the Code of Practice on Personal Support for Students: http://www.le.ac.uk/sas/quality/personaltutor During the first week of the Autumn Term you will be allocated a Personal Tutor. Your Personal Tutor is available throughout the programme to give you general pastoral support and is the first person to turn to for advice and help. Your Personal Tutor will also give you feedback on one outline plan for each of your assignments (see Support for Assignments below). Should you need to resubmit assignments, new submission dates are to be agreed with your Personal Tutor.
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4.4
Module Tutors
Each module is run by a Module Convenor, who is also a Module tutor. Module tutors are all the tutors who work together to teach a module. Some modules are taught by just one tutor and others by several tutors. Module tutors are responsible for: introducing and teaching the module advising you on how your work will be assessed running an assignment seminar to advise on assignment planning
4.5
Support for Assignments
Our experience has been that the best time for advice on assignments from academic tutors is at the early stages of writing, when you are preparing the topic and planning the structure of the assignment. At this stage you will be asked to attend a group tutorial, run by the Module Tutor(s) after the end of each Module. After this tutorial you will be able to get feedback on a one-page plan of your assignment from your Personal Tutor. Your Personal Tutor may choose to give you feedback by email or face-to-face, and will give feedback on only one occasion per module. Tutors do not expect to be asked to give detailed advice on academic writing issues, including editing or proofreading, and the student writing support tutors at the English Language Teaching Unit or Student Support in the Library can be referred to for this. We regret that it will not normally be possible to offer any additional tutorial support for writing assignments, including resubmissions of failed assignments. In case you should fail an assignment, feedback you will be given by the assignment marker(s) should be sufficient for you to revise your work for resubmission. Tutors will not read any draft work or check assignments before they are submitted for marking. Please note also that tutors cannot advise you at weekends, during periods of leave, or while away from campus on other official duties.
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5. PROGRAMME AIMS AND STRUCTURE

5.1
1. 2. 3.
General Aims of the Programme

To enhance the linguistic understanding and enrich the expertise of professionals involved in English language teaching. To provide opportunities for intending teachers to study the practice of English language teaching. To provide participants with theoretical foundations upon which sound professional practice is based.
5.2
1. 2. 3. 4. 5.
Learning Outcomes
Display knowledge and understanding of the principles and practices of TESOL, drawing on theory and research in Applied Linguistics; Display knowledge of English in different contexts and of the description of English grammar and phonology; Demonstrate the ability to analyse discourse and apply resulting findings to the language classroom or other relevant context; Apply their knowledge and understanding to teaching and learning in their own professional setting (existing or intended); Plan and conduct a research study in the field of Applied Linguistics and/or TESOL, using appropriate investigative methods;
On successful completion students should be able to:
5.3
Modular Structure
The University of Leicester has adopted a modular approach to the structure of taught postgraduate programmes with a standardised system of credits operating across all faculties of the University.
5.4
Programme and Module Specifications
View the programme and module specifications for your programme via http://www.le.ac.uk/sas/courses/documentation In the programme specification you will find a summary of the aims of your programme of study and its learning outcomes, alongside details of its teaching and learning methods and means of assessment. The programme specification also identifies the core modules that make up the programme and any choice of optional modules. Each module has its own specification that formally records that modules aims, teaching and learning methods, assessment components and their percentage weighting.
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5.5
MA Applied Linguistics and TESOL Structure

Module Title Core modules ED7002 ED7003 ED7004 ED7000 SECOND LANGUAGE TEACHING & LEARNING DESCRIPTION OF ENGLISH LANGUAGE, DISCOURSE AND SOCIETY DISSERTATION 30 30 30 60 Credit Rating
The structure of the MA Applied Linguistics & TESOL for 2013-2014 is as follows:
Option modules ED7010 ED7016 ED7012 ED7020 ED7022 Materials Design & Development Technology in Language Education English for Specific Purposes / EAP Intercultural Communication Continuing Professional Development for English Language Teachers (15 credits) ED7023 Corpus Approaches to Lexis 15 15 15 15 15 15
All students are required to take the three Core Modules, two Option Modules and the Dissertation module. The sequence of teaching across the three Terms is as follows:
Term One
Term Two
Term Three
Second Language Teaching and Learning Description of English Language Discourse and Society Options Options Dissertation
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Other options are available by distance learning (see http://www.le.ac.uk/sas/courses/documentation) but not all are offered in every academic year. In the academic year 2013-14 the following Options are being offered: Autumn Term: ED7010 ED7016 ED7020 Spring Term: ED7012 ED7022 ED7023 Materials Design & Development Technology in Language Education Intercultural Communication English for Specific Purposes Continuing Professional Development for English Language Teachers Corpus Approaches to Lexis
You should submit assignments in TWO of the options. If you fail one Option you may not submit an alternative assignment in a different one. Brief descriptions of each Core and Option module appear in Section 6 below.
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5.6
MA TESOL Structure
Module Title Core modules ED7001 ED7002 ED7003 ED7000 or ED7031 PROFESSIONAL ENQUIRY IN TESOL 60 LANGUAGE TEACHING IN ACTION SECOND LANGUAGE TEACHING & LEARNING DESCRIPTION OF ENGLISH DISSERTATION 30 30 30 60 Credit Rating
The structure of the MA TESOL for 2013-2014 is as follows:
Option modules ED7004 ED7010 ED7012 ED7016 ED7020 ED7022 Language Discourse and Society Materials Design & Development English for Specific Purposes / EAP Technology in Language Education Intercultural Communication Continuing Professional Development for English Language Teachers (15 credits) ED7023 Corpus Approaches to Lexis 15 30 15 15 15 15 15
All students must take the three Core Modules, two Options, and the Professional Enquiry/Project in TESOL or the Dissertation. Language Discourse and Society can only be taken as one 30 credit Option (instead of two 15 credit Option modules).
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The sequence of teaching across the three terms is as follows:
Term One
Term Two
Term Three Professional Enquiry / Project in TESOL or Dissertation
Language Teaching in Action Second Language Teaching and Learning Description of English Options Options
Note that we split the teaching of Language Teaching in Action into two groups. One group will take it in the Autumn Term, and one in the Spring Term. Other options are available by distance learning (see http://www.le.ac.uk/sas/courses/documentation) but not all are offered in every academic year. In the academic year 2013-14 the following Options are being offered: Autumn Term: ED7004 ED7010 ED7016 ED7020 Spring Term: ED7004 ED7012 ED7022 ED7023 Language Discourse and Society (Part A) Materials Design & Development Technology in Language Education Intercultural Communication Language Discourse and Society (Part B) English for Specific Purposes Continuing Professional Development for English Language Teachers Corpus Approaches to Lexis
You should submit assignments in TWO of the options. If you fail one Option you may not submit an alternative assignment in a different one. (Please note that you cannot take only one half of Language Discourse and Society it is a single 30 credit Module and must be taken in its entirety). Brief descriptions of each core and most option modules appear below in Section 6.
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6. MODULE DESCRIPTIONS
6.1 ED7001 - Language Teaching in Action: Principles and Practice (30 credits)
This module considers the role of the teacher in current approaches to language teaching. You will study various language teaching methods and approaches with an emphasis on Communicative Language Teaching, as taught by the English Language Teaching Unit. You will practice and develop your own language teaching skills through peer group presentations and micro-teaching sessions. You will also develop skills to observe and evaluate classroom practice through participating in a foreign language learning experience in the Autumn Term and observing expert English language teachers at work in the English Language Teaching Unit (ELTU). You will produce a portfolio of reflections on your observations, considering the implications for your future career in your own language teaching context.
6.1.1 Objectives
By the end of this module participants will have: 1. 2. 3. 4. 5. Developed a practical awareness of the role of the teacher in current approaches to language teaching. Understood key concepts and acquired basic terminology used for describing the language teaching and learning processes. Developed skills for the observation and evaluation of classroom practice. Critically analysed language teaching methods and materials. Practised and developed language teaching skills, demonstrating these through peer group presentations and in micro-teaching sessions.
6.1.2 Content Areas

Aspects of learning and teaching a foreign language; introducing and practising new language; communicative activities; teaching listening, speaking, reading, writing, pronunciation, vocabulary; observing classrooms; reflection on teaching and learning.
6.1.3 Duration
20 hours taught sessions 15 hours seminars Lesson observations
6.1.4 Assessment
Production of a detailed lesson plan, and a unit of communicative language materials; a portfolio (3,000 words) of evidence of and reflections on the experience of learning a foreign language and classroom observations of experienced teachers.
6.1.5 Date of Submission

To be announced
6.1.6 Useful Texts

Harmer, J. (2007) The Practice of English Language Teaching. (4th edition), London: Longman (earlier editions, 1983, 1991, 2001). Hedge, T. (2000) Teaching and Learning in the Language Classroom. Oxford: Oxford University Press.
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Larsen-Freeman, D. (2000) Techniques and Principles in Language Teaching. Oxford: Oxford University Press. Littlewood, W. (1981) Communicative Language Teaching. Cambridge: Cambridge University Press. Nunan, D. (1991) Language Teaching Methodology. London: Prentice Hall. Richards, J.C. and Rogers, T.S. (2001) Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press. Scrivener, J. (2006) Learning Teaching. London: Heinemann. (earlier editions, 1994, 2005). Thornbury, S. (1999) How to Teach Grammar. London: Longman. Thornbury, S. (2002) How to Teach Vocabulary. London: Longman. Thornbury, S. (2005) How to Teach Speaking. London: Longman. Ur, P. (1996) A Course in language teaching: practice and theory. Cambridge: Cambridge University Press.
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6.2
ED7002 Second Language Teaching and Learning
This module focuses on aspects of ELT methodology and theory of language learning. You will study the principles underlying a wide range of approaches and techniques for the teaching and learning of language, and theories of how languages are acquired. Students will have the opportunity to relate these to their own professional context. It includes topics such as current issues in ELT, theories and applications in skills teaching, methods and approaches, individual differences including motivation, learner variables, psycholinguistic perspectives, models of second language acquisition and how classroom language learning is achieved.
6.2.1 Objectives
By the end of this module participants will have: 1. 2. 3. 4. 5. 6. 7. Developed a practical awareness of the role of the learner in current approaches to language teaching. Understood key concepts and terminology used in Applied Linguistics/TESOL for describing the teaching and learning process. Demonstrated understanding of developments and controversies in language teaching, including debates about communicative language teaching in different cultural contexts, task-based teaching and learning and the use of corpora. Developed an advanced framework for the analysis of language teaching methods and materials. Developed insights into the effective fostering of oral and written skills and their subsequent evaluation. Demonstrated understanding of different models of Second Language Learning. Critically evaluated models of Second Language Learning for their potential and importance in instructed language settings.
6.2.2 Content Areas

Approaches and methods in ELT; the four skills: listening, speaking, reading, writing; vocabulary; classroom discourse; theories of language learning; cognitive models of second language acquisition; socio-cultural models of second language acquisition; socio-linguistic models; learner variables; teacher contributions.
6.2.3 Duration
28 hours (including lectures and seminars)
6.2.4 Assessment
You are required to produce two written assignments, each of 3,000 words.

To be announced
6.2.6 Useful Texts

Brown, D.H. (2000) Principles of Language Learning and Language Teaching. Harlow: Longman. *Carter, R. and Nunan, D. (2001) (eds.), The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press. Cook, V. (1993) Linguistics and Second Language Acquisition. Basingstoke: MacMillan Press. Cook, V. (2001) Second Language Learning and Language Teaching. (3rd ed.), London: Arnold. Doughty, C. and Long, M. (eds.) (2003) The Handbook of Second Language Acquisition. Oxford: Basil Blackwell. Ellis, R. (2003) Task-based Language Learning and Teaching. Oxford University Press, Oxford.
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Ellis, R. (2008) The Study of Second Language Acquisition. (2nd ed.), Oxford: Oxford University Press. Ellis, R. and Barkhuizen, G. (2005) Analysing Learner Language. Oxford: Oxford University Press. Hinkel, E. (ed) (2005) Handbook of Research in Second Language Teaching and Learning. NY: Lawrence Erlbaum. Howatt, L. (2004) The History of English Language Teaching. Oxford: Oxford University Press. Lantolf, J. (2000) Sociocultural Theory and Language Learning. Oxford: Oxford University Press. Lightbown, P. and Spada, N. (1999) How Languages are learned. (2nd ed.), Oxford: Oxford University Press. McKay, S.L. (2002) Teaching English as an international language: rethinking goals and approaches. Oxford: Oxford University Press. Mitchell, R., Myles, F. and Marsden, E. (2012) Second Language Learning Theories. (3rd ed.), London: Arnold. *Nation, I.S.P. (2009) Teaching ESL/EFL Reading and Writing. New York and London: Routledge. *Nation, I.S.P. (2009) Teaching ESL/EFL Listening and Speaking. New York and London: Routledge. *Richards, J.C. and Renandya, W.A. (2002) Methodology in Language Teaching: an anthology of current practice. Cambridge: Cambridge University Press. *Richards, J.C. and Rogers, T.S. (2001) Approaches and Methods in Language Teaching. (2nd ed.) Cambridge: Cambridge University Press. Schmitt, N. (2002) An Introduction to Applied Linguistics. London: Arnold. Skehan, P. (1998) A Cognitive Approach to Language Learning. Oxford: Oxford University Press. *Swan, M. (2012) Thinking about Language Teaching. Oxford: Oxford University Press. Widdowson, H.G. (2003) Defining issues in English Language Teaching. Oxford: Oxford University Press. * key text
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6.3
ED7003 - Description of English (30 credits)
This module provides an introduction to the formal description of English grammar and phonology, based on pedagogic as well as descriptive models. Topics will include phrase and clause structure and segmental and supra-segmental aspects of the sound system of English. The aim of the module is to improve students awareness of English grammatical and phonological systems and to enable them to apply this knowledge to their teaching contexts.
6.3.1 Objectives
By the end of this module with regard to grammar, participants will have an enhanced critical understanding and awareness of, and sensitivity to: 1. 2. 3. 4. 5. 6. 7. 8. 9. approaches to the teaching of grammatical form and their suitability in a variety of teaching contexts; key concepts and terminology in the analysis and description of grammar; grammatical analysis, including techniques of linguistic argumentation and the use of examples; the complexity of form meaning relationships; the use of descriptive and pedagogical grammar of English. be familiar with key concepts, terminology and approaches in phonology and pronunciation teaching; be aware of contemporary issues and debates within the field; conduct phonological analysis of English native and learner language, including phonemic transcription; analyse and assess learners pronunciation difficulties and needs.
With regard to phonology, participants will:
6.3.2 Content Areas

The noun phrase; the verb group; adjectives and adjective phrases; adverbs and adverbials; transitivity; interrogative clauses; the sentence; speech production and the consonants of English; the vowels of English; phonemes in English; phonemic transcription; the syllable; word stress in English; connected speech; intonation; teaching pronunciation.
6.3.3 Duration
Grammar: Phonology: 7 hours taught classes; 7 hours workshops 14 hours taught classes
6.3.4 Assessment
Grammar: Phonology: 3 hour test in exam conditions 3 hour phonology test in exam conditions (37.5%) (37.5%)
In addition students are required to make a 10 minute oral presentation on either an aspect of English Grammar or on an aspect of English Phonology. This will contribute to a further 25% of the overall mark.

See exam and presentation dates on the programme time table.
6.3.6 Useful texts

Berry, R. (2011). English grammar; A resource book for students. London: Routledge Cameron, D. (2007). The teachers guide to grammar. Oxford: Oxford University Press.
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Coffin, C., Donohue, J., and North, S. (2009). Exploring English Grammar; from Formal to Functional. London: Routledge. Collins, B. and I. M. Mees (2003) Practical Phonetics and Phonology: A Resource Book for Students. London/New York: Routledge. Greenbaum, S. and Nelson, G. (2002) An Introduction to English Grammar. London: Longman [Set Text] Huddleston, R. and Pullum, G. K. (2004) A student's introduction to English grammar. London: Arnold. Kelly, G. (2000) How to Teach Pronunciation. London: Longman. Roach, P (2009) English Phonetics and Phonology (4th Edition) Cambridge: Cambridge University Press (plus audio CD) Rogerson-Revell, P (2011) English Phonology and Pronunciation Teaching. London: Continuum. [CoreText]
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6.4
ED7004 - Language Discourse and Society (30 credits)
This module has two complementary parts: sociolinguistics and discourse analysis. Its central aim is to explore the ways in which language, discourse and society are interrelated, as well as to develop students investigative and analytical skills. It will address such issues as: how and why the way we use English varies in different social, regional and communicative contexts; how and why standardizing processes occur in language use over time and how they influence attitudes to different varieties or dialects; how the role of English as a global language has been, and continues to be, both described and theorised; how our identities and communicative intentions affect our linguistic choices; and how we recognise and exploit distinctive kinds and styles of language in different situations and across different media, whether spoken, written or multimodal.
6.4.1 Objectives
By the end of this option participants should be able to: 1. 2. 3. 4. 5. 6. 7. 8. demonstrate an understanding of central concepts in sociolinguistics, such as dialectal variation and standardisation; critically evaluate the role of English as a global language within a multilingual and multi-literate world; examine critically issues of language policy and planning in national, educational and other social contexts; analyse variation in language use within specific communities and social networks; understand key concepts and approaches in the study of discourse; collect and analyse critically a variety of authentic spoken and written discourse types; appreciate the relationship between discourse, power and ideology; show an ability to work independently, demonstrating initiative, self-organisation and timemanagement.
6.4.2 Content Areas

Introduction to language variation; Standard English; World English; Bilingualism, multilingualism and language choice; Language planning and policy; Language and gender; Introduction to Discourse Analysis; Approaches and tools for analysing discourse; Discourse and pragmatics; Analysing talk; Genre, style and register; Analysing written texts; Analysing multimodal discourse; Critical Discourse Analysis.
6.4.3 Duration
28 hours taught classes
6.4.4 Assessment
Either An essay on an approved topic (3000 words) and a 3,000 word textual analysis involving the collection and analysis of discourse. Or A 6000 word assignment on an approved topic (which must include an element of discourse/textual analysis).

To be announced
6.4.6 Useful Texts

Biber, D. and S. Conrad (2009) Register, Genre, and Style. Cambridge: Cambridge University Press.
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Block, D. and D. Cameron (eds.) (2002) Globalization and Language Teaching. London and New York: Routledge. Bratt Paulston, C. and G.R. Tucker (eds.) (2003) Sociolinguistics: The Essential Readings. Oxford: Blackwell. Burns, A. and C. Coffin (eds.) (2001) Analysing English in a Global Context: A Reader. London and New York: Routledge. Cameron, D. (2001) Working with Spoken Discourse. London: Sage. Celce-Murcia, M. & E. Olshtain (2000) Discourse and Context in Language Teaching: A Guide for Language Teachers. Cambridge: Cambridge University Press. Cook, G. (1989) Discourse. Oxford: Oxford University Press. Corson, D. (2001) Language Diversity and Education. Mahwah, NJ: Lawrence Erlbaum. Cutting, J. (2007, 2nd edition) Pragmatics and Discourse: A Resource Book for Students. London: Routledge. Davies, D. (2005) Varieties of Modern English: An Introduction. Harlow: Pearson Education. Fairclough, N. (2003) Analysing Discourse: Textual Analysis for Social Research. London: Routledge. Gee, P. and M. Handford (2011) The Routledge Handbook of Discourse Analysis. London: Routledge. Holmes, J. (2013, 4th edition) An Introduction to Sociolinguistics. Harlow: Pearson Education. Kirkpatrick, A. (2010) The Routledge Handbook of World Englishes. London: Routledge. McCarthy, M. (1991) Discourse Analysis for Language Teachers. Cambridge: Cambridge University Press. Paltridge, B. (2012, 2nd edition) Discourse Analysis: An Introduction. London: Continuum. Schneider, E. (2011) English Around the World: An Introduction. Cambridge: Cambridge University Press. Spolsky, P. (1998) Sociolinguistics. Oxford: Oxford University Press. Stockwell, P. (2002) Sociolinguistics: A Resource Book for Students. London: Routledge. Wardhaugh, R. (2010, 6th edition) An Introduction to Sociolinguistics. Oxford: Blackwell. Wood, L. A. and R. Kroger (2000) Doing Discourse Analysis: Methods for Studying Action in Talk and Text. London: Sage. Wray, A, and A. Bloomer (2013, 3rd edition) Projects in Linguistics and Language Studies. London: Routledge.
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6.5 ED7000 Dissertation and ED7031 Professional Enquiry/Project in TESOL (60 credits)
All Masters students are required to complete a 15,000-20,000 word Dissertation (MA Applied Linguistics & TESOL, MA TESOL) or Professional Enquiry (MA TESOL only), to be submitted by 15th September 2014. Students not completing this Module may exit the programme with a Diploma or Certificate qualification. The Dissertation is a substantial piece of work involving research and writing. Dissertations may include videos, cassettes, or practical materials and ideas for workshops. In any case they should show in-depth acquaintance with the literature of the subject area, but should also be a vehicle for the expression of personal views. The Professional Enquiry / Project in TESOL is also a substantial piece of written work. It allows less experienced students to work on practical TESOL projects such as curriculum development or materials development activities, with a view to developing practical evaluation and practitioner research skills that can be applied in early career posts. Once you have submitted a provisional topic area/title you will be allocated a supervisor from among the tutors on the programme, bearing in mind your choice, tutors interests and expertise, and tutors commitments. You are expected to discuss your proposals for the dissertation or professional enquiry with the supervisor and also a draft, as necessary. The tutor will support your work by discussing the likely structure, content and bibliography and by giving comments on parts of a draft version. This may be by means of email advice, reading one draft chapter, and any face to face tutorial time for a maximum time of five hours in total. Details of how to present your dissertation / professional enquiry are provided in Section 8.10.3 of this Handbook. Advice to be provided separately during the Research Methods sessions provides further useful notes about the dissertation, and a selection of dissertation titles from previous years. Normal submission rules apply when submitting the dissertation / professional enquiry. Any extension required to this final submission date must be put forward as a case of mitigating circumstances.
6.5.1 Objectives
By the end of the programme participants will: 1. 2. 3. 4. 5. 6. understand some methodological approaches to research; be able to conduct a literature search and a literature review; be able to write a research proposal; understand how to collect and analyse data in a chosen field; appreciate the ethical considerations in undertaking educational and/or applied linguistic research; be able to structure a dissertation appropriately.
6.5.2 Duration
Students work independently on their dissertation during the Summer Term, with the support of an assigned supervisor.
6.5.3 Assessment
Written work of 15,000 - 20,000 words or equivalent.

15 September 2014
6.5.6 Useful Texts

Allwright, R. & Bailey, K.M. (1991) Focus on the Language Classroom: an introduction to classroom research for language teachers. Cambridge: Cambridge University Press.
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Bailey, S. (2003) Academic Writing: A Practical Guide for Students. London: Routledge Falmer. Bell, J. (1999) Doing your Research Project: a guide for first-time researchers in education and social science. Milton Keynes: Open University Press. Brown, J.D. & Rodgers, T.S. (2002) Doing Second Language Research. Oxford: Oxford University Press. Cohen, L., Manion L. and Morrison, K. (2000) Research Methods in Education. (5th ed.) London: Routledge. Drnyei, Z. (2003) Questionnaires in Second Language Research. NJ: Lawrence Erlbaum. McDonough, J. & McDonough, S. (1997) Research Methods for English Language Teachers. London: Arnold. Munn, P. & Drever, E. (2004) Using questionnaires in small scale research: a beginners guide. Glasgow: SCRE University of Glasgow. Nunan, D. (1992) Research Methods in Language Learning. Cambridge: Cambridge University Press. Richards, K. (2003) Qualitative Enquiry in TESOL. Basingstoke: Palgrave Macmillan. Seliger, H.W. & Shohamy. E. (1989) Second Language Research Methods. London: Oxford University Press.
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6.6
Research Methods
This is a non-assessed programme offered mainly during the Summer Term, which is in addition to Core and Option Modules. The Research Methods programme aims to introduce participants to a range of issues in research methodology, including generating research questions, approaches to research design, a variety of data collection techniques, ethical issues in Applied Linguistics research, and structuring the dissertation. The aim is to assist students in choosing a research question, designing a research project and writing a dissertation that reports on this project.
6.6.1 Objectives
By the end of the programme participants will: 1. 2. 3. 4. 5. 6. understand some methodological approaches to research; be able to conduct a literature search and a literature review; be able to write a research proposal; understand how to collect and analyse data in a chosen field; appreciate the ethical considerations in undertaking educational and/or applied linguistic research; be able to structure a dissertation appropriately.
6.6.2 Content Areas

Formulating research questions; approaches to research design; writing a research proposal; collecting and analysing data; research ethics; structuring a dissertation.
6.6.3 Duration
14 hours of taught classes.
6.6.4 Assessment
Non-assessed
6.6.5 Useful Texts

See Dissertation above.
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6.7
Option ED7010 - Materials Design and Development (15 credits)
This option aims to provide a clear overview of the pedagogical and practical issues related to the development of language teaching materials. We focus particularly on the development of English language teaching materials, although the underlying principles are relevant for languages other than English. The option also aims to help participants to develop the knowledge and the skills necessary for evaluating, adapting and producing ELT materials.
6.7.1 Objectives
By the end of this option students will be able to: 1. 2. 3. 4. 5. Discuss current issues in materials development; Evaluate critically a range of coursebooks and pedagogic tasks; Design learning and teaching tasks appropriate to particular groups of language learners; Produce language materials of a high presentational standard; Consider the interface between theory and practice in materials design and development.
6.7.2 Content Areas

Key concepts and current issues in materials design and development, such as authenticity, varieties of English, and the use of visuals with different groups of learners are covered in the first session. The focus for session two is appropriate content for language teaching materials. The cultural content included in coursebooks, the representation of different social groups and the range of topics which are typically covered in programme materials are examined. In sessions three and four, the evaluation of teaching materials is explored. Different frameworks for evaluating materials are presented and participants have the opportunity to evaluate recently published ELT coursebooks. Session four explores the writing process, including a framework for materials writing; writing in a team; getting materials published and the piloting process. In session five, the role of coursebooks and controversies surrounding the use of coursebooks are considered. Current trends in published materials and future directions in materials development are also examined in this session. In session six, a short lecture on the interface between theory and practice in materials design and development examines how research on the speaking skill has impacted upon speaking tasks in coursebooks. In the final session, we prepare for the assignment and participants are required to make a short presentation of their materials development project and receive critical feedback on their individual projects.
6.7.3 Duration
14 hours of taught classes
6.7.4 Assessment
Option A: Students are required to develop or adapt a sample of language learning materials for a specific group of learners and submit an assignment which explains the theoretical, practical and pedagogical issues underpinning the development of the materials (assignment: 2500 words; materials: 500 words equivalent) OR Option B: Students are required to conduct an evaluation of a coursebook or some language teaching materials and produce an assignment which outlines the evaluation criteria which were adopted and presents the findings of the evaluation.
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It is also possible to produce a joint assignment combining two options (5,000-6000 words) by negotiation with programme tutors.

To be announced
6.7.6 Useful Texts

Dubin, F. & Olshtain, E. (1986) Course Design. New York: Cambridge University Press. Graves, K. (2000) Designing Language Courses: A Guide for Teachers. Boston, MA: Heinle & Heinle. *Harwood, N. (ed.) (2010) English Language Teaching Materials. Cambridge: Cambridge University Press. *McGrath, I. (2002) Materials Evaluation and Design for Language Teaching. Edinburgh: Edinburgh University Press. *McGrath, I. (2013) Teaching Materials and the Roles of EFL/ESL Teachers. London and New York: Bloomsbury. Nation, I.S.P. and Macalister, J. (2010) Language Curriculum Design. New York and London: Routledge. *Tomlinson, B. (1998) (ed) Materials Development in Language Teaching. Cambridge: Cambridge University Press. *Tomlinson, B. (2003) Developing Materials for Language Teaching. London: Continuum. *Tomlinson, B. (2008) English Language Learning Materials. London: Continuum. *Tomlinson, B. (2011) Materials Development in Language Teaching. Cambridge: Cambridge University Press. *Tomlinson, B. (2012) Materials development for language learning and teaching, State-of the-Art Article. Language Teaching Volume 45/2: 143-179. *Tomlinson, B. (2013) Applied Linguistics and Materials Development. London and New York: Bloomsbury. *Tomlinson, B. and Matsuhara, H. (2011) Research for Materials Development in Language Learning. London: Continuum. * key text
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6.8
Aims
Option ED7016 Technology in Language Education (15 credits)
This option aims to: 1. familiarise participants with the pedagogical implications and practical applications of new technologies to language learning and teaching
6.8.1 Objectives
To enable participants to: 1. 2. 3. 4. 5. 6. Understand how new technologies can contribute to language learning and teaching Become aware of current issues and developments in CALL Exploit the WWW for language learning Use and evaluate CALL software Become familiar with CALL authoring programmes and create basic CALL activities Integrate CALL in language teaching
6.8.2 Content areas

Introduction to CALL
Key concepts, skills and terminology
Computers in language learning and teaching

Computer uses, roles and SLA
Selecting and evaluating CALL materials

Finding and assessing materials available on CDROM and the Internet
Creating CALL activities

CALL activity types and authoring tools
Integrating CALL in teaching (1)

Computer as tool and resource
Integrating CALL in teaching (2)

Computer as messenger and manager
Current issues and future directions

Contemporary debates/research and technical developments.
6.8.3 Duration
6.8.4 Assessment
Assignment of 3,000 words OR as part of a joint assignment combining two Options (6,000 words) by negotiation with programme tutors.
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6.8.5 Date of submission

To be announced
6.8.6 Useful reading

Beatty, K. (2003) Teaching and Researching Computer Assisted Language Learning. Harlow: Pearson Education Limited. Chapelle C. (2003) English Language Learning and Technology, Philadelphia: John Benjamins Publishing Company Chapelle, C. & Jamieson, J. (2008). Tips for teaching CALL. New York:Pearson ESL Crystal, D (2006) Language and the Internet. 2nd ed., Cambridge: Cambridge University Press. Dudeney, G. (2007) The Internet and the Language Classroom: A Practical Guide for Teachers. 2nd ed, Cambridge: Cambridge University Press. Dudeney, Gavin, and Nicky Hockly (2007) How to Teach English with Technology. London: Longman. Felix U. (2001) Beyond Babel: Language Learning Online. Melbourne: Language Australia, 378 pages, book plus CD-ROM, ISBN 1 876768 25 8. Available in Europe from Camsoft: http://www.camsoftpartners.co.uk Felix U. (2003) (ed.) Language learning online: towards best practice. Lisse: Swets & Zeitlinger. Felix, U.( 2008) The unreasonable effectivness of CALL: What have we learned in two decades of research? ReCALL/ (20 / 02), pp 141-161 Grgurovic,M, Chapelle, C. & Shelley, M. A meta-analysis of effectiveness studies on computer technologysupported language learning. ReCALL 25/ 02 / pp 165 198 Levy, M. Blin, F, Bradin Siskin, C. Takeuchi, O. (Eds) (2010) Worldcall. London: Routledge. Donaldson,R. &. Haggstrom, M. (2009) Changing Language Education Through CALL. London: Routledge. Sharma, P. and Barrett, B. (2007) Blended learning: how to use technology in and beyond the language classroom. London:Macmillan. Warschauer, M. and Kern, R. (eds.) (2000) Network-based language teaching: concepts and practice. Cambridge University Press.
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6.9
Aims
Option ED7012 English for Specific Purposes (15 credits)
This option aims to: 1. 2. explore key areas within ESP and examine their applications to specific learning contexts. consider the development and status of ESP and its sub areas within ELT
6.9.1 Objectives
By the end of this option participants will be able to: 1. 2. 3. 4. 5. understand the origins and reasons for ESP in relation to ELT. understand the role, methods, application and evaluation of needs analysis within ESP. evaluate course and material design within ESP. examine the roles and relationships of teachers and learners in ESP settings. explore the domains of English for business purposes and English for academic purposes and consider their importance within ESP and ELT.
6.9.2 Content areas

Defining ESP Needs analysis Syllabus design Materials EAP Business English The ESP practitioner
6.9.3 Duration
6.9.4 Assessment
Assignment of 3,000 words OR as part of a joint assignment combining two options (6,000 words), by negotiation with programme tutors.
6.9.5 Date of submission

To be announced
6.9.6 Useful texts

Dudley-Evans, A. and M.A. St John (1998) Developments in ESP: A Multidisciplinary Approach. Cambridge: Cambridge University Press Hutchinson, T. and A. Waters (1987) English for Specific Purposes: A Learner-Centred Approach. Cambridge: Cambridge University Press. Robinson, P. (1991) ESP Today. Hemel Hempstead: Prentice Hall
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6.10 Option ED7020 - Intercultural Communication (15 credits)

In todays world of globalisation, multicultural contact and interaction, effective intercultural communication is increasingly important for social harmony. While a range of disciplines can offer insights into the issues that arise in this context, the field of Applied Linguistics and language education is particularly well placed to analyse the real-life problems and challenges of communication across and within cultures. This module aims both to examine theoretical perspectives on intercultural communication and to explore how teachers can be more effective in developing in themselves and in their learners a critical approach to intercultural communicative competence.
6.10.1 Objectives
By the end of the module students should be able to: 1. 2. 3. 4. Analyse the influence of cultural beliefs, attitudes and conventions on their own sense of identity and communicative behaviour; Define some of the key factors that can impact on intercultural communication in specific contexts, e.g. the language classroom; the workplace; Analyse cultural similarities and differences in communication using various theoretical frameworks; Demonstrate a more critical approach to the concept of culture and to intercultural communication.
6.10.2 Content Areas

Perceptions of cultural identity and identification; theories of intercultural communication (ICC); barriers to ICC; culture in the language classroom and workplace; developing ICC in the language classroom; ICC and the use of literature; critical cultural awareness.
6.10.3 Duration
6.10.4 Assessment
Students are required to submit a written assignment of 3000 words on a topic relevant to the module. Full assignment guidelines will be provided giving further advice.

To be announced.
6.10.6 Useful Texts

Asante, M.K., Miike, Y. and J. Yin (eds) (2013), The Global Intercultural Reader. London and New York: Routledge. Corbett, J. 2003. An Intercultural Approach to English Language Teaching. Clevedon: Multilingual Matters.Ltd. Gudykunst, W. 2003. Cross-Cultural and Intercultural Communication. London: Sage. Guilherme, M. 2002. Critical Citizens for an Intercultural World: Foreign Language Education as Cultural Politics. Clevedon: Multilingual Matters Ltd. Holliday, A. (2011), Intercultural Communication and Ideology. London: Sage. Holliday, A. (2013), Understanding Intercultural Communication. Negotiating a Grammar of Culture. London and New York: Routledge. Holliday, A., Hyde, M. and Kullman, J. 2004. Intercultural Communication: an advanced resource book. London: Routledge. Jandt, F. 2003. An Introduction to Intercultural Communication. London: Sage.
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Jackson, J. 2011 The Routledge Handbook of Language and Intercultural Communication. London:Routledge. Kelly Hall, J. 2002. Teaching and Researching language and Culture. London: Longman Pearson. Kramsch, C. 1993. Context and Culture in Language Teaching. Oxford: Oxford University Press. Kramsch, C. 1998. Language and Culture. Oxford: Oxford University Press. Lonner, W. J. and Malpass, R. S. (eds.) (1994), Psychology and culture. Needham Heights, MA: Allyn and Bacon. Neuliep, J. W. (2008), Intercultural communication: A contextual approach (4th ed.). Thousand Oaks, CA: Sage. Piller, I. (2011), Intercultural Communication, A Critical Introduction. Edinburgh: Edinburgh University Press. Riley, P. 2007. Language, Culture and Identity: An Ethnolinguistic Perspective. London: Continuum. Spencer-Oatey, H. and Franklin, P. (2009) Intercultural Interaction. New York: Palgrave Macmillan.
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6.11 Option ED7022 - Continuing Professional Development for English Language Teachers (15 credits)
In this Option we will look at ways in which you can continue to develop as a teacher after you have completed our MA, and hopefully for the rest of your professional lives. In the early stage of their career, teachers face the challenge of dealing with the demands of daily classroom teaching knowing how to plan and deliver a lesson, how to maintain control of the class, how to manage a variety of different learning tasks, how to get through a syllabus, and so on. After this stage, following initial training and after a teacher begins to gain a degree of confidence in delivering a lesson, a different approach to continuing to grow and develop as a teacher starts to become relevant. We will look at how teachers change during the programme of their careers, and various ways that have been devised to help teachers continue to learn, to remain motivated and avoid burn-out, and to continue to inspire learners. We will look at specific strategies and activities that you can use to keep yourselves professionally alive and growing.
6.11.1 Objectives
By the end of this option participants should be able to: 1. 2. 3. Understand the rationale behind a range of practitioner research models, including reflective practice, classroom-based research, cooperative development, action research and exploratory practice, and know how to implement them. Understand the role of peer observation and mentoring, learning conversations, teacher development groups and professional associations in supporting continuing professional development, and know how to implement them. Appreciate the pressures on language teachers in their careers and the reasons for and dangers of teacher burn-out, and be aware of strategies for dealing with them.

Career paths of teachers; models of teacher development; teacher thinking and decision making; the nature of teacher expertise; teacher identity; practitioner research, including action research, reflective practice and exploratory practice; cooperative development; mentoring; peer observation; teacher learning communities.
6.11.3 Duration
14 hours of taught classes.
6.11.4 Assessment
Reflective assignment of 500 words and essay or project of 2,500 words.

To be announced.
6.11.6 Useful Texts

Farrell, T.S.C. (2007) Reflective Language Teaching: From Research to Practice. London: Continuum. Freeman, D. and Richards, J .C. (eds.) (1996) Teacher Learning in Language Teaching. Cambridge: Cambridge University Press. Head, K. & Taylor, P. (1997) Readings in Teacher Development. Oxford: Heinemann. James, P. (2001) Teachers in Action: tasks for in-service language teacher education and development. Cambridge: Cambridge University Press.
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Nunan, D. & Lamb, C. (1996) The Self-Directed Teacher: Managing the learning process. Cambridge: Cambridge University Press. Parrott, M. (1993) Tasks for Language Teachers. Cambridge: Cambridge University Press. Richards, J.C. (1998) Beyond Training. Teacher Development in Language Teaching. Cambridge: Cambridge University Press. Richards, J.C. & Farrell, T.S.C. (2005) Professional Development for Language Teachers Strategies for Teacher Learning. Cambridge: Cambridge University Press. Richards, J. & Lockhart, C. (1994) Reflective Teaching in Second Language Classrooms. Cambridge: Cambridge University Press. Wallace, M.J. (1991) Training Foreign Language Teachers, a reflective approach. Cambridge: Cambridge University Press.
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6.12 Option ED7023 - Corpus Approaches to Lexis (15 credits)

A corpus is a computerized collection of texts, carefully sampled to represent one or more varieties of a language e.g. standard American English in the 1990s, or English in contemporary science textbooks. The plural form of corpus is corpora. This module provides an introduction to corpus-based approaches to lexis, including both traditional concepts of lexical semantics (e.g. denotation and connotation, semantic fields, metaphor) as well as more recent notions (e.g. collocation, phraseology, lexicogrammar). Increasingly corpora are revolutionizing lexical studies, dictionaries and related materials by offering a unique window on the frequency and use of language patterns (e.g. somebody vs. someone) by speakers from different backgrounds. Through weekly hands-on workshops, you will have the opportunity to explore different kinds of corpora and software, and assess their strengths and weaknesses for a range of research questions. You will also acquire the knowledge and skills necessary to critically evaluate published research in previous studies of lexis whether they are based on corpus methods or not.
6.12.1 Objectives
By the end of the module students should be able to: 1. 2. 3. 4. 5. 6. Retrieve different types of lexical items from diverse corpora, and conduct quantitative and qualitative analysis of the retrieved data Understand the characteristics of the main published corpora and software available for applied English language/linguistics studies, and their strengths and weaknesses Investigate lexical characteristics across different varieties of language (registers/genres, regional varieties), different sociolinguistic categories of speaker (age, sex, social class, speakers L1) and different time periods Compile and analyse their own corpora using appropriate methods Critically assess previous research in the field, and the usefulness of corpus methodologies for different applications, including language teaching and learning Show the ability to work independently, demonstrating initiative, self-organisation and time management.

Corpus-based word profiling Corpus benefits/limitations, design and representativeness (Apparent) synonymy, collocations and phraseology Lexicogrammar and corpus annotation Lexicogrammatical variation and change Corpus keywords Compiling and analysing do-it-yourself corpora Uses and implications of corpus-based lexical studies for English language teaching and Applied Linguistics.
6.12.3 Duration
6.12.4 Assessment
Students are required to submit a project of 2,500-3000 words investigating the use of lexis (or related concepts such as phraseology/lexicogrammar) in one or more corpora. Full assignment guidelines will be provided giving further advice.
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To be announced.
6.12.6 Useful Texts

Anderson, W. and J. Corbett. (2009) Exploring English with Online Corpora. Basingstoke: Palgrave Macmillan. Biber, D., S. Conrad and R. Reppen. (1998) Corpus Linguistics: Investigating Language Structure and Use. Cambridge: Cambridge University Press. Hoffmann, S., S. Evert, N. Smith, D. Lee and Y. Berglund. (2008) Corpus Linguistics with BNCweb A Practical Guide. Frankfurt: Peter Lang. Kennedy, G.D. (1998) An Introduction to Corpus Linguistics. London: Longman. Lindquist, H. (2009) Corpus Linguistics and the Description of English. Edinburgh: Edinburgh University Press. McEnery, T., R. Xiao and Y. Tono. (2006) Corpus-based Language Studies: An Advanced Resource Book. London: Routledge. McEnery, T. and A. Hardie. (2012) Corpus Linguistics: Method, Theory and Practice. Cambridge: Cambridge University Press. Meyer, C.F. (2002) English Corpus Linguistics: An Introduction. Cambridge: Cambridge University Press. O'Keeffe, A., and M. McCarthy (eds.). (2010) The Routledge Handbook of Corpus Linguistics. London: Routledge. OKeeffe, A., M. McCarthy and R. Carter. (2007) From Corpus to Classroom: Language Use and Language Teaching. Cambridge: Cambridge University Press. Oakey, D. (2010) English vocabulary and collocation. In S. Hunston and D. Oakey (eds.) Introducing Applied Linguistics: Concepts and Skills. Abingdon/New York: Routledge. Partington, A., A. Duguid and C. Taylor. (2013) Patterns and Meanings in Discourse: Theory and Practice in Corpus-assisted Discourse Studies (CADS). Amsterdam: John Benjamins. Stubbs, M. (2002) Words and Phrases: Corpus Studies of Lexical Semantics. Oxford: Blackwell. Wynne, M. (ed.). (2005) Developing Linguistic Corpora: A Guide to Good Practice. Oxford: Oxbow Books. Available online from http://ahds.ac.uk/linguistic-corpora/. Accessed 2013-07-16.
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7. PROGRAMME TIMETABLE
The Autumn Term timetable will be provided during the first week of term. The timetable will also be displayed on the MA Applied Linguistics & TESOL / MA TESOL notice board on the Ground Floor of 162-166 Upper New Walk. For those students who are studying part time, their timetable will be devised in conjunction with the Programme Leader. In subsequent terms the timetables will be provided ahead of time by email and via Blackboard.
7.1
Teaching Days
Classes may be scheduled from Monday Friday during term time. Currently, Wednesday afternoons are kept free so as to avoid a clash with ELTU language support classes which may be recommended for some students. We try, as far as possible, to avoid changes to the timetable, but these are sometimes unavoidable.
7.2
Session Times
There are usually two teaching slots: 10.00am 11.00 or 12.00pm, and 14.00pm - 16.00pm. However, some classes may be scheduled at other times. For many Modules we have been allocated a different room each week. Please check your timetable before every class to make sure you are going to the right room! As rooms are in different parts of the campus, sometimes far apart from each other, please make every effort to arrive on time. Attendance is not optional but is an academic obligation: http://www2.le.ac.uk/offices/sas2/regulations/documents/general-regulations14.pdf/view. Persistent lateness or non-attendance will be taken seriously. Occasionally changes have to be made to scheduled rooms; you will be notified of any changes by email and via Blackboard, so please do check Blackboard and your University email account regularly. Also, refer to updates on the MA Applied Linguistics & TESOL / MA TESOL notice board in 162-166 Upper New Walk in case of doubt.
7.3

Additional or Special Sessions

sessions led by other tutors from the School of Education on topics of special interest sessions led by visiting speakers (ESOL professionals, academics, publishers) specialised clinics in support of dissertation research student-led workshops or presentations
A number of additional sessions may be arranged:
In addition, students are encouraged to attend occasional lectures organised for the School of Education as a whole. These may be by visiting speakers or internal staff. Any such special sessions will be announced as and when they occur.
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8. ASSESSSMENT
Assessment is through coursework assignments. There are no final examinations, although some use is made of tests and presentations in particular modules. Assessment guidelines for each module will be distributed by the module tutor during the first few class meetings. Typically, this brief will give specific guidance on how to approach the assignment, but may allow you scope to relate the topic to your own academic or professional interests. If you wish to vary the nature of the assignment please consult the Module Tutor, who will decide if your proposal is feasible. Most of the assignments take the form of academic essays. It may sometimes be appropriate to submit work in other forms in partial fulfilment of the assessment requirements. You will have the opportunity to ask questions about the assignment brief at a special assignment session at the end of each module. You will receive feedback on your assignment plan from your personal tutor.
8.1
The Formative Assignment
Students will be asked to do a non-credit formative assignment in the first month of the autumn term. The purpose of this assignment is to allow you to explore in writing your responses to an academic task without the pressure of being formally assessed. The task is prescribed and there are specific guidelines for you to follow. Your personal tutor will read your work and provide you with constructive feedback, which is intended to help you when you come to do your credit-bearing assignments, the ones that count towards your degree. Further details about this assignment will be provided during your Induction.
8.2
Submission of Assignments
Coursework Submission
Student anonymity will be preserved during the marking of all formal examinations. Summative coursework (i.e. coursework that contributes to your module mark or grade) will be marked anonymously unless there are sound educational reasons for not doing so, or the type of assessment makes marking impractical. There are a number of occasions during the year when work from individual modules is considered for assessment. Students should submit a copy of their assignment through both Turnitin and the Blackboard assignment portals. Information about the submission process (including the relevant instructions) can be found on Blackboard under the online submission heading. All coursework should be handed in by 3.00pm on the specified date.
8.3
Late Submission of Assignments
You should make sure that you submit your assignments by their due date to avoid any marks being deducted for lateness. Penalties for late submission of coursework follow the University scheme defined in Regulations governing the assessment of taught programmes (see www.le.ac.uk/senate-regulation7 or www.le.ac.uk/sas/assessments/late-submission).
8.4
Feedback and the Return of Work
The Department complies with the Universitys policy for the return of marked coursework (see www.le.ac.uk/sas/quality/student-feedback/return-of-marked-work for details of the full policy: General principles: Feedback and provisional grading on coursework will be returned within 21 days of the submission date for campus-based programmes; 28 days for distance learning and approved programmes.
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In exceptional circumstances where this is not possible, you will be notified in advance of the expected return date and the reasons for the longer turn-round time and where possible staff will provide some interim feedback: for example in the form of generic feedback to the class regarding common errors and potential areas for improvement
8.5
Student Feedback
Students are asked to complete a feedback questionnaire at the end of every module. This questionnaire is available on Blackboard or from the TESOL office. Feedback on behalf of programme participants can also be given by your representatives at the Student/Staff committee meetings. The outcome of these meetings will be available to you in the form of Minutes posted on Blackboard, and is also reported to the Programme Board. The programme leader and programme team try to respond to students suggestions and queries as promptly and positively as possible. When it is not possible to satisfy students wishes, we explain the reasons. Changes and improvements have been made in the past as a result of student feedback either through representatives or through programme evaluation questionnaires.
8.6
Presentation of Coursework
In keeping with the nature of a higher degree, we expect all assignments to be word-processed (or typed) and written in clear, accurate English; to give appropriate references to sources used whenever relevant; and to contain a full list of publications cited. A badly written assignment which proves difficult to comprehend may be returned to you for correction, in which case marks may be deducted for late submission. It is important that you remember to make and keep safely a copy of all coursework assignments you submit.
8.6.1 General Features of Presentation

Title Page
A title page should be provided stating: the module and component to which the assignment relates; the title of the assignment; the name of the degree (MA Applied Linguistics & TESOL / MA TESOL); the date of submission; word count
Items to Include
A title and section sub-headings should be used as appropriate to assist the writer and reader to understand the flow of text and ideas. There are many ways in which an assignment can be structured depending on the topic. All assignments should have a clear introduction and an appropriate conclusion. A table of contents is also helpful for longer assignments (and essential for the dissertation). All pages should be numbered.
Word Count
For assignments, including dissertations and professional enquiries, word limits are set as part of the brief for the assignment. These do not include references and appendices. They do include anything in the body of the assignment, including tables and figures. Any footnotes used should be kept to a minimum. You will be allowed +/-10% flexibility around the word limit set for each assignment. There is no advantage in exceeding the word limit and, in fact, you are likely to be penalised as you would be considered not to have met the brief for the task. This may be reflected in your final mark as judgements are
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made on your work against the generic marking criteria concerning communication and organisation, for being too verbose, not concise enough, in need of editing etc. Under length work is also in danger of not satisfying the full brief and therefore not showing evidence against the full range of marking criteria and therefore marks available.
References
A list of references called References should follow the main text. Any appendices should follow the list of references. References and citations should follow the Harvard system, as explained in Section 15.4 of this Handbook. Endnotes may be used, if necessary, but should be kept to a minimum.
8.6.2 Notes on Presenting Typed and Word-Processed Coursework

A4 paper should be used, with typing on one side only. There should be 1.5 spacing between lines. Each page should have a left-hand margin of at least 35mm and margins at head, foot and right-hand side, of at least 15mm.
8.6.3 Presentation of the Dissertation / Professional Enquiry

Word-length: 15,000 - 20,000 words. Typing (or arranging for typing) is your responsibility. Allow adequate time between completion and the deadline for submission for this typing to be done. 1.5 spacing line spacing must be used Margins: each page should have a left-hand margin of at least 35mm and margins at head, foot and right-hand side, of at least 15mm. Pages must be numbered. The title page must include title of dissertation; name of degree (MA Applied Linguistics & TESOL / MA TESOL), the year Abstract: a separate abstract of not more than 500 words (of the 20,000) must be provided. A table of contents with page numbers should be supplied at the beginning. Endnotes should follow the chapter to which they refer. The references list should follow the text but appear before the appendices.
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9. GUIDANCE ON ASSESSMENT OF COURSEWORK AND AWARD OF GRADE

A representative sample of students work in each module is double-marked, including any assignments designated as failing, by MA programme tutors according to the system shown below. The grades notified to you are provisional upon the moderation of the external examiner and subsequent approval by the Board of the College of the Social Sciences and the University Senate. The following are general criteria for the award of grades: Excellent Pass (70%+ or equivalent) Good Pass (60-69%) Satisfactory Pass (50-59%) Fail on first submission (Below 50%) Fail on second submission (Below 50%) In order to achieve a pass, you must get 50% or above. In modules where there is more than one component or assignment only an overall passing grade is necessary to pass the module. All pass level assignments (50% and above) must be carefully edited, proof read, and of an appropriate length. A failed assignment can be re-submitted only once. The maximum grade after resubmission is 50%. Students are only able to resubmit a maximum of 60 credits, (i.e. two core modules or one core module and 2 options). The criteria for the award of grades are presented in the table on the following page. As you can see in the table, we will assess your assignment with the following criteria particularly in mind:
Focus and clarity of purpose

Does the title accurately reflect the purpose and content of the assignment? Have you made it clear early on in your paper what the aims of your study are, ie. what question or problem you intend to discuss and/or what argument you are proposing? Have you maintained your focus on the central question throughout the paper?
Knowledge of the relevant field of study

Is there evidence of wide and relevant reading of academic literature? Is it clear that you understand key concepts and arguments in what you have read? Do you evaluate and, where appropriate, reflect critically on the literature? Do you make it clear how your own viewpoint relates to the views of the scholars whose work you have read?
Presentation
Is the work structured clearly and logically? Is the work written clearly, accurately and in a style appropriate to its academic audience and genre? Do you conform to the academic conventions of the genre (such as register, tone, citation conventions)? Do you acknowledge the use of any ideas or words from another source? Is the work presented to a high quality and is it the appropriate length?
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9.1
Grade Descriptions for MA in Applied Linguistics and TESOL / MA TESOL

Organisation and Presentation Articulate, fluent and wellstructured. Accurate and appropriate handling of references and sources Awareness and Comprehension of Key concepts and ideas Demonstrates excellent command of subject matter. Understands the relevant theories and concepts fully and applies them skilfully to the assignment topic. Demonstrates good command of the subject matter. Understands relevant theoretical models and concepts, and applies them competently to the assignment topic. Demonstrates a basic command of the subject matter and limited by satisfactory understanding and/or application of relevant theories, concepts etc. Demonstrates inadequate command of the subject matter and insufficient awareness and understanding of relevant theories, concepts etc. Analysis and Critical/Professional Evaluation Excellent ability to analyse and critique relevant arguments, debates and points of view, etc. Critically evaluates relationship between theory and practice. Research (of applicable) Research questions are very appropriate and well defined. Effectively synthesises relevant material from a range of sources. Fully discusses and justifies research methods used. Presents and analyses data very clearly and accurately. Critically appraises strengths and weaknesses of investigative strategies. Considers alternative interpretations. Research questions are appropriate and properly defined. Evidence of systematic enquiry. Discusses and justifies research methods used. Presents and analyses data quite clearly and accurately. Some awareness of possible limitations to the study and of alternative interpretations. Research questions are generally appropriate and reasonably well defined. Satisfactory but limited sources for the research undertaken. Systematic approach but may be deficient in discussion and/or justification or investigative strategies used. Data presented and analysed with reasonable clarity and accuracy. Research questions not appropriate and/or insufficiently defined. Inadequate range of sources and flawed research methods. Lack of critical discussion/appraisal of strategies used. Data not presented or analysed clearly or accurately. Failure to consider limitations and/or alternative interpretations. Lack of evidence to support conclusion.
Grade (% or equivalent) 70%
60-69%
Generally wellstructured. Clear and orderly presentation. Generally proper handling of references and sources. Satisfactory structure and organisation. Mostly proper, if limited, referencing and handling of sources. Inadequately or flawed organisation and presentation. Language or typographical errors interfere with readability. Inadequate referencing and handling of sources.
Shows ability to analyse and critique relevant arguments, debated etc. Good commentary on relationship between theory and practice. Limited critical commentary on relevant arguments, debates, etc. Tendency towards description and/or paraphrase, rather than analysis. Lack of analysis and critique. Over-generalised or irrelevant commentary. Shows little awareness of relevant arguments, debates, interpretations, etc.
50-59%
Fail on first submission 49% or less
Fail on resubmission
The assignment is very weak in all or most of the categories. It has not adequately addressed the flaws or deficiencies of the first submission.
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9.2
Progression and Classification of Awards
The Universitys system for the classification of awards and the rules of progression are defined in the Regulations governing taught postgraduate programmes of study (www.le.ac.uk/senate-regulation6). Alternatively, refer to the Student and Academic Services website for information about degree classification and progression: www.le.ac.uk/sas/assessments/pgt-progressionaward Any specific progression requirements for your course are stated in its programme specification (see http://www.le.ac.uk/sas/courses/documentation)
9.2.1 Classification of Awards

Pass To be awarded a pass a student will have demonstrated achievement of the specified learning outcomes of the programme to a satisfactory standard, demonstrating a critical and substantial understanding of the topic. They will have demonstrated the ability to develop an independent, systematic and logical or insightful argument or evaluation. They will also have demonstrated a significant degree of competence in the appropriate use of the relevant literature, theory, methodologies, practices, and tools and shown evidence of clarity, focus and cogency in communication. To be awarded a merit a student will have demonstrated achievement of the specified learning outcomes of the programme to a very good standard, demonstrating a welldeveloped, critical and comprehensive understanding of the topic. They will have demonstrated the ability to develop an independent, systematic and logical or insightful argument or evaluation. They will also have demonstrated a high degree of competence in the appropriate use of the relevant literature, theory, methodologies, practices, and tools, and shown a high level of clarity, focus and cogency in communication. To be awarded a distinction a student will have demonstrated achievement of the specified learning outcomes of the programme to an excellent standard, demonstrating a sophisticated, critical and thorough understanding of the topic. They will have demonstrated evidence of originality of thought and the ability to develop an independent, highly systematic and logical or insightful argument or evaluation. They will also have demonstrated excellence in the appropriate use of the relevant literature, theory, methodologies, practices, and tools, and shown excellent clarity, focus and cogency in communication.
Merit
Distinction
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9.2.2 Award Scheme

Possible Exit Awards Taught modules Dissertation/research project Failed credit No more than 15 credits with a mark of less than 50% or a grade C No more than 30 credits with a mark of less than 50% or a grade C
Postgraduate Certificate
At least 45 credits at 50% or a grade of C, or n/a above
Postgraduate Diploma
At least 90 credits at 50% or a grade of C, or n/a above
Masters Degree
Taught Modules Dissertation/Research Failed credit
Masters Degree
No more than 30 At least 90 credits at A mark of 50% or a credits with a mark of 50% or a grade of C grade C or above less than 50% or a grade C
No more than 30 Masters Degree with At least 60 credits at A mark of 60% or a credits with a mark of Merit 60% or a grade of B grade of B or above less than 50% or a grade C No credits with a mark Masters Degree with At least 60 credits at A mark of 70% or a less than 50% or a Distinction 70% or a grade of A grade A or above grade C
9.2.3 Re-sits and Resubmissions

Programme regulations allow for candidates to re-sit examinations or resubmit programme work in relation to an individual module on one occasion only. Re-submissions or examination re-sits are allowed for a maximum of 60 credits of the taught programme. Students failing more than two core modules (or one core and two options) may not be permitted to proceed with the Dissertation, though they may be allowed to re-submit the required number of assignments to obtain sufficient credits for a Postgraduate Diploma. The mark obtained for resubmitted work or a re-sit is capped at 50% or Grade C. Please see section 9.2.4 below for further details. Please note that you can carry no more than 30 credits with a mark less than 50%.
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A schedule for completing assignments that need to be resubmitted should be agreed with your personal tutor. No additional tutorial support will be provided for resubmissions. Once outstanding assignments have been resubmitted you will be advised whether you are able to progress to the dissertation/professional enquiry, or whether you will need to exit with the relevant exit award.
9.2.4 Progression to the Dissertation

The following requirements will be used to judge whether a student can progress to the dissertation/professional enquiry.
Taught Module Credits Failed at First Progression Rule Attempt Up to 30 Credits A student will proceed to, or continue with, the dissertation or research project and is entitled to re-sit failed modules, up to the maximum of 60 credits at the earliest opportunity. A student will proceed to, or continue with, the dissertation or research project and is entitled to re-sit failed modules, up to the maximum of 60 credits, at the earliest opportunity. If, after reassessment, a student has more than 30 credits of failed modules, s/he will not be allowed to continue work on the dissertation or research project and shall be considered at the next meeting of the Board of Examiners. A student will not proceed to, or continue with, the dissertation or research project but is entitled to re-sit failed modules, up to the maximum of 60 credits, at the earliest opportunity. If, after reassessment, a student has 30 credits or less of failed modules, s/he will be allowed to progress to, or continue with, the dissertation or research project. If, after reassessment, a student has more than 30 credits of failed modules, s/he will not be allowed to progress to, or continue with, the dissertation or research project and shall be considered at the next meeting of the Board of Examiners. A student will not proceed to, or continue with, the dissertation or research project, but is entitled to re-sit failed modules, up to the maximum of 60 credits, in order to meet the requirements for an intermediate award where the relevant programme specification makes provision for such an award. Where there is no provision for an intermediate award, or where the number of credits failed is such that the student cannot redeem a sufficient number to meet the requirements for an intermediate award, a board of Examiners shall consider the students performance and shall withdraw him/her for academic failure.
31-45 Credits
46-60 Credits
More than 60 credits
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9.2.5 External Examiners

The external examiners see a sample of work across all levels, report on the marking of internal markers and make recommendations about examination procedures. In general, an external examiner does not have the power to change grades, but their opinions about the application of grade criteria can occasionally lead to amendments. This is why all grades are initially deemed provisional. The external examiner sends an annual report to the Vice-Chancellor, who asks the MA Programme Board to respond to any concerns raised. The external examiners report is also considered by the MA Programme Board, as part of the regular review of programme provision and student progression. External Examiners The external examiners for 2013-2014 are: Dr Richard Smith from Warwick University Dr Juup Stelma from the University of Manchester
9.2.6 Final Board of Examiners

Following completion of the programme, there will be a final examiners' meeting, after which your result will be recommended to the College of Social Science and your name will go for verification by Senate for the appropriate award. Subsequently, you will receive an official letter confirming your achievement. The actual degree certificate will be received on or after the graduation ceremony (Winter or Summer).
9.3
Transcripts, Testimonials and References
Transcripts
In the past, students have needed programme transcripts at varying stages in the programme and with varying degrees of detail. For this reason, a standard transcript has not been devised. If you need an official transcript (for example, for a potential employer), we will do our best to provide what is required within a reasonable time.
Testimonials and references

You may ask any of the programme tutors to write a testimonial or reference. It is likely, however, that your Personal Tutor will have more knowledge of your work than a tutor who has not had much contact with you. Please do not put down the name of any tutor as a referee unless you have asked them if this is acceptable and informed them about the purpose of the reference.
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10. PLAGIARISM
You must always be sure that you credit ideas, data, information, quotations and illustrations to their original author. Not to do so is plagiarism: the repetition or paraphrasing of someone elses work without proper acknowledgement. The University expects students to conduct their studies with exemplary standards of academic honesty and will penalise students who submit work, or parts of work, that have been: plagiarised completed with others for individual assessment (collusion) previously submitted for assessment prepared by others supplied to another for copying.
Plagiarism and Collusion

Plagiarism is used as a general term to describe taking and using anothers thoughts and writings as ones own. Examples of forms of plagiarism include: the verbatim (word for word) copying of anothers work without appropriate and correctly presented acknowledgement; the close paraphrasing of anothers work by simply changing a few words or altering the order of presentation, without appropriate and correctly presented acknowledgement; unacknowledged quotation of phrases from anothers work; the deliberate and detailed presentation of anothers concept as ones own: reproduction of a students own work when it has been previously submitted and marked but is presented as original material (self-plagiarism).
Any student who prepares or produces work with others and then submits it for assessment as if it were the product of his/her individual efforts (collusion) will be penalised. Unless specifically instructed otherwise, all work you submit for assessment should be your own and should not have been previously submitted for assessment either at Leicester or elsewhere. See also www.le.ac.uk/sas/assessments/plagiarism
10.1 Penalties
The University regards plagiarism and collusion as very serious offences and so they are subject to strict penalties. The penalties that departments are authorised to apply are defined in the Regulations governing student discipline (see www.le.ac.uk/senate-regulation11, paragraphs 11.62 to 11.77).
10.2 Avoiding Plagiarism and Poor Academic Practice

Check the Learning Development website for guidance on how to avoid plagiarism www2.le.ac.uk/offices/ld/resources/study/plagiarism-tutorial If you are in any doubt about what constitutes good practice, ask your personal/academic tutors for advice or make an appointment with Learning Development for individual advice. You can book an appointment online by visiting: www.le.ac.uk/succeedinyourstudies
10.3 Turnitin
Please be aware that as a student on the MA TESOL / MA Applied Linguistics & TESOL, all of your assignments will be put through the plagiarism software Turnitin system to be checked for possible plagiarism.
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10.4 How to Avoid Plagiarism

Here we provide some illustrative examples on identifying and avoiding plagiarism. As we have said, plagiarism involves presenting someone elses work to make it look as if it is your own. Here is an extract from Briggs, A. R. J. and Sommefeldt, D. (2002) Managing Effective Learning and Teaching. London: Paul Chapman,: The curriculum is a blanket term that is used to describe anything and everything that goes on in a school or college, including teaching and learning. We talk of curriculum planning and design, curriculum delivery, curriculum development, curriculum management and so on: these terms are shorthand for a complex set of ideas and practices that underpin and support the learning process. The curriculum may be seen as the framework within which teaching and learning take place. (Briggs and Sommefeldt, 2002, p1) Suppose you want to include this point in something you are writing. There are two ways of doing this without plagiarism, by paraphrasing or quoting.
10.4.1 Paraphrasing
This is simply putting the idea in your own words. The best way to do this is to read the extract, then shut the book and think about what you have read. (This is very much what tutors want you to do anyway). Then write down the idea in your own words, without looking back at the book. You could then check to make sure that you have not copied any phrases accidentally, and that you have summed up the idea properly, preferably linking it to other ideas, including your own. For example, you could say: Many teachers probably see the curriculum largely in terms of a list of subjects and the content of each subject. Writers such as Briggs and Sommefeldt (2002) however, define it in much broader terms, as involving everything that happens in any situation where learning and teaching take place.
10.4.2 Quoting
If you really like the way the author has expressed the idea, you might prefer to quote their actual words, in which case you must of programme acknowledge the source. This handbook sets out how to construct references in a later section, but very briefly, you should set out longer quotations as above, indented but with no quotation marks, and with the source and page number at the end, Shorter quotations can be embedded in your own writing, inside quotation marks and again with the source and page number shown. For example: Many teachers probably see the curriculum largely in terms of content or as a list of subjects. Writers such as Briggs and Sommefeldt (2002), however, define it more widely as a blanket term that is used to describe anything and everything that goes on in a school or college, including teaching and learning (p1).
10.4.3 Quotations and paraphrases

In the example immediately above, it is very clear which words have been copied and which have not, and this is perfectly acceptable. Using too many quotations, however, makes your work seem unoriginal and superficial, while a good paraphrase shows that you have understood and reflected on the ideas. Your own study habits are important here. When you are taking notes for writing an assignment or chapter, it is vital to indicate which points are in your own words and which are not. If you word-process your notes you could put all actual quotations in italics, for example, while handwritten notes could be colour coded. If you confuse the two in your notes and commit plagiarism later by accident, it will be difficult for you to convince your tutor that it was all a terrible mistake!
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10.4.4 Some Examples of Plagiarism

Plagiarism may be several sentences or even just one, and the copied words may or may not be embedded in your own writing. For example, it would definitely be plagiarism if you wrote the following: The concept of the curriculum is a complicated one. We talk of curriculum planning and design, curriculum delivery, curriculum development, curriculum management and so on: these terms are shorthand for a complex set of ideas and practices that underpin and support the learning process. The curriculum may be seen as the framework within which teaching and learning take place, and not just a set of subjects. Nor is it acceptable to make just very small changes, so that it isnt quite copying word for word. For example, the following would be considered plagiarism because it is based very closely on the original without the source being acknowledged: The curriculum is a blanket term that is used to describe all sorts of things that go on in a school or college, including all the learning and teaching. We can talk about curriculum delivery, curriculum planning and design, curriculum development, curriculum management and so on: these terms are shorthand for a complex set of ideas and practices that underpin and support the learning process. All these examples are plagiarism because in each case, a chunk of text has been copied (or almost copied) but presented as if it was in the students own words. One point that has sometimes caused uncertainty in the past is that it is always plagiarism if you copy in this way, even if you mention the original writer(s). For example: Many teachers probably see the curriculum largely in terms of content or as a list of subjects. Writers such as Briggs and Sommefeldt (2002), however, see it as a blanket term that is used to describe anything and everything that goes on in a school or college, including teaching and learning. This is plagiarism because it looks like a paraphrase, but in fact is actually copied from the original wording. Plagiarism is cheating presenting somebody elses work as though it is your own. It is a serious matter and if you have any uncertainties, always discuss them with your tutor. Additional examples can be found on the following webpage, previously referred to: http://www2.le.ac.uk/offices/ssds/sd/ld/resources/study/plagiarism-tutorial
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11. COMPLAINTS AND APPEALS PROCEDURE

The University has robust systems in place governing the quality and standards of its degree programmes and your experience as a student here. We are confident that, like the vast majority of students here, you will enjoy and be satisfied with your programme. In most instances your department will be able to resolve any issues that do occur but we recognise that this will not always be possible. For this reason, the University has official procedures that allow eligible cases to be formally reviewed. Information about these procedures, including the relevant forms, can be found on the Student and Academic Services website: see www.le.ac.uk/sas/regulations/appeals-complaints. These pages should be read in conjunction with the Universitys Regulations governing student appeals (www.le.ac.uk/senate-regulation10) and Regulations governing student complaints (www.le.ac.uk/senate-regulation12).
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12. PROGRAMME REQUIREMENTS AND ATTENDANCE

Senate Regulations (www.le.ac.uk/sas/regulations) contain rules and other important information about being an undergraduate or taught postgraduate student at the University of Leicester. The Regulations are part of the formal contract between you and the University; you will have confirmed when completing registration that you will comply with procedures defined in the Universitys Regulations. The Quick Guide to Student Responsibilities (www.le.ac.uk/sas/regulations/responsibilities) summarises some of your most important responsibilities as a student at Leicester, as defined in detail in the Regulations. These responsibilities relate to: attendance submission of work by set deadlines term time employment (full-time students Home/EU and International) illness or other circumstances impacting upon studies maintaining your personal details the additional responsibilities of international students
Failure to adhere to student responsibilities can have serious consequences and may lead to the termination of your studies.
12.1 Attendance
Attendance is an essential requirement for success in your studies. The Universitys expectations about attendance are defined in Senate Regulation 4: governing student obligations (see www.le.ac.uk/senateregulation4). Full-time students must reside in Leicester, or within easy commuting distance of the city, for the duration of each semester. You should attend all lectures, seminars, practical sessions and other formal classes specified in your programme timetable, unless you have been officially advised that attendance at a particular session is not compulsory or you have received formal approval for absence. In addition to other attendance monitoring practices, departments will monitor international student attendance at two checkpoints during each academic year, typically at a compulsory learning and teaching session appearing in programme or examination timetables. Students will not normally be notified of checkpoint dates in advance. If you are an international student and you fail to meet attendance and/or checkpoints requirements this may result in the termination of your programme and the subsequent reporting of this to the UK Border Agency, in line with University sponsor obligations. Departments are empowered to authorise short absences for personal reasons, but requests for absences of more than one week must be explicitly approved by the University, and will only be granted if the department is in agreement with the proposal, and if the student concerned takes full responsibility for the completion of outstanding academic work. This procedure also applies if the absence is required for religious reasons, but as students are required to notify the Registry at the beginning of each academic year if there are likely to be religious reasons for any absence during that year, academic departments and administrative offices are expected to utilise this information pro-actively, so that any specific religious needs can be anticipated, and where practicable, met. Authorisation of short absences will also apply to attendance checkpoints for international students. We hope that you will find the programme interesting and rewarding and that you will not encounter any major difficulties in your studies. It is important however, that you should be aware that failure to meet general programme requirements can have serious consequences. Please avoid this by discussing any difficulties you encounter with your Personal Tutor before they seriously affect your performance on the programme. Your Personal Tutor may be able to help directly, or may advise you on other support available. If you prefer, you may, of programme, approach any of the University support services directly. Information and contact details for the Student Support and Development Centre are provided in Section 14.
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12.2 Notification of Ill Health and Mitigating Circumstances

The University recognises that students may suffer from a sudden illness or other serious and unforeseen event or set of circumstances which adversely affects their ability to complete an assessment or the results they obtain for an assessment. In such cases the mitigating circumstances regulations and procedures may be applied. These regulations are designed to ensure the fair and consistent treatment of all students. If your studies are affected in any way by illness or any other mitigating circumstance you must tell your department at the time that it occurs. You are also required to supply supporting evidence (e.g. a medical certificate) to your department by the relevant deadline. The deadline will be normally not later than seven days after to assessment deadline to which it relates. See http://www.le.ac.uk/sas/regulations/mitigation for full details of the mitigating circumstances regulations and procedures, including the Universitys definition of a mitigating circumstance.
12.3 Personal Conduct

The University expects students to conduct themselves with propriety, both in and around the University buildings and also in public places.
12.3.1 Term-time Employment (full-time students)

Paid employment during term-time should not exceed 15 hours per week. Such part-time work will not be accepted as a mitigating circumstance to excuse absence from classes, late submission of work, or examination failure.
12.3.2 Neglect of Academic Obligations:

You are expected to attend all learning and teaching events which are timetabled for you. These include lectures, tutorials or practical classes. You are also expected to submit work within the deadlines notified to you. Persistent failure to attend taught sessions or to submit work, without good cause, will be considered to be a neglect of academic obligations. Departmental procedures for dealing with neglect are set out within the Universitys disciplinary regulations (see www.le.ac.uk/senate-regulation11, paragraphs 11.52 11.61). In the most serious of cases of neglect the University has the right to terminate a students programme.
12.4 Suspension of Studies

Students seeking to suspend their studies for a period of time should contact the programme administrator in the first instance who will advise on the process for suspension. Further information about suspension can be found at the following link: http://www2.le.ac.uk/offices/sas2/studentrecord/withdrawal/temporary Please note: The Registry cannot accept your form if it is incomplete. You must include your last date of attendance. This should be during University term time and not during a vacation. Your expected date of return should be at the beginning of a University term. Once your request has been approved you will be notified in writing to your home address. If you wish us to correspond with you at an alternative address please complete the relevant section. Student Finance England will also be notified of your suspension of studies as appropriate. During your suspension of studies you will not have the status of a fully registered student. Reregistration details will be sent to you before you resume your studies. If you suspend for medical reasons you will be required to provide us with a report from your doctor to confirm your fitness to resume studies. Further information may be requested if required before we can confirm re-entry. If you are unable to resume your studies at the specified time you must notify the Registry in writing with details before it will be submitted for approval. It is unlikely that any student will be permitted to extend their period of study more than once on academic grounds.
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In accordance with the General Regulations periods of suspension count towards your maximum registration period to complete your programme. If you are a Tier 4 Visa student your right to remain in the UK will be affected by your suspension from study. We are under a legal obligation to report any change to the registration status of an overseas student to the UK Border Agency. You are advised to seek further information from the International Student Welfare Officers in the Percy Gee Building.
12.5 Withdrawal
To permanently withdraw from your studies complete and submit the application form in full. The form can be found at the following link: http://www2.le.ac.uk/offices/sas2/studentrecord/withdrawal/permanent Additional information on withdrawing from the programme including the Refunds Policy can be found at the link above.
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13. HEALTH AND SAFETY

It is every students responsibility to cooperate to create a safe working environment.
No Smoking Policy
Please note that it is the policy of the School of Education that smoking is not allowed in any University buildings.
A Note on Security
If you bring any valuables to the department (wallets, purses etc.), we strongly advise you to keep them with you at all times. Thefts have sometimes occurred in the University and School of Education, especially in Library and other buildings with some degree of public access, so please be alert to this danger. We also advise you to have your Students Union ID card (which bears your photograph) with you when you are on University premises. Please do not give any door access codes to a stranger or any person who is not registered with the University.
Access Cards / Security

Swipe card readers have been fitted to some of the School of Education buildings front doors and are in force in some areas on central campus, namely the computer rooms. Please be aware that when using buildings out of hours, proof of your identity may be requested. We recommend that you carry your library card at all times.
Personal Belongings
Your personal belongings are not covered by the Universitys insurance. You are therefore advised to check whether your parents or family policies provide adequate protection. If not, private insurance arrangements should be made. A lost property service operates from the Security Lodge, which is situated at the far end of the Fielding Johnson Building on Wyggeston Drive, University entrance No. 1. Bicycles may be brought onto the main campus but must be placed in the cycle racks provided, and appropriate security measures taken to help to prevent theft and damage. For advice on preventing cycle theft and details of the Universitys Coded Cycle Scheme visit: http://www.le.ac.uk/estates/facilities_&_services/security/CodedCycleScheme.html
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14. SUPPORT FROM THE UNIVERSITY

14.1 Learning Development
Studying for a degree is a stimulating, challenging and rewarding experience. In order to make the most of this experience, the University of Leicester provides a wide range of resources and services to support and enhance your academic development in areas such as essay-writing, critical thinking, independent learning and timemanagement. The Learning Development Team is here to help you develop the skills and abilities you need in order to succeed in your studies. To find out more about how we can help you develop your academic skills and abilities, visit our website: www.le.ac.uk/succeedinyourstudies.
14.2 University Library

The Library is your gateway to high quality information relevant to your studies. Using it effectively contributes directly to your success. The Library provides you with: access to a huge range of specialist information resources including a print collection of over 1 million items and a Digital Library of over 250,000 eBooks and 20,000 electronic journals which you can use from anywhere on the Web; help in finding and using information; online, face to face and by telephone; individual and group study space, including the Graduate School Reading Room exclusively for postgraduate students; PCs, netbooks and wireless networking for your laptop; services for distance learners and researchers.
The Library is a shared resource for all members of the University. Please respect it and observe the Library regulations available at www.le.ac.uk/library/about. To get started, visit www.le.ac.uk/library. Contact: David Wilson Library +44 (0)116 252 2043 | library@le.ac.uk
14.3 IT Services
Whilst studying at the University you will have a University IT account and email address. There are hundreds of University PCs available with Office 2010 and many specialist programs to help you with your studies. Visit go.le.ac.uk/it4students for more information about: Student email: Access your email and calendar anywhere, including on your smartphone or other mobile device; Printing: print, copy or scan on campus; pay by topping up your print and copy account; IT Help: visit the Help Zone in the Library, phone 0116 252 2253, email ithelp@le.ac.uk or attend a training course; Wifi: free access to eduroam wifi on campus, in halls or at other universities; PCs on campus: there are over 900 PCs available, with 350 located in the David Wilson Library (including 24/7 access during exam periods) and how to find other Student PC Areas; Files: personal Z: drive to store your files, which is backed up and available anywhere; Blackboard Virtual Learning Environment: support and information for all your courses; Leicester Digital Library: access to journals, databases and electronic books online; Mobile app: Download the University mobile app.
More information can be found at go.le.ac.uk/it4students

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14.4 Equalities Unit

The Equalities Unit provides the University with advice on equal opportunities with respect to both students and staff. It does this mainly through the Equality Public Duties that requires the University to proactively manage equal opportunities. The Universitys response to these duties is embodied in the Universitys Equal Opportunities Policy, which can be found at: http://www2.le.ac.uk/offices/equalities-unit The School of Educations Equal Opportunities Officer is: TBC You can contact him/her by email ___@le.ac.uk or by phone 0116 252____.
14.5 AccessAbility Centre

The Centre offers a range of services to all students who have specific learning difficulties, such as dyslexia, disabilities or long-term conditions. Staff offer one to one support, assessment of dyslexia, the co-ordination of alternative examination arrangements and assistance with applications for the Disabled Students' Allowance. The open access Centre acts as a resource base for students and staff and is a relaxed place for students to work. Its computers are equipped with specialised software for screen enlargement; essay planning and speech output software is on the University network. The Centre has some specialised equipment (CCTV, enlarged keyboard, and chairs) and some for loan (chairs, laptops and digital recorders).Low-level photocopying and printing facilities are also available. The Centre welcomes self-referrals as well as referrals from academic staff. Contact: AccessAbility Centre, David Wilson Library Tel/minicom: +44 (0)116 252 5002 | Fax: +44 (0)116 252 5513 | accessable@le.ac.uk www.le.ac.uk/accessability
14.6 Student Welfare Centre

The Student Welfare Centre offers wide ranging practical support, advice, and information for students. Financial advice is offered, with information on budgeting and funding. Specialised staff can advocate over late loans and other financial issues. Students can apply for hardship grants and loans through the Service; and obtain assistance with applications to charities and trusts. For international students, the Student Welfare Service organises various Welcome programmes throughout the year, the main five-day event taking place in September annually. Expert immigration advice is available; students are strongly advised to renew their visas through the scheme provided by Student Welfare. Student Welfare also co-ordinates HOST weekend visits to British families and other hospitality visits to local families in Leicester. Specialised Officers also support students who experience financial or personal problems. A specialist officer can provide information over housing contracts and can assist students over disputes with neighbours/housemates. A legal advice clinic is held in conjunction with the School of Law. Contact: Student Welfare Service, Percy Gee Building (First Floor). Tel: +44 (0)116 223 1185 | Fax: 0116 223 1196 | welfare@le.ac.uk www.le.ac.uk/welfare
14.7 Student Psychological and Healthy Living Service

This Service offers a range of expertise and support for both the physical and psychological aspects of health and wellbeing in the context of your academic journey. Services on offer include:
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Student Counselling Support

Time-limited, free and confidential counselling on a one-to-one or group basis, as appropriate, addressing both academic-related and personal issues. For information see our website: www.le.ac.uk/counselling Contact: Student Counselling Service +44 (0)116 2231780 | counselling@le.ac.uk
Student Mental Wellbeing Support

Practical and emotional one-to-one and group support to students managing mental health issues at the University. Contact: Student Support (mental wellbeing) +44 (0)116 252 2283 | mentalwellbeing@le.ac.uk www2.le.ac.uk/offices/ssds/student-support-mental-wellbeing
Student Healthy Living Service

The Student Healthy Living Service strives to help students enjoy a balanced life; the service helps individuals to identify an approach to life which can improve their wellbeing, enhance study and reach their full potential. The service is committed to the delivery of health and wellbeing activities that support students in developing life skills. As well as supporting academic achievement, these skills are transferable and should prove beneficial through the transition from University to the demands of employment and graduate careers. The Student Healthy Living Service works closely with the Freemens Common Health Centre and also provides direction to appropriate health care services. More information can be found on the Healthy Living Service website. Contact: Student Healthy Living Service +(0)116 223 1268 | healthyliving@le.ac.uk go.le.ac.uk/healthyliving These services are located at: 161 Welford Road (behind the Freemens Common Health Centre), Leicester LE2 6BF
14.8 Students Union Education Unit (ED)

Education help and advice is provided by the Students Union for all students. If you would find it helpful to talk to someone outside of your department, we offer a confidential and impartial service to help and advise you about where to go and what to do. If you wish to come and talk to us about your personal circumstances or academic worries, for example, exams or putting together an academic appeal, we will provide a professional and friendly service. You will find the Education Help and Advice staff in the Students Union Building on the first floor within the West Wing. Opening hours are 10.00 am to 4.00 pm and you can either pop in or book an appointment by contacting us on the details below: Contact: Students Union Education Unit (ED), Students Union (First Floor) +44 (0)116 223 1132/1228 | educationsu@le.ac.uk
14.9 Career Development Service

You need a first-class education; thats a given. But you also need an edge, an advantage, a head-start in the competitive graduate recruitment world. With your drive and determination, the Career Development Service
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can help you gain the extra dimension you need to stand out real-world skills and qualities that will not only enhance your early career prospects, but will stay with you for life. The way to make the most of you is to work with us the moment you arrive at Leicester. If youre willing to take responsibility for your own journey at the outset, weve got the knowledge and resources to spur you on to success. Careers at Leicester isnt just about getting you some work experience, we look at the bigger picture. Well encourage you to be reflective and think about what you want out of a career what is it that really motivates and inspires you? Well also get you thinking about what skills and experience you possess or need to help you achieve your goals. You can then explore your options and begin looking at what you need to do to fulfil those big ambitions. Starting early is key, when you arrive at Leicester you will already be registered on MyCareers, which is the gateway to all the opportunities on offer, from volunteering, enterprise and business start-up, to elected ofcers, and student group leadership there are so many different ways to gain experience, many of which are accredited by the Leicester Award, our agship employability award, designed to help you develop, assess, recognise and record the employability skills you are developing. We want you to follow your passion. So whether you want to make a difference in the voluntary sector, reach the top in high-ying business or be the next big thing in media, there are specially designed programmes and activities here at Leicester that can support you in getting the skills, experiences and exposure you need. Contact: Career Development Service, The Hub, Percy Gee Building (Students' Union) +(0)116 252 2004 | careershelp@le.ac.uk www.le.ac.uk/careers
14.10 Languages at Leicester

Non credit-bearing Language Options
The programme Languages@Leicester offers the following courses as opportunities to start or continue learning a language: Arabic, Chinese (Mandarin), French, German, Italian, Japanese, Latin, Polish, Portuguese, Russian and Spanish. These are run at various levels from beginners to proficient. Courses run over one or two semesters with a 2 hour session each week. Most courses will be held on campus but some take place at De Montfort University. All courses run during term time.
Fees
For two terms: It is cheaper if you book and pay for both terms at the start of the year. In this case the fee is 180.00. For one term only: The fee is 100.00.
Further information
Full details can be found at www.le.ac.uk/modlang/lal
Contacts
If you have any queries, comments or suggestions about Languages@Leicester, please contact: Mary Needham, email: mn29@le.ac.uk tel: 0116 252 2662 or Danielle Barbereau, email: db255@le.ac.uk
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14.11 Personal Development Planning

Personal Development Planning (PDP) is designed to enable you to think about, and plan for, your own personal, academic and career development. Throughout your degree you will be encouraged to reflect on your progress and achievements, and to identify areas you wish to develop and improve on. PDP will help you to: recognise the skills and abilities you are developing; identify areas for improvement and development; and think about how you can improve your employability and career prospects
To find out more about how the Department supports PDP chat with your personal tutor. In addition, Learning Development provides some more general information about what PDP is, and how you can engage with it: www2.le.ac.uk/offices/ld/personal-development-planning-pdp.
14.12 The English Language Teaching Unit (ELTU)

The English Language Teaching Unit is based in Readson House and offers a wide range of English Language and Study Skills programmes to students who are studying at, or who want to study at, the University of Leicester. The staff of ELTU are qualified, experienced English language teachers with a great deal of expertise in supporting students in their academic studies. In addition to full-time preparatory and pre-sessional courses, ELTU offers a variety of support services to help international students with their studies, including: part-time courses in academic writing and in developing speaking skills individual assistance: one-to-one tuition and advice
Self-access centre
Readson House provides a perfect environment for study: Comfortable, modern classrooms Internet access and data projectors in all classrooms Overhead sound systems in all classrooms Self Access Centre where you can borrow study materials to improve your English at home Computer room Wi-Fi access Student common room with tea and coffee-making facilities Contact: ELTU, Readson House, 96-98 Regent Road, Leicester, LE1 7DF Tel: +44 (0) 116 229 7859 Fax: +44 (0) 116 229 7818 Email: eltu@le.ac.uk
14.13 University Bookshop

The Bookshop is owned by the University and is located on the ground floor of the David Wilson Library. All prescribed and recommended texts are stocked, so that students can rely on the Bookshop for the books that they need in the programme of their studies. We also sell a wide range of paperbacks and books of general interest. Books not in stock can be quickly provided to order.
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Greetings cards, a wide range of stationery items and University of Leicester branded merchandise and clothing are always available. The opening hours are: Monday to Friday Saturday +44 (0)116 229 7440 bookshop@le.ac.uk 9.00 a.m. - 5.30 p.m. (5.00 p.m. in vacations) 10.00 a.m. - 2.00 p.m.
Contact: University Bookshop, David Wilson Library
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15. STUDY SUPPORT

15.1 What is a Good Assignment?
At Masters level we have quite specific expectations about what constitutes good writing, both in assignments and the dissertation. The table of Grade descriptors on page 62 is admittedly rather vague about what constitutes excellent, good or basic level work, and it has to be said that these levels are relative, based on a shared understanding within the University community of what Masters level work is. You will note also that there is a separate column in that table for Analysis and Critical / Professional Evaluation; this is an indicator that we are looking for more than simple description and reproduction of other peoples ideas. We value analysis, critical thinking, and evaluation. Here are some notes on what we look for in good writing: 1. Writing critically means that you do not simply list, or summarise, other peoples thinking, but you show that you understand how different ideas, theories and research findings relate to one another. You are able to synthesise what you read, evaluate it, and build it into a story told from your own point of view. Students often ask how, when they themselves (apparently) know so little, they can evaluate experts. The answer is that most of what you read by experts was not written based on experience of the context which you know most about. Also, ideas are constantly changing, and different writers come up with different points of view; there is always a choice; the job of evaluation is to decide what you think is the best way of understanding what you are writing about. 2. Intellectual curiosity should underlie everything you write; you should never be satisfied with the easiest answer; you should always be asking yourself but is this really true?. 3. Good writing involves using meta-writing telling your reader what you are going to say next, summarising what you have just said and showing how it links forward to what you will say next; saying how parts of your writing relate to other parts. 4. You have to get the details right; get your referencing and citations right; check that your quotations come from where you say they come from, and dont distort the original meaning. 5. Dont quote and run: all quotations have to be integrated into your own text, introduced, discussed, and show how they are relevant to what you want to say. Bad writing often includes lots of quotation (keep it below about 5% if you can) it makes the reader feel you dont really understand what you are writing about. Bullet-point lists should also be avoided; they look lazy, as if just copied from your sources without any attempt to integrate them. All quotations over three lines long should be separated with line breaks and indented. 6. Dont write things that you have no evidence for, and say what your evidence is for every claim you make; if you cant find published evidence for a claim use may might could be, or say that your opinion is derived from your own experience. For example, if you write Junior High School students have a much more positive attitude to learning a foreign language than pre-university students you need to give a reference to where this claim is supported; if you cant point to any evidence say something Many teachers I know in Japan believe that Junior High School students. 7. Good writing requires a judgement about what you can expect the reader knows, and what you can be expected to know. This is a very tricky judgement, and it is based on your reading so the more you read the better. If you explain in great detail about an idea that is 20 years old, and everybody has a shared understanding of it, the reader will doubt your judgement. On the other hand if you use a term or idea that an author has recently introduced then you have to introduce it as new or different, and say what is meant by it. In some cases, when there is disagreement or lack of shared understanding, careful definition of key terms will be required at the start of your writing. 8. In good writing everything is relevant to the topic; dont include long introductions summarising the history of the context you are writing about, for example, unless it is relevant to the topic. Dont digress into discussions of things that dont really matter. Dont repeat yourself and always read through the final draft to check for this.
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9. You should write in fairly short simple sentences, which are not flowery or over-elaborate; a sentence that goes on for over 5 lines is likely to benefit from being broken down into shorter sentences. Dont use colloquial expressions and abbreviations academic writing is formal writing. 10. Presentation is important: make sure your work is readable, in good English, with page numbers, numbered section headings, labelled figures and diagrams etc, as recommended in the guidelines in this Handbook.
15.2 Improving Your Assignments

Below we have listed in alphabetical order some terms and issues that often come up in student/tutor communications and marker comments. Bold letters indicate a cross-reference to another term in the list. As you progress through the programme, you may be able to suggest other terms and issues which it would be helpful to explain.
Abstract
An abstract is an obligatory part of the dissertation but is not required for shorter assignments. An abstract is a synopsis of your work, i.e. it explains what you have done, often including a concise summary of findings. In this it is different from an introduction (see below).
Appendices
Plural of 'appendix'. The function of an appendix is to provide extra or more detailed information than what can comfortably be included in the body of the text. (Don't use it just as a means of avoiding going over the word limit!) The reader should not have to flick back and forth between text and appendices. The body of the text should be readable on its own. To ensure this, it is the writer's responsibility to select examples and extracts from the appendix material whenever this is needed to illustrate points made in the body of the text.
Audience
Consider the audience for your writing and revise the text to make sure the purpose is clear throughout and the discussion is coherently managed with appropriate transitions. One of your aims should be to make the text reader-friendly.
Bibliography
A bibliography is a list of books and articles, e.g. a list of suggested readings. When the bibliography accompanies a text and contains only sources referred to in that text, it is customary to use the heading 'References' rather than 'Bibliography'.
Chapters
Dissertations are organized in chapters, with each new chapter clearly numbered and titled. Each new chapter should begin on a fresh page. In ordinary assignments it is not usual to have chapters but sections with subheadings are important.
Content
The content of an assignment is the most important aspect of it, but poor style, insufficient proof-reading and shortcomings in formatting and organization can all contribute to low readability and may even obscure good content. In other words, being able to put your message across may be as important as the message itself.
Contents Page(s)
The dissertation must have a contents page, with page references. This is optional in assignments but tends to enhance the overall impression.
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Evaluation
When reporting on research, make sure you report what you did but with critical evaluation included; it should involve a discussion, not just a description. Bear in mind that research studies usually have some shortcomings. It is important to show that you are aware of these in your own as well as other people's research.
Examples
i. Highlighting short example words or terms Example words or terms incorporated into the text need to be marked off in some way, e.g. by italics, single quotation marks or bold face, as in: "The spelling of of and off may present problems." Or "The spelling of of and off may present problems." ii. Highlighting longer examples Put each example on a separate line and number the examples consecutively from beginning to end of your assignment or dissertation. The text is easier to read if you indent examples, e.g. 15. The cow jumped over the moon. Examples in languages other than English should be romanized (i.e. in 'roman' script) and immediately followed by a gloss and translation.
Gloss
If you use examples in a language other than English you would do well to include both a gloss and a translation. The gloss is a word-by-word or morpheme-by-morpheme translation of the example, e.g. 1. trta-n r frdig DEF= definite cake-DEF is ready The cake is ready! The example is in Swedish. The gloss lines up with the words in the example. It shows that Swedish has a suffix (ending) which makes a noun definite. The writer has separated off the ending by a hyphen for the purposes of illustration and has explained the abbreviation. When you use this yourself, include as much or as little detail in the gloss as you think the reader needs. If the same abbreviations are used several times, they need only be explained once. The third line is the translation of the example.
Introduction
The introduction should state the purpose of the study/research. If you have research questions/ hypotheses, this may be the place to state them (though they can sometimes be left to a later section). The context of the work should also be clearly described here so the reader can understand your work as it progresses. Failure to deal with purpose, context or research questions often leads to a lack of clarity throughout the work and seems to be one of the principal reasons for re-submission.
Opinions
Opinions need to be expressed with an appropriate degree of caution and tentativeness. Note how experienced writers do this, e.g. by using modal verbs and other expression such as might, could, seem to, tend to, a trend, a tendency, frequently, sometimes.
Proof Reading
Proof-read thoroughly and regularly, including features of punctuation. Spell-checkers help but they do not remove the need for other checks on the accuracy of your work. This may seem obvious but the number of final drafts with surface errors is surprising.
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It is very important to remember that, if you should ask someone to proofread your work (assignment or dissertation) before you submit it, this person should not, under any circumstances, add any academic content, ideas or additional wording of their own to your draft. They should only proofread, not edit your work. Missed out references or discrepancies in year of publication are also surprisingly common and detract from the general impression of the assignment. To check that your list of references and references in the text tally, you can do the following: Split the screen keeping the list of references visible in the bottom half. In the top half, search for 19 (use the 'find' command). This should take you to each of the references in the text p to 1999, one by one. Check in the bottom half of the screen that the information in the text is the same as the information in the list of references. Do the same with 20, to find references from 2000 onwards. If you are an experienced computer user, there is also special software, e.g. 'Endnote' which can help you build up a list of references and insert them in your text.
Readability
An important aim when writing is to make the information in the text as accessible as possible to the reader. There are a number of ways of doing this, e.g. Formatting: sub-headings exemplification clear paragraphing (Indent the first line of each new paragraph or have an empty line between paragraphs. Just starting on a new line is not enough.) wide margins 1 space between lines (or double space) Organisation: Tell them what you are going to do - do it - tell them what you've done. Give an outline of the whole text in the introduction and summarize what has been said at the end. Make sure that in between you have done what you promised to do. Signpost Let the reader know, whenever appropriate, where the text is heading. Link Make it clear how one section of the text is related to the next. For example, it should be obvious to the reader how a final section on 'pedagogical implications' is related to an earlier section on 'findings'. Style also affects readability (see below).
References
A list of references is a kind of bibliography. In an assignment or a journal article, this list should be headed 'References' to indicate that it contains only those books and papers that are referred to in the text. Primary references are the ones you have read yourself. Secondary references are books or articles which you refer to
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because they are cited in primary references. Both should be listed under 'References'. It is good practice to indicate secondary references both in the text and in References, e.g. in the text: According to Smith (1997, discussed in Jones 1999).... and in References: Smith, S. (1997) Silence in Samoa. In Jones, P. (ed.) (1999), pp.137-152 Jones, P. (ed.) (1999) Language in the Pacific. Cambridge: Cambridge University Press
Revision
Some questions may help with revisions: are tables/figures clearly labelled? are they easy to interpret (for the reader)? are appendices labelled and clearly referred to? is your text reader-friendly or does it require lots of flicking in and out appendices? are secondary references included in your bibliography? are all references clear in your text? is there a tendency to over-indulge in direct quotation? (paraphrase may be an alternative, but if you paraphrase remember that you still must include the reference)
Style
Inconsistency in tenses and inappropriate vocabulary cause a surprising number of negative observations by markers. Remember that spoken and written language are different in many respects. Simple, straightforward language is good but avoid contractions and colloquial language. At the other end of the spectrum, unnecessarily convoluted language can make a text less readable. Clarity is worth striving for! Proof read carefully.
Substantiate
To 'substantiate' is to back up claims you make. This can be done by referring to the relevant literature and/or your own findings or sometimes simply by giving an appropriate example. Avoid vagueness and unsubstantiated claims and treat generalisations with great caution. Your aim should be to provide evidence wherever you can and not to claim more than you have evidence for (whether from your own study or from the literature). An unsubstantiated claim is just an opinion and is of limited interest in an academic text.
Tables and Figures

Tables and figures can be a very good way of presenting data to the reader. Remember to number and label them clearly. In the text, tell the reader what the upcoming figure or table is about, e.g. 'Table 6 (below) shows the distribution of errors.' Then show the table or figure and comment on the information contained in it.
Title
Make sure the title of your assignment/dissertation is specific. A title such as "An EAP needs analysis" is far too general. "An analysis of the EAP needs of Korean third-year undergraduates" is much better.
Word Limit
Stick to the required word limit. Going over or below the word limit by more than 10% may result in your work being penalised as you would be considered not to have met the brief for the task. Tips for condensing overly long texts:
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See if there is any section you can simply delete. Look for sections which can be summarized. If you should submit a paper to a journal, you will find that the same strict rules for word length usually apply so you can consider this useful training for the future.
15.3 Suggestions on How to Revise your Assignments

1. 2. Swap assignments with a colleague. Each person reads and marks in the margin when they can't understand the text, or if they have other critical comments, suggestions or corrections. Go through the assignment draft using a check list. [If you can't swap with a colleague, you can go through your own draft, but it is much harder.] The check list could include:
The Introduction
the purpose of the assignment is stated background information/ context is provided there is an outline of the rest of the paper
The Main Body

fulfils the purpose stated in the introduction the order of information is logical and easy to follow clear subheadings help the reader through the text there is no repetition of information or ideas it is clear which are the main ideas ideas and sections of text are clearly linked the text is not just a summary of the literature, but a critical discussion it is clear to the reader where the ideas and information are from, and when information or ideas are your own
The Conclusion
there is a very brief summary of the paper the conclusions are based on the main ideas/findings
Overall
the assignment follows the assignment brief (including content and word length) the language is clear and understandable
15.4 Referring to Sources

This detailed guide provides information based upon the Harvard System for referencing and bibliographies. The examples illustrate how you should organise your references and bibliographies. Slight variations do occur, for example, in modes of punctuation. Our programme units can also be used as models but please note that there are variants to the guidance given here. In some texts you may find Smith (1997, 24), in others Smith (1997, p. 24) or even (1997: 24). Such differences are not significant but you must be consistent in your approach. As a result, this section is strongly recommended to you for both reading and reference. Making clear references to sources of ideas and information is an important aspect of academic writing in the UK tradition. You may already be experienced in handling the necessary conventions. For many people, though, uncertainty about these conventions is an unfortunate and worrying distraction. The situation is not helped by the fact that the words reference and citation are used in confusing ways. Your References is a list of the books, articles etc. that you refer to in your writing. Each entry in the References itself refers to the actual
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document (that is, gives enough information for your reader to find it, should they wish to). We therefore have two distinct senses of reference: 1. 2. The (abbreviated) reference which points the reader from your text to the References; The (full) reference which points the reader from the References to the document.
It would be possible for all the details a reader needs to be given in your text every time you refer to a particular source (you then wouldnt need a list of references at all!). The problem with this, of programme, is that your writing would be interrupted constantly and, if you refer to the same book more than once, repetitively by distracting bibliographical details. Its also worth noting that the list of references is helpful in giving, at a glance, some indication of the intellectual territory of a piece of writing.
15.4.1 Types of Source

There are two main types of source you will need to refer to: 1. 2. Sources you have consulted yourself; Sources you have not consulted yourself, but which are referred to in works you have consulted.
Generally speaking, you should attempt to check the original and may therefore only need to refer to sources of type 1. In practice, it may not be possible or feasible for you to consult a cited work, but the ideas or information may be important enough for you to want to include them in your argument. The type of source affects the way you should make references in your text and what you should put in your list of references. Sources you have consulted yourself (primary) These will appear in your References. The information required for a bibliographical reference in your MA coursework is explained below. In addition, you are advised to make a note of the following: 1. 2. 3. All authors/editors names, including forenames, if given (dont just note the initials or, if there are several authors, put et al.) Series name and volume number Publication details of previous editions, especially the first edition.
Sources you have not consulted yourself (secondary)

These will also appear in your References. You need to take note of: 1. 2. 3. The bibliographical details of the work you have not consulted yourself, as they are cited. The details of the work in which the citation appears an entry for this work should be included in your References as indicated below. Publication details of previous editions, especially the first edition.
Sources you have not consulted yourself (secondary)

These will also appear in your References. You need to take note of: 1. 2. The bibliographical details of the work you have not consulted yourself, as they are cited. The details of the work in which the citation appears an entry for this work should be included in your References as indicated below.
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15.5 The Harvard System for Making References

There are various ways of presenting references. Different academic disciplines tend to have their own preferences. The Harvard System (sometimes known as the author-date system) is the most common in the social and physical sciences. It is this general approach which is recommended at the University of Leicester. In the Harvard system the year of publication is given immediately after the name of the author.
15.5.1 Making References in Your Text (primary)

There are a number of ways to refer to books, articles, chapters etc., but the method you should follow in your coursework is to give the author(s) and date in brackets e.g., (Banks 1976). This is known as a parenthetical reference which acts as a pointer to your bibliography, arranged alphabetically by author at the end of the work, where your reader should be able to find a full bibliographical reference for the work concerned (in this case, written by Banks and published in 1976). In your reading, you will come across other methods, such as reference to author(s) and date with a number e.g., (Banks 1976) (10) which refers to a numbered list at the end of the work, or the end of the chapter. reference to author(s) and date with a number e.g., (Banks 1976) (2) which refers to a footnote on that particular page. The authors name and year of publication of the document concerned are given after each reference in the text. If the authors name occurs naturally in the text, the year follows in parentheses but if not, both name and year are in parentheses. For example: Gaskell (1992) notes that girls skills are not visible to others. Girls are considered to create fewer problems than boys (McManus 1989; Furlong 1985). If there are two authors, the surnames of both should be given before the date. For example: Miles and Middleton (1990) suggest that girls fear failure. If there are more than two authors, the surname of the first author only should be given followed by et al. For example: Physical education is taught because it can promote desirable values (Davis et al. 1991). You should try to make it clear which particular part of the document you are referring to. To do this, give the relevant page number, or numbers, after the year within the parentheses. For example: There is much confusion and dispute within applied linguistics over the definition of the term performance (Canale 1983, 5). or Richards and Rodgers have provided a particularly useful summary of the historical development of ideas about communicative language teaching (1986, 64-86). If, in the same piece of coursework, you are making reference to two or more documents with the same author(s) and year, they should be distinguished by lower-case letters (a,b,c, etc.) following the year and within the parentheses. The distinguishing letter should also be used in the full details for the work given in your bibliography, thus enabling your reader to identify which particular work you are referring to. (Note that the use of these suffixes depends on what you are choosing to refer to in a particular piece of coursework and not on the way the work has been referred to by somebody else in a book/article you have read.) For example: Faulkner (1990a) concludes that Afro-Caribbean pupils have average to high self-esteems.
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For cited documents with no author Anon. should be used. For example: There is a substantial increase in the numbers of children excluded from school (Anon. 1992).
15.5.2 Making Reference to Secondary Sources

This can be done by following the convention demonstrated in the following examples: Braidi (1995, cited in Mitchell and Myles, 1998, 133) has expressed criticism of approaches to research into the Interaction Hypothesis. Aptitude has been shown to be a strong predictor of success in language learning (Harley and Hart, 1997, reported in Mitchell and Myles, 1998, 19). In your bibliography there would be one entry for Harley and Hart (1997) and one for Mitchell and Myles (1998). In this way, footnotes can be avoided.
15.5.3 Latin Abbreviations

You have probably come across a variety of Latin abbreviations. Common examples are: ibid. op. cit. q.v. passim Many of these abbreviations were adopted as a kind of shorthand or code to reduce the need to repeat bibliographical information within a text. With the exception of et al., you should not use such abbreviations in your MA coursework. The author-date system of parenthetical references is simple and clear. Little if any benefit is to be gained from using Latin abbreviations - even if they are used consistently and correctly; if they are mis-used or not checked carefully during editing, confusion can arise through misinterpretation of the reference or incorrect attribution (when passages containing references are either inserted or deleted without amending the abbreviated references which follow).
15.5.4 Quotations
Prose quotations of not more than four lines (up to 50 words) should always be incorporated, within quotation marks, as part of the text preceded or followed by the authors name, date and appropriate page number(s). For example: Davis et al. (1991, 243) state that Equilibrium is the sense which tells you when your body is balanced and when it is tipping, turning or inverting. Longer quotations are usually introduced by a colon set off from the text by triple-spacing, indented five spaces from the left margin, and typed with single spacing but without quotation marks, followed by the authors name, date and appropriate page number(s). For example: Another interest point on the development of language is made by Child (1986). He emphasises the importance of the home: Children can learn the language in the early stages of their development only if, and when, they hear the language spoken. Different linguistic environments have a startlingly variable effect on language usage, not just as a regional accent or dialect, but in the systematics of the language. The mother is a particularly important figure in the early language development of her children. The frequency and context of her conversation with her babies and toddlers significantly affect their progress. (Child 1986, 183)
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15.5.5 Endnotes
In the Harvard system, footnotes are not normally required for references. In fact, you are advised not to use footnotes in any of your coursework assignments. If necessary, you can use endnotes but these should be kept to a minimum.
15.6 Compiling the References Section

15.6.1 Items to Include
Your References should only include citations for works you have consulted yourself or secondary sources which you refer to (cited in your primary sources). You should not list works which are not referred to in the body of your text. The bibliography should therefore be headed References. You should compile your bibliographies alphabetically by author. If you cite more than one work by the same author(s), they should be listed in chronological order starting with the earliest. If you cite more than one work by the same author(s) published in the same year, you should add lower case letters a, b, c and so on as suffixes to the date of publication in the bibliography and in any references in the main text of your assignment. Note that the use of these suffixes depends on the content of your bibliography and not on the way the work has been cited by somebody else. Details of works which you have not consulted yourself but have found in another text should be cited in the text as described above. In the References, you should include the secondary source in the usual way e.g. Braidi, S.M. (1995) Reconsidering the role of interaction and input in second language acquisition Language Learning 45, 141-175.
15.6.2 Location and Arrangement of Bibliographies

References are listed at the end of the text and after any appendices. Entries are arranged in alphabetical order of author (subdivided, if necessary, by year and letter). The following paragraphs explain what information you should include in your References according to the type of document you are dealing with. Note: There are some variations across different referencing styles, which you will note when you look at journal articles. However, it is very important to be consistent in the style used and to develop a highly conscientious approach to the presentation of references.
15.6.3 Books
Single Author
Cite the authors surname, comma, forenames and/or initials (as they appear on the books title page), year of publication in parentheses, title underlined or italicised, full stop, edition (if applicable) followed by a comma, place of publication, colon, publisher, full stop. It is acceptable just to use initials (in place of first names) if you prefer to adopt this consistent approach to listing. So, the following example illustrates the possibilities: Roach, Peter (1991) English Phonetics and Phonology: A Practical Course. 2nd ed., Cambridge: Cambridge University Press. or Roach, P. (1991) English Phonetics and Phonology: A Practical Course. 2nd ed., Cambridge: Cambridge University Press. Note: In presenting your coursework, we recommend that you use underlining in handwritten script and typescript /word-processor print-outs in a monospaced or fixed width typeface (e.g. Approaches to Second
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Language Acquisition). Use italics for proportionally-spaced typefaces only (e.g. Approaches to Second Language Acquisition).
Two Authors
Cite the first authors surname, comma, forenames and/or initials (as they appear on the books title page), comma, and, followed by the second authors names and/or initials as they appear on the title page. The remainder of the citation is as shown in the first example above for Roach, (1991). For example: Quirk, Randolph, and Sidney Greenbaum (1973) A University Grammar of English. London: Longman. or Quirk, R. and S. Greenbaum (1973) A University Grammar of English. London: Longman.
Three Authors
Cite the first authors surname, comma, forenames and/or initials (as they appear on the books title page), comma, the second authors names and/or initials (as they appear on the title page), and, followed by the third authors names and/or initials (as they appear on the title page). The remainder of the citation is as shown for Roach above. For example: Graddol, David, Jenny Cheshire, and Joan Swann (1994) Describing Language. 2nd ed., Buckingham: Open University Press. or Graddol, David, Jenny Cheshire, and Joan Swann (1994) Describing Language. 2nd ed., Buckingham: Open University Press.
More Than Three Authors

For works with four or more authors, the name of the first should always be given. In place of the names which are omitted, et al. should be added. Cite first author followed by et al. then the remainder of the citation is as shown for Roach above. For example: Batsleer, Janet, et al. (1985) Rewriting English: The Politics of Gender and Class. London: Methuen.
15.6.4 Edited Books

Citations for edited books are composed in the same way as for authored books, but require the addition of ed. (for one editor) or eds. (more than one editor) after the names of the editor(s), as appropriate. For example: Kachru, Braj B., ed. (1983) The Other Tongue: English Across Cultures. Oxford: Pergamon Press. or Britton, James, Robert E. Shafer, and Ken Watson, eds. (1990) Teaching and Learning English Worldwide. Clevedon: Multilingual Matters.
15.6.5 Chapters in Edited Books

Cite the names of the author(s) as they appear at the head of the chapter, (as for authored books, explained above, followed by year of publication in parentheses, title of chapter, the word in, the surname(s) of the books editor(s), comma, first and last page numbers of the chapter. (Your bibliography should also include a full, separate entry citing the book in which the chapter appears. Your bibliography will be listed alphabetically by author, as shown for the examples which follow)
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Brewer, William F., and Keisuke Ohtsuka (1988) 'Story Structure and Reader Affect in American and Hungarian Short Stories' in Martindale, 133-158. Hymes, D.H. (1972) 'On Communicative Competence' in Pride and Holmes, 269-293. Martindale, Colin, ed. (1988) Psychological Approaches to the Study of Literary Narratives. Hamburg: Helmut Buske Verlag. Martindale, Colin, et al (1988) 'Structure, Theme, Style, and Reader Response in Hungarian and American Short Stories' in Martindale, 267-290. Pride, J.B., and Janet Holmes, eds. (1972) Sociolinguistics: Selected Readings. Harmondsworth: Penguin.
15.6.6 Periodical Articles

Cite the names of the author(s) as they appear at the head of the article, (as for authored books, explained above), year of publication in parenthesis, title of article, title of journal underlined or italicised, comma, volume, colon, part number (if applicable), comma, page numbers from/to. For example: Paltridge, Brian (1994) Genre Analysis and the Identification of Textual Boundaries Applied Linguistics, 15:3, 288-299. Canale, Michael, and Merrill Swain (1980) Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing Applied Linguistics, 1:1, 1-47. Docherty, David, David Morrison, and Michael Tracey (1993) Scholarship as Silence Journal of Communication, 43:3, 230-238. Tallack, Douglas, et al. (1986) New Ways of Reading Old Texts English in Education 20:2, 13-21.
15.6.7 Theses
Cite the authors surname, comma, authors forename(s) and/or initials (as they appear on the title page), full stop, year of award in parentheses, title in lower case, full stop, degree award followed by the word Thesis, comma, name of awarding institution. For example: Selmes, I.P. (1985) Approaches to learning at secondary schools: their identification and facilitation. Ph.D. Thesis, University of Edinburgh.
15.6.8 Government and Official Publications

The Harvard System does not give details of citations for government or official publications. The instructions for the various types of publications are as follows:
15.6.9 UK Government Publications

For further advice, see A guide to Parliamentary papers: what they are, how to find them, how to use them by P. & G. Ford (1955).
House and Command Papers

References to Parliamentary papers should be accurate, adequate and simple. A simple scheme was put forward by Hansard in his first General alphabetical index 1901-1926 which, if followed, will give the exact information needed. Cite the title, colon, the description, semi colon, the session, full stop, the paper number, full stop. Please note C., Cd., Cmd. and Cmnd. refer to different series of command papers. The right abbreviations should be used in citing them. For example:
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Education in schools: a consultative document; 1976/1977 Cmnd. 6969 Report of a Committee of Inquiry into the problems of Fircroft College: 1975/1976 H.C./P.319.
Parliamentary Debates
There is no official way of citing Parliamentary Debates Official Report of Debates, or Hansard - but the most explicit way is by volume number, comma, House, comma, date, comma, col. number, full stop. For example: 213, H.C.Deb., 8 Feb. 1928, col. 136.
Public General Acts

For early Parliamentary papers inclusion of volume number and page number will help their location in bound volumes of Sessional Papers, and this is how they are arranged in most libraries.
Post 1963
Under the provisions of the Acts of Parliament Numbering and Citation Act 1962 all Acts from January 1963 onwards have been numbered serially each calendar year. Thus the correct citation since 1963 is title, comma, Sovereign, comma, date, comma, chapter or serial number, full stop. For example: Education Act, Eliz. 2, 1967, Ch. 3. Remuneration of Teachers (Scotland) Act, Eliz. 2, 1967, Ch. 36.
Pre 1963
Prior to 1963 citation had been made by indicating the regnal year, or year of the succession in which the Act was passed and these details must be quoted for all Acts prior to 1963 cited: Education Act, 7 & 8 Geo. 6, 1944, Ch. 31. Education Act, 2 Edw. 7.
Other State Publications

In general, the guidance on UK government publications can be applied to documents published by other state governments. The most important difference is the additional specification of the country concerned as a prefix to the relevant department. US Office of Education Consult the Librarians in the David Wilson Library if you need further advice.
Non-parliamentary Papers
These are best simply described in a similar way to monographs, with the name of the Department issuing the papers as author. For example: Education & Science, Dept. of, (1967) Compendium of teacher training courses in England & Wales, 1968-1969, London: H.M.S.O. Education & Science, Dept. of (1976) Education and Science in 1975: a report. London: H.M.S.O. Minutes of evidence of a Royal Commission should be indicated as Non Parl. as there is no Department concerned to indicate. Royal Commission on Local Government in England: Minutes of evidence: 1 Thursday Jan. 19 1967. Witness: Department of Economic Affairs. London: H.M.S.O., 1967. Non Parl.
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15.6.10
Secondary Sources
Cite secondary sources in the same way as primary sources but including the full reference of the source in which it appears, i.e. your primary source. The page numbers in the primary source should also be included: Aljaafreh, A. A. & J. Lantolf (1994) Negative feedback as regulation and second language learning in the Zone of Proximal development. The Modern Language Journal 78:465-83. In Ellis, R. (2008) The Study of Second Language Acquisition. Oxford: Oxford University Press p537. There will be a separate entry in your bibliography for Ellis, R. (2008).
15.6.11
Citing Electronic Sources
Data is available in various formats apart from printed documents such as books and journals. Increasingly information is available in electronic form via a computer, on the Internet, CD-ROM, microform, film, television or radio. This section sets out to provide examples of how to cite these electronic sources of information in the Harvard style. The standard copyright law applies equally to electronic sources and any reference to other people's work should be acknowledged with citations in your text and inclusion in your reference list.
Internet Sources
Individual Works Author/editor surname, Initial. (Year) Title [online].Edition. Place of publication, Publisher. URL [Accessed date]. For example: International Bureau of Education (1999) World Data on Education. Third edition Paris: UNESCO International Bureau of Education. http://www.ibe.unesco.org/International/Databanks/Wde/wde.htm [Accessed 16 May 2001]. Include the year of publication in brackets. If no publication date is given write (no date). Only mention an edition statement if the document clearly states that the pages have been rewritten rather than just updated. Most Web pages are updated on a regular basis. Date of publication is the date the pages were last updated. The accessed date is when you viewed, downloaded or printed the Web page. This statement is necessary to allow for any subsequent changes which may be made to the page or if the page is no longer available. The term publisher is used here to cover both the traditional idea of publisher of printed sources, as well as organisations responsible for maintaining sites on the Internet, such as the University of Leicester. Often information is put on the Internet by organisations without citing a specific author. In such cases, ascribe authorship to the smallest identifiable organisational unit (this is similar to the standard method of citing works produced by a corporate body) or start with the title. For example: Department for Education and Employment (1999) Employing Disabled Teachers a good practice guide for schools London: Skill, National Bureau for Students with Disabilities. Available from http://www.dfee.gov.uk/circulars/dfeepub/jan00/030100 [Accessed 16 May 2001].
Citing Electronic Journals

Author surname, Initial. (Year) Title of article. Journal title[online], Volume (part), location within the host. Available from:URL [Accessed date]. The "location within host" is the equivalent of page numbering used with printed sources. If the document does not include pagination an alternative may be used eg date, labelled part, or the total number of lines, paragraphs or screens. Below is an example of an article from a journal available in print and electronic form:
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Rakes, G.C. et. al. (1999) An Analysis of Instructional and Constructivist Behaviors in K-12 Teachers International Journal of Educational Technology <on line> volume 1 no. 2 December. Available from http://www.outreach.uiuc.edu/ijet/vlnz/rakes/index.html [Accessed 16 May 2001]. The following is an example of an article from journals only available online: Beeth, M.F. et al (2001) A Continuum for Assessing Science Process Knowledge in Grades K-6 Electronic Journal of Science Education March 2001 Available from http://unr.edu/homepage/crowther/ejse/beethetal.html [Accessed 16 May 2001].
Mailbase/Listserv Email Lists

These discussion lists generate email messages which are sent directly to the subscriber. Many lists will archive the messages sent. References to these messages should be treated in a similar fashion to journal references; using the list name in place of the journal title and the subject line of the message in place of the article title. For "Available from" use the email address of the list administrator. These details, together with the author, will appear in the message header. Author, (Day Month Year). Subject of message. Discussion list [online]. Available from: Mailbase/Listserv email address [Accessed date].For example: Rumley, G. (15 May 2001) Re. French Day Year 6 [on line] Available from: http://www.mailbase.ac.uk/lists/ellforum/2001-05/0011.html [Accessed 16 May 2001]. Please note that items may only be archived on discussion group servers for up to a year. A local copy could be kept by the recipient, who is giving the citation, but a note should be given to this effect. It is also in your interest to print a copy of potentially temporary sources in case you need to prove a source after it has been deleted/moved/changed.
Usenet Newsgroups/Bulletin Boards

Usenet newsgroups allow people with similar interests to read and post messages in a common location on the Internet. Author (Day Month Year). Subject heading of message. Newsgroup[online]. Available from: Name of Usenet newsgroup [Access date]. For example: Kompa, J. (30 March 2000) Is e-learning an illusion? Classroom of the Future. Available from Virtual Teachers Centre http://forum.ngfl.gov.uk/cgi-bin/WebX?vtc-14@230.pZ6naypecig^3@.ee6c6ab/ [Accessed 16th May 2001].
Personal Email
If you wish to make reference to personal email messages then the following format is recommended. You should get a sender's permission to quote a message especially if you quote their email address. Sender (Sender's Email address) (Day Month Year). Subject of Message. Email to recipient (Recipient's Email address). Matthews, S. (mic34@le.ac.uk) (16th May 2001) Re. methodology. Personal email to W.Whyte (wfw27@le.ac.uk).
Audiocassettes, CD-ROMs, Film, Microform, Radio Broadcasts, Television, and Videos

When citing one of the above items information about the nature of the item should be given where necessary after the title. For example:
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Peters, T. (1991) Tom Peters Live. [Audiocassette].Boulder,USA, CareerTrack Publications. Many CD-ROMs, films, videos and broadcasts are the co-operative work of many individuals. These should either be cited with the title as the first element, or if there is an individual with clear responsibility for the intellectual content their name should be used e.g. the director. For example: Pride and Prejudice. [Video]. (1997) London, BBC Encarta 98 Encyclopaedia. [CD-ROM]. (1998) New York, Microsoft Ltd. Henderson, David. (1985) Reith Lectures. BBC Radio 3 and 4.Nov - Dec 1985. Individual items within a programme should be cited as contributions. For example: Thatcher, Margaret. (1986) Interview. In: Six O'Clock News.TV, BBC 1. 1986 Jan 29. 18.00hrs. Acknowledgement: The following document has been used in the compilation of this section. University of Sheffield Library (2000) Citing electronic sources of information (HSL-DVC2) (online). Sheffield: Sheffield University. Available from http://www.shef.ac.uk/~lib/libdocs/hsl-dvc2.html [Accessed 15th May 2001]
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16. ETHICAL APPROVAL OF STUDENT PROJECTS

Where research is to be carried out (as in the dissertation, but possibly also for some assignments) ethical approval will need to be sought. Note that you need to obtain approval before you carry out any research. The process by which to apply for and receive such approval is set out below. All students- whether undergraduate or postgraduate- who undertake non-clinical projects concerning human subjects, using human material or data must obtain ethical approval for the conduct of their projects from 1st October 2007. A copy of the School of Education Research Ethics Information Booklet can be found on Blackboard. Go to Course Materials, Research Methods, Ethical Approval. The submission of your application for ethical approval is to be made online using the Ethics Online Ethical Approval System https://wads2.le.ac.uk/ethics/ethics.aspx
16.1 Role of the Supervisor

Students shall submit their project proposal for consideration to their supervisor. Where this is a non-clinical project concerning human subjects the supervisor must advise them of the need to obtain appropriate ethical approval and should give initial advice regarding the research ethics issues which may arise as a result of the project. Students and supervisors should also discuss the need for resources to securely store personal data.
16.2 Submission of Proposal for Research Ethics Review

At a reasonable period before data collection begins the student must complete an ethics approval form which should be submitted to the Departmental Ethics Officer for review. The review of student projects should be undertaken not more than four weeks after submission of the form. The basic process for review of student projects is as set out in the University Research Ethics Code of Practice. The initial review of projects will be undertaken by a Departmental Research Ethics Officer and there will be reference to a Departmental Research Ethics Committee where required.
16.2.1 Application of Criteria

The criteria for assessing the ethics of student research projects are defined in the University of Leicester Research Ethics Code of Practice. Departmental Research Ethics Officers may determine that a project should be referred back to a student to amend and resubmit at this stage. Where appropriate a Departmental Research Ethics Officer may wish to refer a project proposal to a Departmental Research Ethics committee for full consideration.
16.2.2 Decisions Regarding Student Projects

The decision made by the Committee for Research Ethics as to whether to approve a project will be in accordance with the existing University of Leicester Research Ethics Code of Practice.
16.3 Appeal Structure

Students will have a right of appeal to the University Committee for Research Ethics. Where such appeals are heard the procedure will be in accordance with that set out in the University of Leicester Research Ethics Code of Practice. A student has the right to have the support of a friend at the appeal. The University Research Ethics Code of Practice can be accessed via the following link: http://www2.le.ac.uk/institution/committees/research-ethics/code-of-practice
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STUDENT HANDBOOK 2013 -14

MA APPLIED LINGUISTICS AND TESOL / MA TESOL

3. TUTORS AND DEPARTMENTAL COMMUNICATIONS ............................................................................................11

4. STAFF AND STUDENT OBLIGATIONS .....................................................................................................................16

5. PROGRAMME AIMS AND STRUCTURE ..................................................................................................................18

6. MODULE DESCRIPTIONS .......................................................................................................................................23

STUDENT HANDBOOK 2013 -14

MA APPLIED LINGUISTICS AND TESOL / MA TESOL

7. PROGRAMME TIMETABLE ....................................................................................................................................45

Coursework Submission .......................................................................................................................................46

9. GUIDANCE ON ASSESSMENT OF COURSEWORK AND AWARD OF GRADE ...........................................................49

10. PLAGIARISM ........................................................................................................................................................55

STUDENT HANDBOOK 2013 -14

MA APPLIED LINGUISTICS AND TESOL / MA TESOL

15. STUDY SUPPORT .................................................................................................................................................69

16. ETHICAL APPROVAL OF STUDENT PROJECTS ......................................................................................................85

STUDENT HANDBOOK 2013 -14

MA APPLIED LINGUISTICS AND TESOL / MA TESOL

Welcome to the University of Leicester

Education that inspires. Research that changes the world.

STUDENT HANDBOOK 2013 -14

MA APPLIED LINGUISTICS AND TESOL / MA TESOL

Welcome to the School of Education

Professor Janet Ainley, Director

STUDENT HANDBOOK 2013 -14

MA APPLIED LINGUISTICS AND TESOL / MA TESOL

STUDENT HANDBOOK 2013 -14

MA APPLIED LINGUISTICS AND TESOL / MA TESOL

Changing your Programme or Module

Information Technology and Your Learning

Teaching and Learning Backgrounds

STUDENT HANDBOOK 2013 -14

MA APPLIED LINGUISTICS AND TESOL / MA TESOL

Finding your way around the University of Leicester:

STUDENT HANDBOOK 2013 -14

MA APPLIED LINGUISTICS AND TESOL / MA TESOL

Finding your way round the School of Education:

STUDENT HANDBOOK 2013 -14

MA APPLIED LINGUISTICS AND TESOL / MA TESOL

STUDENT HANDBOOK 2013 -14

MA APPLIED LINGUISTICS AND TESOL / MA TESOL

3. TUTORS AND DEPARTMENTAL COMMUNICATIONS

Glenn Fulcher BD., MTh., MA., PGCE., AKC., PhD

Jim King PhD

STUDENT HANDBOOK 2013 -14

MA APPLIED LINGUISTICS AND TESOL / MA TESOL

Pamela Rogerson-Revell BA, MA, PhD, PGCE, RSA Dip TEFL.

Nick Smith BA, MA, PhD, FHEA.

STUDENT HANDBOOK 2013 -14

MA APPLIED LINGUISTICS AND TESOL / MA TESOL

Agneta Svalberg, BA, PhD, FHEA

Change of Contact Details

STUDENT HANDBOOK 2013 -14

MA APPLIED LINGUISTICS AND TESOL / MA TESOL

MA Applied Linguistics and TESOL/MA TESOL Website

ICT Facilities in the School of Education

B Block Postgraduate Study Centre

Student Staff Committees

STUDENT HANDBOOK 2013 -14

MA APPLIED LINGUISTICS AND TESOL / MA TESOL

STUDENT HANDBOOK 2013 -14

MA APPLIED LINGUISTICS AND TESOL / MA TESOL

4. STAFF AND STUDENT OBLIGATIONS

These can be found at www.le.ac.uk/senate-regulations