MAKERERE UNIVERSITY - Office of the Academic Registrar ...

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1 Quality in EducationParameters - non-formal v. formal educationEducation, language and cultureDefining inspection, supervisionCommitment to client2 & 3 Standards in language and literature teachingLanguage standardsCurrency of language normsHolistic approaches to language teachingInternational trends and events as contexts4 Evaluation of Language Programme EfficiencyAims, processes, goals, productsMeasure in language teaching performanceSustainability of language standards5 & 6 Measuring Quality of Language TeachingOperationalising school and teachers‟ goals againstnational goalsDeveloping measuring toolsDefining qualitative aspects7 & 8 ApplicationsLanguage curricula interpretation andimplementationIn-school supervisionSchool leader feedback to teachersExternal supervision of language teachersThe language inspector in the classroomThe language inspectors‟ report to educationauthority9 & 10 Observation in the language classroomTeacher knowledge, understanding and practiceLearner behaviour – autonomy, supportiveinterdependenceTeacher talk, learner talkLearning activity – organisation; language use andlearning; levels of cooperation, collaboration;outcomesObjectivity, subjectivity11 & 12 Improving language teachingColleagial interpretation of supervision andinspection reportsReflective inquiry in language teachingAction research in the language classroom13, 14 &15Inspection and supervision in schools and colleges;reporting; conferences42
16 & 17 ExaminationsMaterials1. Bruner, J.S. (1960) The Process of Education2. Schulter, M. (2006) Education and Culture, Vol. 15, # 33. Vygotsky, L.S. (1978) Mind in SocietyAssessmentThe course will be assessed by coursework, contributing 40% of the final mark, and writtenexamination, marked out of 60%. Coursework will consist of practical exercises in classroomobservation of peers during peer teaching sessions, and school-based supervision and inspectionfollowed by formal reports.ELECTIVES FOR 2 ND SEMESTERLLE 7203 LANGUAGE AND LITERATURE RESOURCE DEVELOPMENT ANDMANAGEMENTLearning OutcomesLearners will be able to:(i) select appropriate instructional materials for specified learner groups;(ii) grade instructional materials for language and literature classes;(iii) select and sequence language content in language and literature instructional materials;(iv) critique and select cultural content for language and literature instructional materials;(v) identify language learning theories underlying the content and design of instructionalmaterials;(vi) identify the language teaching approaches underlying the design of instructionalmaterials;(vii) use language and literature instructional materials effectively;(viii) assess effectiveness of instructional materials design, and(ix) evaluate practitioners‟ use of teaching and learning materials.ObjectivesThe course will equip learners with:(i) knowledge of principles of course materials design;(ii) knowledge of elements of course materials content and design;(iii) skills of designing course materials;(iv) skills of evaluating the content and design of instructional materials, and(v) skills of evaluating use of instructional materialsContentCourse content will include theoretical issues around the goals of literature and languageteaching, theories of language learning and factors of language use in context, literary theory andlanguage teaching approaches. Learners will also be taught how to select and sequence languageand cultural content in materials targeting specified learner groups. They will learn how to43
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