Judith works as a part time lecturer and is generally in the office from Monday to 1pm and all day Wednesdays and Thursdays. She will be available to talk to students Wednesdays 11-12. Alternatively you can email her your queries or request a consultation time.

Students 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.

For queries regarding overall curriculum and methodology enrolment contact the program coordinator, Dr Linda Westphalen, Room 805, ph 8313 3784. Email linda.westphalen@adelaide.edu.au

Semester Series

Semester 1 Wednesday 4-6pm AITSL Standards incorporated

Week 1 · Languages Education in SA · Language learning theories · Examining identity through languages, · Establish groups for presentations, Lesson Planning & Text Types 1.1-1.6 2.1-2.6 3.1-3.6

Week 2 Group Presentations:Planning 3.1-3.6

Week 3 · National statements and developments in language learning · SACSA Framework for Languages, Short term unit planning 2.1-2.6 4.1-4.5 5.1.5.5

Week 4 The Language Curriculum: The SACE[in-depth study/investigation, text analysis, performance standards, writing a LAP] 3.1-3.6 4.1-4.5 5.1.5.5

Week 5 Group Presentations: Planning 1.1-1.6, 2.1-2.6, 3.1-3.7, 4.1-4.5, 5.1-5.5.

Week 6 Group Presentations: Planning 6.1-6.4 7.1, 7.2.

Semester Break

Week 7 Text Analysis Task 1 Due
Group Presentations: Year 8 Text Analysis 6.1-6.4 7.1-7.2

Week 8 Games in the Classroom/Preparation for Teaching Practice: Resources & Texts 1.1-1.6,2.1-2.6, 3.1-3.7 4.1- 4.5,5.1-5.5, 6.1-6.4

Teaching Practice

1	Through workshops: Students will explore beliefs and experiences of language learning in shaping their identities as language learners
2	Through workshops; Students will examine curriculum for teaching language in middle and senior years
3	Through workshops: Students will analyse and critique teaching strategies for effective language learning
4	Through assignments: Students will collaborate with peers to practice teaching strategies
5	Through assignments: Students will design a series of lessons structured around an authentic text

Students are encouraged to spend time becoming familiar with locally relevant curriculum documents that are referred to throughout the course and those listed below. Other lists of relevant websites and resources are also available on MyUni.

Languages Policy

• National statement for languages education http://www.mceetya.edu.au/verve/_resources/languageeducation_file.pdf 
• A rationale for language learning in the 21st century http://www.mltasa.asn.au/rationale.htm 
• Melbourne Declaration http://www.mceecdya.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf 
• NALSSP http://www.deewr.gov.au/Schooling/NALSSP/Pages/default.aspx 
• Development of Australian Language Curriculum http://www.asiaeducation.edu.au/verve/_resources/AndrewScrimgeourLanguages_130410.pdf 

Intercultural Language Learning

• Intercultural Language Teaching and Learning in Practice Project. http://www.iltlp.unisa.edu.au/ 
• Getting started on Intercultural Language Learning http://former.asiaeducation.edu.au/alplp/pdf/alplp.pdf 
• The Report on Intercultural Language Learning http://www.curriculum.edu.au/nalsas/pdf/intercultural.pdf 

Curriculum Frameworks

• The SACSA: Go to http://www.sacsa.sa.edu.au/index_fsrc.asp?t=Home And follow links to SACSA framework and companion documents
• SACE Curriculum Statements and Support Materials www.sace.sa.edu.au 

National curriculum reports and professional learning projects

• The Guide to teaching languages http://www.tllg.unisa.edu.au/ 
• The Professional Standards Project http://www.pspl.unisa.edu.au/ 
• An Investigation of the State and Nature of Languages in Australian Schools http://www.dest.gov.au/NR/rdonlyres/82B80761-70BD-47A6-A85A-17F250E11CBA/22998/SNfinalreport3.pdf 
• Victorian review of language learning http://www.eduweb.vic.gov.au/edulibrary/public/publ/research/publ/language-learning-report.pdf 
• National Forum Chinese Language Education http://www.asiaeducation.edu.au/verve/_resources/ChinaReport.pdf 
• Current State of Japanese Language Education http://www.asiaeducation.edu.au/verve/_resources/JapanReport.pdf 
• Australian Education Review Second Languages and Australian Schooling http://research.acer.edu.au/aer/8/ 
• National Curriculum website - keep eyes here http://www.acara.edu.au/languages.html 

Emmitt, E. Pollock, J and Komesaroff, L. 2003, Language and Learning, Oxford University Press, South Melbourne. $49.95

A general reader on understanding language and language learning. This well referenced Australian publication aims to encourage reflection on classroom practice through understanding and awareness of language in its social and cultural contexts.

Lightbrown, PM. & Spada, N. 1999, How Languages are Learned, Oxford University Press, Oxford. $59.95

Students are encouraged to contribute to lesson resources on the Languages MyUni site. Students will be required to post their group lesson plan and handouts on MyUni for sharing in a collaborative resource bank. Discussion online for all students will be expected while on observation in the schools.

Discussion online of key educational issues for all students will be expected and assessed throughout each semester.

• The Learning Federation (TLF) online learning objects http://www.thelearningfederation.edu.au/for_teachers/catalogues/catalogues.html 
• Access to TLF via Scootle http://www.scootle.edu.au/ec/p/home 
• Character catalogue http://charactercatalogue.thelearningfederation.edu.au/cc/index.php 

Other curriculum

• Victoria: http://vels.vcaa.vic.edu.au/essential/discipline/lote/index.html Follow links to http://vels.vcaa.vic.edu.au/downloads/vels_standards/velsrevlvl4.pdf pp 57 - 70
• NSW: go to http://www.boardofstudies.nsw.edu.au/syllabus_sc/#syllabuses-7-10 and search alpha list for your language K – 10 syllabus
• UK curriculum http://curriculum.qcda.gov.uk/key-stages-3-and-4/subjects/key-stage-3/modern-foreign-languages/index.aspx 
• USA curriculum Executive summary http://www.actfl.org/i4a/pages/index.cfm?pageid=3324 

This course will be taught through a weekly 2 hour workshop and will be run in conjunction with the Compulsory CAL course. The course 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 in particular languages within the cohort.

In the first workshops, 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.

First semester workshops will also look at unit planning with reference to current curriculum documents. Semester two workshops will examine assessment, SACE curriculum, whole school language Planning, Resources and Reporting. 

The practical focus of the workshops will allow strategies in effective classroom management to be regularly practised and shared in preparing for teaching practice blocks.

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.

Students will be required to arrange times outside of workshops to meet with their group to prepare group presentations for Assignment 1.

Students 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.

Assignment 1 Course Learning Objective D & AITSL Standards 1-7 - 50%
Group presentation: Year 8 Text Analysis Due Week 7: Wednesday

Assignment 2 Course Learning Objectives A,B,C & AITSL Standards 1-7 - 40%
Online Discussion of four fortnightly set topics based on key educational issues. Assessment is individual.

Due Date: Week 8, Wednesday. Topics Set Fortnightly: Weeks 2, 4, 6, 8 each semester

 

Attendance at seminars is compulsory (10% for 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 AITSL Standards: 1,2,3,4,5,6,7.

Learning Outcomes
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%.

Description
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 in German. 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)

Timeline
Weeks 1, 2 and 3: Introduction to lesson planning and text analysis. Some planning time will be given to groups during these seminarExtremely well prepared group presentation demonstrating an effective working relationships.
Week 7 : Lesson presentation ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
ASSESSMENT CRITERIA

Marking: Each section is worth 25% of total mark	85%+ High Distinction	75-84% Distinction	65-74% Credit	50-64% Pass	Less than 50% Fail
Collaboration 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
Text selection and lesson delivery Audience engagement	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.
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
Process of teaching and learning Lesson content	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 AITSL Standards: 1,2,3,4,5,6,7. Assessment will be individual.

Purpose To reflect on and discuss key educational issues with peers.

Description 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.

Online Contributions
· 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 (Judith).

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
· Reflection
· Expression Mark/10 for each contribution and overall 40% weighting.

	High Distinction	Distinction	Credit	Pass	Fail
Understanding	Thorough understanding	Good understanding	Sound understanding	Limited understanding	No evidence of understanding
Engaging with group members	Responds thoughtfully and critically	Good evidence of engagement	Considered evidence of engagement	Limited evidence of engagement	No evidence of engagement
Reflection	Detailed, insightful and sophisticated	Clear and thoughtful	Considered evidence of reflection	Limited reflection	No evidence of reflection
Expression	Highly developed skills	Well developed skills	Good skills	Adequate skills	Rudimentary skills

 

Assignment 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 Fortnightly Topics. Please refer to your program handbook for further details.