EDUC 4516A - English as a 2nd Language Curric & Method A (UG)
North Terrace Campus - Semester 1 - 2016
General Course Information
Course Code EDUC 4516A Course English as a 2nd Language Curric & Method A (UG) Coordinating Unit School of Education Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact 2 hours per week, in addition to a 2 hour common lecture focussing on Planning and Teaching Available for Study Abroad and Exchange N Prerequisites Pass in four courses of Linguistics Assumed Knowledge High level of English literacy competency - Linguistics study must have been in English Restrictions Available to B Teaching students only Course Description The course aims to present information on a range of methodologies and develop a variety of pedagogical skills to help students to be better prepared for the start of their teaching career.
Course Coordinator: Mr Andrew HartiganAndrew Hartigan, Jordan Level 5, ph, 8313 2424
Please check your student email as course-related announcements are communicated via email. This will include notification of additions to the MyUni site for ESL Curriculum and Methodology.
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn Successful completion of this course student will be able:
Course Learning Outcomes
GA Arts GA Uni Both Semesters 1
Assemble a range of subject-appropriate resources, including online, that engage a diversity of students in their learning. 2.6 & 3.4 1, 2 1, 2 2
Integrate relevant research and theory to develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT. 3.2 & 3.3 2 2 3
Demonstrate a commitment to work ethically and collaboratively so as to meet the professional expectations required of teachers. 6.2, 6.3, 7.1, 7.2, 7.3 & 7.4 6 6 4
Demonstrate communication skills to present a clear and coherent exposition of knowledge and ideas to a diverse range of students. 3.5, 4.2 & 5.5 3, 5 3, 5 5
Develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT. 2.1, 2.6, 3.2 & 3.3 2, 3 2, 3 Semester One 6
Demonstrate thorough knowledge and understanding of the complexity of the discipline and the teaching strategies of the learning area. 2.1, 3.2 & 3.3 1, 2 1, 2 7
Design and sequence unit and lesson plans based on essential content of the subject area, curriculum and assessment principles. 2.2, 2.3 & 3.2 1, 2 1, 2 8
Assemble relevant and appropriate sources of professional learning for teachers including subject professional associations. 6.2, 6.3 & 7.4 4, 6 4, 6 Semester 2 9
Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 3.6 & 5.4 3, 4, 6 3, 4, 6 10
Identify and interpret student learning needs and design learning strategies so as to respond to student diversity. 5.1 & 5.2 2, 3, 5 2, 3, 5 11
Formulate a range of feedback and assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning in the subject area and for various curricula eg SACSA, SACE, ACARA, IB. 5.1, 5.2, 5.5 & 7.2 2, 3, 5 2, 3, 5 12
Demonstrate understanding of assessment, moderation and its application to support consistent and comparable judgements of student learning. 5.3, 5.4 & 5.5 2, 3, 5 2, 3, 5 Note:
Australian Professional Standards for Teachers (APST):
Graduate Attributes: Faculty of Arts Graduate Attributes:
Graduate Attributes: University of Adelaide Graduate Attributes:
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1, 6, 7 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1, 2, 5, 6, 7, 10, 11, 12 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
4, 5, 9, 10, 11, 12 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
8, 9 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
4, 10, 11, 12 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
3, 8, 9
Burns, A. & Coffin, C. ( eds ) 2001, Analysing English in a Global Context, Routledge, London. $75.00
A collection of articles addressing key issues in English language teaching and applied linguistics, mostly within British and Australian language learning and teaching contexts.
Harmer, J, 1991, The Practice of English Language Teaching , New Edition,Longman,
London and New York.
Overview text of major theories and definitions for English teaching.
Harmer, J, 1998, How To Teach English, Longman, London
Practical basic guide for beginning teachers of English.
Richards, J.C & Lockhart, C, 1996, Reflective Teaching in Second Language Classrooms,
Useful text and thoughtful text challenging and discussing basic assumptions for beginning ESL teachers.
Herrera, S.G & Murry.K.G, 2005, Mastering ESL and Bilingual Methods, Pearson Education, Inc, USA.
Clear explanation of the origins and nature of the diverse ESL class. Also offers helpful suggestions for assessment and choice of tasks.
Wajnryb, R,1992, Classroom Observation Tasks, Cambridge University Press, UK.
A very handy resource book which encourages prior planning and post feedback for a wide variety of useful lessons.
Online LearningStudents are advised to check MyUni regularly for important languages related information. All course materials will be posted, including templates for adaptation in assignments. Contact details for languages education and professional learning opportunities such as language conferences and workshops will also be posted. Discussion online of key educational issues for all students will be expected and assessed throughout semester 1 and 2.
Learning & Teaching Activities
Learning & Teaching ModesWorkshops and Group work will allow students to work collaboratively in building resources, establishing contacts and networking with practising teachers. This course will be taught through a weekly 2 hour workshop and will be run in conjunction with the compulsory CAL course. It is a 2 semester course which will run for 8 weeks in Semester 1 and a further 8 weeks in Semester 2.
The course gives opportunity for practical application of language teaching strategies within a supportive classroom environment. Workshops will be interactive, incorporating a blend of whole class directed activity and, where possible, language specific group work. This will depend on student enrolment numbers within the cohort.
In the first sessions, students will be encouraged to explore their own beliefs and experiences of language learning in shaping their identities as language teachers. During these first weeks the course will focus on lesson planning with opportunity for practice through group presentations of a text type. The group presentation will support students in working toward the major individual assessment piece for this course due in semester 2.
First semester workshops will also look at unit planning with reference to current curriculum documents.
Second semester workshops will examine SACE curriculum and whole school language planning.
The practical focus of the workshops will allow strategies in effective classroom management to be regularly practised and shared in preparing for teaching practice block.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.The contact time for the course is two hours per week. On top of this students are expected to spend approximately two hours per week on individual work related to the course. This will primarily involve familiarisation with specific curriculum documents and reading and preparation as directed during seminars. Time spent on formal assessment tasks is in addition to weekly reading.
Learning Activities SummaryLecture Series: Thursday APST Standards incorporated.
National Statements for EAL/D
The Diverse ESL Class
ESL Lesson Components including Assessment
Group Presentations: Planning
Common Genres and Tasks[Written and Oral]
2.1-2.6,3.1,3.2, 3.3,3.4,3.5,3.6, 3.7
Applying Language Literacy Levels & use of ESL Scope and Scales
Group Presentations: Planning
Text Analysis Task 1 Due
Group Presentations: Year 8 Text Analysis
2.1-2.6, 3.1-3.7, 4.1-4.5, 5.1-5.5, 6.1-6.4, 7.1-7.4
SACE: Planning and External Examination
ESL Issues in the School
1.1-1.6 2.1-2.6, 3.1-3.6 4.1-4.5, 5.1-5.5, 6.1-6.4, 7.1-7.4
Classroom Strategies/Preparation for
5.1-5.5, 6.1-6.4, 7.1-7.2
Specific Course RequirementsStudents will be required to arrange times outside of workshops to meet with their group to prepare Group Presentations for Assignment 1.
Small Group Discovery ExperienceStudents will be required to work in small groups as Discovery Experience for both Assignments 1 & 2.
They will explore the concepts of Text Analysis; collaborate meaningfully to choose an appropriate Text and then further decide on the most appropriate group presentation of a Text for Year 8 for Assignment 1.
They will also collaborate in small groups online to understand; engage; reflect and express their individual viewpoints and perspectives for 4 topics for Assignment 2.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Learning Outcomes 1, 4, 6 & APST Standards 1-7 - 50%
Group presentation: Year 8 Text Analysis Due Week 6: Thursday.
Learning Outcomes 1, 2, 4, 6, 8 & APST Standards 1-7 - 40%
Online Discussion of four fortnightly set topics based on key educational issues. Assessment is individual. Due Date: Week 8, Thursday. Topics Set Fortnightly: Weeks 2, 4, 6, 8 each semester
Assessment Related RequirementsAttendance at workshops is compulsory(10% attendance).
ASSIGNMENT 1-GROUP PRESENTATION
YEAR 8 TEXT ANALYSIS
This assignment addresses the following graduate attributes in its assessment: 1,4,7,8,9 and APST Standards: 1,2,3,4,5,6,7.
This assignment aims to develop:
1) Collaborative skills
2) Classroom engagement strategies
3) Ability to analyse texts
4) Methodology for teaching about texts
This assignment is worth 50% of the assessment for specific language enrolment. It is an opportunity to work collegially in preparation for the final individual assignment for the course which is also worth 50%.
Your group of 2 of 3 will be allocated a text type (eg recount, procedure, argument) to present to a mock Year 8 class. Your group is required to find an authentic example of this text type. More than one text may be used for comparative purposes although the intended audience (Year 8) and time constraints should be kept in mind when deciding how complex to make your lesson. Hint: If in doubt, keep it simple but have back up/extension material ready.
Your group will work together to develop a teaching and learning process on the given text type. The lesson will be presented to a mock Year 8 class (your friendly Language pre-service teacher peer group!). By the end of the lesson, your ‘Year 8’ students should: - Know the features of the text type - Be able to apply this knowledge within a given context .
Guidelines for Preparation
Your lesson should last for 20-30 minutes.
Use a lesson plan proforma.
* All group members should participate in the lesson delivery.
Visuals, handouts and use of supplementary resources are encouraged.
*Written group lesson plan to be submitted to lecturer prior to presentation.
Suggested Process for Preparation:
1) Select a text / texts
2) Identify and record text features. Ensure your group is in agreement or that you are clear on reasons for any differences!
3) Brainstorm ideas for presenting text.
4) Design a teaching and learning process.
5) Decide who will present which parts of the lesson. Allocate preparation tasks ( eg info for whiteboard, OHPs or slides, supplementary resources, handouts)
6) Rehearse! ( Or at least talk it through together and practice your parts individually at home)
Weeks 1, 2 and 3: Introduction to lesson planning and text analysis. Some planning time will be given to groups during these seminars.
Week 7 : Lesson presentation
Marking: Each section is worth 25% of total mark.
85%+ High Distinction
Less than 50% Fail
Preparation and organization
Extremely well prepared group presentation demonstrating an effective working relationship.
Well organized presentation showing effective collaboration between group members.
Clear communication between group members in defining parts for presentation.
Some collaboration evident in assigning tasks to group members.
Little or no evidence of collaboration or preparation.
2.Text selection And lesson delivery
Creative and highly engaging presentation using a variety of techniques to interact with learners within a sound curriculum context.
Creative and engaging lesson that involves students. Text clearly connects to learner context.
Clear delivery of lesson that is well structured and timed around an authentic text that reflects learner interests.
Most parts of lesson clearly presented with some attempt to involve students. Appropriate text selected.
Lesson hard to follow and understand. Selected text not appropriate.
3.Text type and features
Knowledge and understanding
Sound understanding of text features with reference to broader linguistic contexts.
All features defined and described within the selected text context.
All features clearly identified and defined within the selected text context.
Most features identified in relation to the selected text.
Features incorrectly or not identified
4.Process of teaching and learning
Use of creative language activities that focus on student engagement with the text type.
Clear sequence of exercises and activities that encourage critical thinking about text type.
Clear sequence of exercises and activities that enhance understanding of text type.
Exercises and/or activities that focus on knowledge of text elements.
Presentation limited to information transmission.
ASSIGNMENT 2: GROUP ONLINE DISCUSSION ASSIGNMENT
This online discussion assignment addresses the following graduate attributes in its assessment: 1, 2, 3, 4, 5, 6,7 ,8, 9 and APST Standards: 1,2,3,4,5,6,7. Assessment will be individual.
Purpose: To reflect on and discuss key educational issues with peers.
Students will be allocated to a group of 5-6 people with whom you work with online discussions during each semester . Your group will need a name so that you can identify yourselves quickly when logging on to your online group.
Discussion topics will be posted on Monday of fortnights 2, 4, 6, and 8 of each semester.
· You are required to participate in each of the online discussion topics. If you miss a week, you can go back and do it at another time. You can set up a new conversation at any time if you want to discuss something else with your peers related to your school experience.
· No one else outside of your group has access to your group discussion except for the Course coordinator.
ASSESSMENT CRITERIA: Assignment 2
· Addresses each of the four fortnightly set topics in full to show understanding
· Content of contributions: connect points soundly so that text flows in logical manner
· Responses to others: respond thoughtfully and critically with supporting evidence
· Expression Mark/10 for each contribution and overall 40% weighting.
85%+ High Distinction
Less than 50% Fail
No evidence of understanding
2.Engaging with group members
Responds thoughtfully and critically
Good evidence of engagement
Considered evidence of engagement
Limited evidence of engagement
No evidence of engagement
Detailed, insightful and sophisticated
Clear and Thoughtful
Considered evidence of reflection
No evidence of reflection
Highly developed skills
Well developed skills
SubmissionAssignment 1 is to be submitted to the course coordinator immediately prior to your scheduled
group presentation. Resources should be posted on MyUni the same day.
Assignment 2 is an Online Discussion of four fortnightly set topics for each week of semester 1.
Please refer to your program handbook or further details.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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