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MILE

International Language Education

MILE 5000
Language Learning
[3-0-0:3]
Description
This course provides students with a broad grounding on the generative, cognitive, sociocultural, and sociolinguistic dimensions of how languages are learned. Topics that center on the generative and cognitive aspects of language learning include the effect of one’s first language on the acquisition of second or subsequent languages, universal constraints in language acquisition, the effect of a critical period (i.e. age effects) on learning languages, the influence of explicit/implicit instruction, corrective feedback, and interaction. Topics to be discussed on the social dimension cover both learner-internal factors such as motivation, affect, agency and identity, and learner-external factors such as how social context affects language learning, at both the conversational and situational level, and social and cultural level. For MA(ILE) students or students with program director or course instructor's approval only.
Intended Learning Outcomes
On successful completion of the course, students will be able to:
- 1.
  Understand and evaluate different theoretical approaches to second language learning and how they are related to language pedagogy ;
- 2.
  Analyze the cognitive development and mechanisms involved in language learning ;
- 3.
  Explain how social and cultural factors contribute to the process of language learning;
- 4.
  Analyze learner data by applying different perspectives to language learning ;
- 5.
  Identify resources relevant to topics on second language learning for future teaching preparation.
MILE 5002
Language Teaching Methodology and Curriculum Design
[3-0-0:3]
Previous Course Code(s)
MALE 5002
Description
This course aims to introduce experienced language-teaching professionals worldwide and those with language-/linguistics-based backgrounds but little or no language-teaching experience to theories and principles of teaching second or foreign language, helping them construct a fundamental understanding of current theories and research in language acquisition and relate these to the practice of language pedagogy. The course also investigates ways in which various approaches and methods can be utilized in the delivery of a foreign language curriculum and the teaching of language knowledge, including vocabulary and grammar, and both receptive and productive language skills. For MA(ILE) students or students with program director or course instructor's approval only.
Intended Learning Outcomes
On successful completion of the course, students will be able to:
- 1.
  Articulate important concepts related to language education.
- 2.
  Trace the development of the various language teaching approaches and methods in the 20th and 21st centuries.
- 3.
  Discuss key issues in particular language teaching situations by taking into consideration relevant contextual factors.
- 4.
  Apply and explain various principles governing curriculum design and material development for language teaching.
- 5.
  Critically analyze pedagogic designs for teaching particular aspects of a language to specifically-defined populations of language learners.
MILE 5004
Understanding Research in Language Education
[3-0-0:3]
Previous Course Code(s)
MILE 5107
Description
The course will provide students with an introduction to the principles of research in language education and relevant research methods. The course will begin with an examination of key dimensions of research, then move on to look at research methodologies from a theoretical and practical perspective. For assessment, students will critically review published research in language education, and will respond to questions requiring them to demonstrate their understanding of key concepts in language education research and their ability to evaluate methods commonly used in the field. For MA(ILE) students or students with program director or course instructor's approval only.
Intended Learning Outcomes
On successful completion of the course, students will be able to:
- 1.
  Demonstrate a theoretical and conceptual understanding of research in language education.
- 2.
  Critically review published research in the field.
- 3.
  Evaluate methods commonly used in language education research.
MILE 5005
Descriptions of Language for English Teachers
[3-0-0:3]
Description
The course provides students with a broad grounding on the nature and structure of language by introducing them to English linguistic analysis. Topics to be discussed include key subfields of linguistics: phonetics, phonology, morphology, syntax, semantics, and pragmatics. For MA(ILE) students or students with program director or course instructor's approval only.
Intended Learning Outcomes
On successful completion of the course, students will be able to:
- 1.
  Demonstrate a clear understanding of fundamental concepts in phonetics and phonology.
- 2.
  Analyze simple English phonetic and phonological data.
- 3.
  Describe morphological processes and analyze languages based on their morphological types.
- 4.
  Describe syntactic properties, syntactic constituency, and syntactic categories, and construct a grammar for English.
- 5.
  Describe and analyze the aspectual categories of verbs and their selectional restrictions.
- 6.
  Describe and analyze how the meaning of sentences are compositionally derived from individual words.
- 7.
  Describe and analyze how the meaning of utterances change based on context.
MILE 5006
Descriptions of Language for Chinese Teachers
[3-0-0:3]
Description
The course provides students with a broad grounding on the nature and structure of language by introducing them to linguistic analysis, with emphasis on that of Chinese. Topics to be discussed include the subfields of linguistics such as phonetics, phonology, morphology, syntax, semantics, and pragmatics. For MA(ILE) students or students with program director or course instructor's approval only.
Intended Learning Outcomes
On successful completion of the course, students will be able to:
- 1.
  Demonstrate a clear understanding of the fundamental concepts in phonetics and phonology.
- 2.
  Analyze Chinese sounds, both in L1 and L2 speech, from phonetic and phonological perspectives.
- 3.
  Demonstrate a solid grasp of key concepts and terms of Chinese grammar.
- 4.
  Analyse the structure of Chinese expressions at lexical, phrasal and sentential levels.
- 5.
  Develop a basic understanding of semantics and pragmatics.
MILE 5103
Testing and Assessment
[3-0-0:3]
Previous Course Code(s)
MALE 5103
Description
This course is aimed at raising the students' awareness level of the rudiments of effective assessment of language related performance, such as essential global concepts of language testing and assessment as well as practical skills for local language teachers to develop, use and evaluate language tests. Students will also be introduced to alternative means for classroom language assessment. Advanced oral presentation as well as basic negotiation, project management, and cooperative teamwork skills are given an opportunity for further development through outside-class preparation and in-class practice in a supportive learning environment. The teaching/learning approach adopted in this course is in line with the constructivist view and cooperative learning principles. There is a balance of individual efforts and cooperative inter-dependent learning. Hence, the assessment will be contributed equally by individual work and group activities. For MA(ILE) students or students with program director or course instructor's approval only.
Intended Learning Outcomes
On successful completion of the course, students will be able to:
- 1.
  Understand various types of language tests and assessments.
- 2.
  Develop classroom-oriented language assessment tools.
- 3.
  Analyze the quality of language tests in terms of validity, reliability, and difficulty.
- 4.
  Apply appropriate assessment tools for various purposes.
- 5.
  Conduct classroom-based language assessments fairly and effectively.
MILE 5106
Contrastive Analysis between Chinese and English
[3-0-0:3]
Previous Course Code(s)
MALE 5106
Reading Material
[C] Require Chinese reading
Description
This course aims to equip students with an in-depth understanding of the sound and grammatical systems of Chinese and English. By adopting a comparative approach, students will find surprising similarities as well as interesting differences between the two languages. On completing the course, students will acquire a functional-descriptive framework and skills in analyzing and explaining the key features of Chinese and English. For MA(ILE) students or students with program director or course instructor's approval only.
Intended Learning Outcomes
On successful completion of the course, students will be able to:
- 1.
  Develop an in-depth understanding of the sound and grammatical systems of Chinese and English within a functional-descriptive framework.
- 2.
  Identify the key phonological and grammatical features of Chinese and English.
- 3.
  Establish the targeting-the-difference method and skills in second language learning and teaching.
MILE 5108
Foundations of Technology-enhanced Language Education
[3-0-0:3]
Previous Course Code(s)
MILE 5003
Exclusion(s)
MILE 5102 (prior to 2018-19)
Mode of Delivery
[ONL] Pure online delivery
Description
Technology and language have always been at the forefront of human development and civilization. Fundamental to the advancement of society are the ways that changing technologies impact and shape learning. This course explores the issues of how information technologies structure human cognition and social interaction and the ways which teachers can use these technologies to improve student learning. This course capitalizes on these new modes of learning to advance language teaching and learning. Gaining a better understanding of these emerging technologies can enrich teaching methodologies and extend theoretical concepts. For MA(ILE) students or students with program director or course instructor's approval only.
Intended Learning Outcomes
On successful completion of the course, students will be able to:
- 1.
  Explain how information technologies are shaping social interaction in and through the medium of language.
- 2.
  Analyze how learning in general, and language learning in specific, can be enhanced through the use of information technologies.
- 3.
  Examine how technologies can bridge communities and create pathways for greater interaction and social harmony.
- 4.
  Design and implement research-embedded technology-enhanced teaching approaches for second-language acquisition.
MILE 5109
Bi/Multilingual Approaches to Language Education
[3-0-0:3]
Description
This course is designed to introduce potential language teachers to general issues and current developments in bi/multilingual approaches to language education. The first part of the course focuses on individual bi/multilingualism. It will examine the basics of how bi/multilingualism is defined and measured, types of bi/multilingualism, and bi/multilingual language behaviors. The second part of the course explores foundations of bi/multilingual language education. Topics include second language versus bilingual acquisition, bilingualism and cognition, and bilingual education for bilingualism and biliteracy. The third part of the course focuses on pedagogical issues and practices in bi/multilingual language education. We will discuss the uses and roles of translation in language teaching, translanguaging in pedagogy, and mixed code and classroom code-switching, with special attention given to the teaching of Chinese and English in the context of Hong Kong. For MA(ILE) students or students with program director or course instructor's approval only.
Intended Learning Outcomes
On successful completion of the course, students will be able to:
- 1.
  Describe and illustrate different definitions of bi/multilingualism and methods of measuring bi/multilingualism.
- 2.
  Describe and illustrate how bi/multilinguals learn and use their languages.
- 3.
  Describe different kinds of bi/multilingual education and how they have been evaluated.
- 4.
  Discuss pedagogical issues and practices in bi/multilingual language education.
- 5.
  Design appropriate teaching plans taking into account the characteristics of the school context and the larger sociolinguistic context.
- 6.
  Appreciate the importance of bi/multilingualism in the age of globalization.
MILE 5201
World Englishes
[3-0-0:3]
Previous Course Code(s)
MALE 5201
Description
The position of English as a global language is commonly asserted. This course will examine the complex web of circumstances which lie behind the assertion. The presumption of the course is that it is useful and possibly essential for teachers of English to know something of the life story of the language, its varieties and place in the world at the beginning of the 21st century. A significant part of the course will examine, through the medium of seminars and workshops, how the global nature of the language can be exploited in teaching and learning environments. For MA(ILE) students or students with program director or course instructor's approval only.
Intended Learning Outcomes
On successful completion of the course, students will be able to:
- 1.
  Describe the outline of the journey of English from dialect to world language.
- 2.
  Recognize the status of English as a global language from a multidisciplinary perspective.
- 3.
  Apply knowledge learned from the course to practical use in the context of language teaching.
MILE 5202
Teaching Second Language Vocabulary
[3-0-0:3]
Previous Course Code(s)
MALE 5202
Description
This course examines the factors involved in developing second language (L2) learners' acquisition of English vocabulary. It covers three main areas: (a) words and the description of the vocabulary content of an English curriculum, (b) the representation of L2 vocabulary in the mental lexicon and related acquisitor issues, and (c) approaches to teaching L2 vocabulary. For MA(ILE) students or students with program director or course instructor's approval only.
Intended Learning Outcomes
On successful completion of the course, students will be able to:
- 1.
  Describe the internal structure of English words and the main lexical relations.
- 2.
  Recognize how second language vocabulary is acquired.
- 3.
  Identify factors that contribute to successful vocabulary acquisition.
- 4.
  Evaluate the merits of different approaches for teaching L2 vocabulary.
MILE 5203
Phonetics and Phonology for English Teachers
[3-0-0:3]
Previous Course Code(s)
MALE 5203
Description
This course aims to introduce the essential knowledge of English phonetics and phonology to teachers and potential teachers of English. Students will learn about the physiological aspects of human sounds and how linguists characterize and study them. They will also study how the sounds are organized in the English sound system. The pedagogical applications of English phonetics and phonology in pronunciation teaching will also be discussed. Moreover, the differences between English and other sound systems (such as Cantonese and Mandarin) are studied for further understanding of how these differences may result in different L2 features. For MA(ILE) students or students with program director or course instructor's approval only.
Intended Learning Outcomes
On successful completion of the course, students will be able to:
- 1.
  Demonstrate a clear understanding of fundamental concepts in phonetics and phonology.
- 2.
  Analyze English data, comprising different dialectal varieties and comparing L1/L2 users' speech, from phonetic and phonological perspectives.
- 3.
  Explain and correct pronunciation, intonation, and other speech errors commonly made by second language learners.
- 4.
  Determine the effectiveness of various methods and approaches for teaching speaking.
MILE 5205
Grammar for English Teachers
[3-0-0:3]
Previous Course Code(s)
MALE 5205
Description
This course aims to equip students with a framework and the necessary tools for analysing how the English language is used in diverse contexts today. The course consists of three main parts. Part I presents an overview of the key concepts and terminology in English grammar. Part II provides opportunities for students to apply what they have learned as they explore how grammar works within texts (e.g. student writing). In Part III, which has a pedagogical focus, students determine the effectiveness of major grammar teaching methods/approaches and evaluate instructional materials. For MA(ILE) students or students with program director or course instructor's approval only.
Intended Learning Outcomes
On successful completion of the course, students will be able to:
- 1.
  Demonstrate a firm grasp of key concepts and terms of English grammar.
- 2.
  Analyze how language works at the sentence level and beyond.
- 3.
  Evaluate how students use grammatical resources to create texts.
- 4.
  Explain and correct grammatical errors commonly made by second language learners.
- 5.
  Conduct a grammar teaching activity in a micro-teaching context.
MILE 5206
Teaching English for Academic Purposes
[3-0-0:3]
Previous Course Code(s)
MALE 5206
Description
This course explores the field of English for Academic Purposes (EAP), in terms of both theory and practice. Because EAP is primarily associated with teaching at tertiary level, the orientation of EAP requires a high level of scholarly engagement by those who teach EAP. There is also a rich amount of research in EAP which informs and shapes the teaching of EAP. This course is recommended for students who seek better understanding of English language teaching at university level in terms of both theoretical frameworks and matters of teaching. For MA(ILE) students or students with program director or course instructor's approval only.
Intended Learning Outcomes
On successful completion of the course, students will be able to:
- 1.
  Understand the roles, and responsibilities of EAP teachers in different
  educational contexts.
- 2.
  Analyze and explain the nature of academic discourse.
- 3.
  Critically evaluate core issues in EAP, in terms of both theory and practice.
- 4.
  Design teaching and learning materials based on needs analyses and scholarship in EAP.
MILE 5208
Discourse Analysis
[3-0-0:3]
Previous Course Code(s)
MILE 5101, MALE 5101
Description
Discourse Analysis is the study of patterns of language within written and spoken texts and the social contexts in which the texts occur. The course aims to introduce key concepts of discourse analysis and a number of approaches to analyzing written and spoken texts. The course places emphasis on hands-on discourse analysis so students are able to familiarize themselves with the different approaches and become competent in the text analysis process. For MA(ILE) students or students with program director or course instructor's approval only.
Intended Learning Outcomes
On successful completion of the course, students will be able to:
- 1.
  Understand key concepts in discourse analysis.
- 2.
  Develop a grasp of key approaches to analyzing written and spoken texts.
- 3.
  Explain and analyze significant features of different types of discourse.
- 4.
  Apply discourse analysis in language teaching and learning.
MILE 5209
English-Medium Instruction and International Education
[3-0-0:3]
Description
English-Medium Instruction (EMI), an emerging educational approach, has become a global phenomenon in higher education and has received increasing attention in primary and secondary education. This course approaches the EMI phenomenon from a critical perspective. We will cover national policies and institutional practices in overseas and local contexts, teacher perceptions and student attitudes, drivers and difficulties for EMI implementation, etc. By the end of this course, students will have formed a comprehensive and critical understanding of the key issues in EMI research. For MA(ILE) students or students with program director or course instructor's approval only.
Intended Learning Outcomes
On successful completion of the course, students will be able to:
- 1.
  Explain the definition, origin, and current development of EMI research.
- 2.
  Illustrate the features of EMI development in different regions of the world and the historical, social, and cultural factors that influence this development.
- 3.
  Critically analyze different stakeholders’ perceptions of the importance, benefits, and challenges of EMI and why EMI is a contested notion.
- 4.
  Identify the challenges of implementing EMI in the classroom and potential solutions and coping strategies.
- 5.
  Apply research-informed principles or decisions in EMI curricula development and student assessment.
MILE 5210
Functional Grammar in the Language Classroom
[3-0-0:3]
Description
This course takes a functional perspective to emphasize the way spoken and written language operate in different social situations. Using the systemic functional approach to language analysis, the course explores how grammar and discourse features can be used to teach language in context. It focuses on the knowledge and skills needed to design and implement effective language teaching materials that incorporate Functional Grammar principles in the language classroom and examines the benefits and drawbacks of using a functional approach to language pedagogy. For MA(ILE) students or students with program director or course instructor's approval only.
Intended Learning Outcomes
On successful completion of the course, students will be able to:
- 1.
  Demonstrate an understanding of the key concepts and principles of Functional Grammar, including the systemic functional approach to language analysis.
- 2.
  Analyze different types of textual genres using Functional Grammar, including written, spoken, and multimodal texts.
- 3.
  Analyze and evaluate language teaching and learning materials using Functional Grammar principles, and develop strategies for integrating Functional Grammar into language teaching materials.
- 4.
  Design research-informed classroom activities, lesson plans and assessments that incorporate Functional Grammar principles, and evaluate their effectiveness in promoting language learning.
- 5.
  Reflect on the strengths and shortcomings of the Functional Grammar approach to language teaching and learning.
MILE 5301
Chinese Writing and Culture
[3-0-0:3]
Previous Course Code(s)
MALE 5301
Reading Material
[C] Require Chinese reading
Description
An advanced-level study of the Chinese writing system as a quintessential embodiment and carrier of Chinese culture, covering its origin, development, classification and its orthographical and cultural characteristics. The course will begin with a theoretical introduction about the nature of the ancient scripts and modern writing systems from historical and comparative perspectives, followed by a systematic exploration of the internal structure of Chinese script in accordance with a newly-developed framework, i.e., the three-principle theory of Chinese script, by which thousands of characters coming from the archeological materials such as jiaguwen (oracle bone inscriptions), jinwen (bronze inscriptions) and jianbowenzi (bamboo and silk scripts) can be appropriately analyzed and classified. This course also offers a critical survey of important issues related to Chinese script in modern times, including simplification, Romanization (Latinization), recognition, and adaptability to various Sinitic and Sinosphere languages, taking into consideration research in general linguistics, sociolinguistics, and heritage history. For MA(ILE) students or students with program director or course instructor's approval only.
Intended Learning Outcomes
On successful completion of the course, students will be able to:
- 1.
  Gain a systematic understanding of how Chinese writing originated and
  developed.
- 2.
  Analyze Chinese characters and classify them into different categories in accordance with a new framework, i.e. the three-principle theory of Chinese script;
- 3.
  Understand the characteristics of Chinese script at its different styles, including the oracle bone inscriptions (jiaguwen), bronze inscriptions (jinwen), clerical script (lishu) and standard script (kaishu).
- 4.
  Better understand various problems arising from the current use of Chinese script.
- 5.
  Function more effectively in L2 Chinese language/character teaching and learning;
- 6.
  Identify the historical and cultural components implied in the Chinese writing system.
MILE 5302
Mandarin Chinese Grammar for L2 Chinese Teachers
[3-0-0:3]
Previous Course Code(s)
MALE 5302
Reading Material
[C] Require Chinese reading
Mode of Delivery
[ONL] Pure online delivery
Description
This course aims to equip students concentrating in Teaching Chinese as a Second Language with an in-depth understanding of Modern Chinese grammar, necessary skills in analyzing grammatical features of Chinese in a cognitive and functional framework, and capability of applying the knowledge and skills in practical situations of teaching Chinese to L2 learners. For MA(ILE) students or students with program director or course instructor's approval only.
Intended Learning Outcomes
On successful completion of the course, students will be able to:
- 1.
  Apply a cognitive and functional framework enabling them to identify, describe, and analyze major features of Chinese grammar, and convey the knowledge to L2 learners of Chinese in an accessible way.
- 2.
  Provoke students to think deeply about characteristics of Chinese grammar and apply the findings to the L2 Chinese teaching and learning process.
- 3.
  Analyze and explain key grammatical features of Chinese to beginners of Chinese in English.
MILE 5303
Advanced Phonetics and Phonology of the Chinese Language
[3-0-0:3]
Previous Course Code(s)
MALE 5303
Reading Material
[C] Require Chinese reading
Description
This course focuses on speech sounds in Standard Chinese. Its aim is to explain how different Chinese speech sounds are from the world's languages in general; and in what ways they are typical. This course provides a basis for understanding Chinese phonetics and phonology from theoretical and practical perspectives. It teaches students about how speech sounds are made by the human vocal tract and how they are organized for linguistic purposes. It will also equip students with essential knowledge in teaching Chinese sounds to second language (L2) learners. For MA(ILE) students or students with program director or course instructor's approval only.
Intended Learning Outcomes
On successful completion of the course, students will be able to:
- 1.
  Understand the fundamental concepts in phonetics and phonology.
- 2.
  Explain speech sounds (consonants, vowels and tones) of the Chinese language to L2 learners.
MILE 5304
Chinese Lexicology
[3-0-0:3]
Previous Course Code(s)
MALE 5304
Reading Material
[C] Require Chinese reading
Description
This course provides a theoretical and practical introduction to Chinese lexicology, covering general and peculiar aspects of Chinese words and vocabulary, including word formation, semantic and grammatical structure of words, lexicalization, development and evolution of lexical items over time, the relationship between sound and meaning, and the cultural dimension of words. This course will also train students in using language corpora and other online resources to investigate Chinese vocabulary and deal with issues related to second language vocabulary teaching and learning. For MA(ILE) students or students with program director or course instructor's approval only.
Intended Learning Outcomes
On successful completion of the course, students will be able to:
- 1.
  Appreciate and analyze basic concepts in Chinese lexicology including zi (字) and word (詞) in different contexts; compound and complex words; idiomatic expressions; lexical meaning and grammatical meaning; synonymy; antonymy; hypernymy; hyponymy; word structure and word formation.
- 2.
  Explain Chinese word development over time and across different speech communities.
- 3.
  Recognize approaches and methodologies in lexicology, including aspects of lexical semantics.
- 4.
  Use corpora to investigate and develop lexical knowledge, and apply corpus-based method in vocabulary learning and
  teaching.
- 5.
  Enhance abilities to deal with pedagogical issues in Chinese vocabulary teaching and learning.
MILE 5306
Understanding Chinese Language in Global Context
[3-0-0:3]
Previous Course Code(s)
MALE 5306
Reading Material
[C] Require Chinese reading
Description
This course examines the Chinese language against the background of global linguistic diversity. Issues to be discussed include the genetic affiliation of Chinese, the contact between Chinese and other languages, and structural properties of Chinese vis-à-vis other major languages in the world. Emphasis will be put on the understanding of typological characteristics of Chinese. For MA(ILE) students or students with program director or course instructor's approval only.
Intended Learning Outcomes
On successful completion of the course, students will be able to:
- 1.
  Describe the basic concepts relating to the social and educational dimensions of language.
- 2.
  Explain sociolinguistic variation and stratification.
- 3.
  Recognize the changing language milieu of Hong Kong and other Chinese speech communities, and the relevant language policies.
- 4.
  Identify principles and efforts relating to language standardization, and planning in education in general as well as in the Chinese context.
- 5.
  Explain the inter-relationships among languages, culture and society in terms of convergence and divergence and the underlying dynamics.
- 6.
  Apply quantitative and empirical approaches to relevant studies.
MILE 5308
The Practice of Teaching International Chinese
[3-0-0:3]
Reading Material
[C] Require Chinese reading
Description
The objective of this course is to enable students to apply their knowledge of language curriculum design, teaching methodology, and language learning to the practice of teaching Chinese. The course will provide students with a theoretical and practical foundational basis for teaching Chinese vocabulary, grammar, listening, speaking, reading, and writing. It will cover a range of topics, including teaching approaches, teaching plan design, training in teaching integrated skills, and classroom management techniques. By the end of the course, students will have developed their skills in teaching Chinese to foreign students and gained a deeper understanding of how to effectively design and deliver Chinese language lessons. The course will be appropriate for those teaching or planning to teach across sectors in Chinese language education, from Primary to Tertiary. For MA(ILE) students or students with program director or course instructor's approval only.
Intended Learning Outcomes
On successful completion of the course, students will be able to:
- 1.
  Critically analyze and evaluate published teaching materials.
- 2.
  Master the principles of teaching Chinese vocabulary, grammar, listening, speaking, reading, and writing.
- 3.
  Design appropriate teaching plans by applying the professional knowledge acquired in this course.
- 4.
  Design appropriate exercises in the training of listening, speaking, reading and writing skills.
- 5.
  Demonstrate effective teaching in Chinese vocabulary, grammar, listening, speaking, reading, and writing.
MILE 6000
Supervised Teaching Practicum
[3 credits]
Previous Course Code(s)
MALE 6000
Description
This course provides students with practical training in the teaching of English and/or Chinese as a foreign language through classroom observation and supervised teaching practice. For MA(ILE) students or students with program director or course instructor's approval only.
Intended Learning Outcomes
On successful completion of the course, students will be able to:
- 1.
  Design effective language lessons and produce lesson plans.
- 2.
  Conduct observations of language teaching in a systematic and informed manner.
- 3.
  Demonstrate a range of practical teaching techniques.
- 4.
  Evaluate their own teaching effectiveness.
- 5.
  Develop and adapt teaching materials to suit the needs of particular learners.
MILE 6001
Developing a Career in International Language Education
[0 credit]
Description
This is a self-study, portfolio-based course. Students are required to submit a written reflection about their own career plans, in relation to the content of their program, upon completion of this course. The reflection is carried out by means of collating a portfolio, and will include specific reference to the content of alumni and guest seminars and events that have taken place during their program. For MA(ILE) students only. Graded P or F.
Intended Learning Outcomes
On successful completion of the course, students will be able to:
- 1.
  Relate the curriculum and in particular the extra-curricular content and program learning outcomes of the MA(ILE) program to their career trajectory.
- 2.
  Formulate a plan of action for their future career based on the reflective activity undertaken in the course.
MILE 6980
Research Project in International Language Education
[3 credits]
Previous Course Code(s)
MALE 6980
Description
This course provides practical experience of carrying out an independent research project on chosen topic conducted under the supervision of a teaching faculty member of the MA program in International Language Education. Students work in pairs or small groups to produce a substantial research paper at the end of the project. Taught sessions on the course are a combination of pair/ small-group tutorials and whole-group discussion seminars / presentation of work in progress. For MA(ILE) students or students with program director or course instructor's approval only.
Intended Learning Outcomes
On successful completion of the course, students will be able to:
- 1.
  Build on the research skills they have developed, either in a future teaching career as a researchactive practitioner or for MPhil or Doctoral (PhD / Ed.D) study.

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