Module: English Language Skills: Globalisation

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	English Language Skills: Globalisation
Module Code	EN103 (ITS) / ESL1000 (Banner)
Faculty	Humanities & Social Sciences	School	SALIS
Module Co-ordinator	Fiona Gallagher
Module Teachers	Catherine Geraghty, Martin Toal
NFQ level	6	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

Coursework Only

Description

To develop a deeper understanding of processes and issues concerning globalisation; To develop fluency and accuracy in the four language skill domains of Listening, Speaking, Reading and Writing in the context of the topics: a)globalisation, b) language and intercultural learning; To foster group work by identifying common goals and working towards individual & group aims To develop peer-teaching skills To critically appraise own and other groups' peer teaching activities To develop report-writing skills Materials used in this module are mainly pitched at C1 (CEFR)

Learning Outcomes

1. research, present, reflect on and discuss complex critical scenarios relating to globalisation
2. plan, develop and execute an interactive peer teaching session on a topic related to globalisation
3. write critically reflective reports of peer-teaching sessions
4. demonstrate ability to work in mixed-nationality groups, contributing actively to process and outcome

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	12	Aspects of globalisation
Group work	12	Peer-teaching sessions
Independent Study	101	Post-class review of materials and learning focus; completion of set tasks Further study in particular language areas; self-arranged discussion with peers on topics covered in class; self-arranged study groups with peers on particular language areas; engagement with supplementary learning materials and texts in English Preparation for CA assessments
Total Workload: 125

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Learning to learn skills (learner autonomy)

Listening to authentic materials
extensive/intensive

Reading reports and articles and extracting information
gist/detail

Writing reports, essays and reflective journals

Extending existing passive / active vocabulary

Making presentations and extended interactive group sessions to peers

Planning for the use of interactive language and topic specific classroom activities

Group work

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Performance evaluation	Critical group peer-teaching session	30%
Report(s)	Reflective reports on peer-teaching sessions	60%	Sem 1 End
Portfolio	Reflections and accounts of learning about content as well as English language skill development	10%	Sem 1 End

Reassessment Requirement Type
Resit arrangements are explained by the following categories: Resit category 1: A resit is available for both* components of the module. Resit category 2: No resit is available for a 100% continuous assessment module. Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1

Indicative Reading List

Ellis, G. & Sinclair, B: 1989, Learning to Learn English, Cambridge University Press., Cambridge,
Kirby, P. , Gibbons, L., Cronin, M. (eds): 2003, Reinventing Ireland : culture, society and the global economy., Pluto Press, London,
Mittelman, J.H.: 1996, Globalisation. Critical reflections., Lynne Rienner Publishers, Boulder, London,
Giddens, A.: 2002, Runaway World, 2nd, Profile Books, London,
Tomlinson, J.: 1999, Globalization and Culture, Polity Press, UK: Cambridge,

Other Resources

None