EDUC 6516B - English as a 2nd Language Curric & Method B
North Terrace Campus - Semester 2 - 2016
General Course Information
Course Code EDUC 6516B Course English as a 2nd Language Curric & Method B Coordinating Unit School of Education Term Semester 2 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact 2 hours per week, in addition to a 2 hour common lecture focussing on Assessment and Reporting 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 GradDipEd 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 HartiganJudith works as a part time lecturer and is generally in the office Tuesday mornings and all day Mondays and Wednesdays. 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 firstname.lastname@example.org
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
Recommended ResourcesBurns, 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
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 Summary
Semester 2 Tutorial Series Monday 9-11am APST Standards
1.Guest Speaker on Language Literacy Levels
2.Issues Relating from the Teaching Practice
3. Explanation of Unit Plan Ass 1& Ass 2
Year 10 Text Analysis
1.1-1.6, 2.1-2.6, 3.1-3.7, 4.1-4.5, 5.1-5.5
1.Assessment and Planning
2.Applying Language Literacy Levels & use of ESL Scope and Scales
1.1-1.6, 2.1-2.6, 3.1-3.7,5.1-5.5
Week 3 *
“In the Field ‘Excursion Planning.
Virtual and /or Actual Discovery Learning Experience
1.1-1.6,2.1-2.6, 3.1-3.7, 4.1-4.5, 5.1-5.5
*Unit Plan Assignment 1 due TUES
1.SACE: Planning and Assessment
2.Assessments of items from students
3. Modifications for students with Special Needs,
Including Giftedness, Disabilities, Cultural Differences
4. Intercultural Awareness
1.1-1.6, 2.1-2.6, 18.104.22.168,3.1-3.7,5.1-5.5
Mid Semester Break
1.Issues Relating from the Teaching Practice
Problems and Solutions
2.Issues in ESL Education: professional conversation: Communicating positively with students, parents, staff and community
3.1-3.7, 4.1-4.5,5.1-5.5, 6.1-6.4, 7.1-7.4
Year 10 Text Analysis Assignment 2 due: TUES
Guest Speaker from CEO
Assessment in the classroom
2.1-2.6, 3.1-3.7, 4.1-4.5, 5.1-5.5, 6.1-6.4,7.1-7.4
1.ESL Discovery Learning and the Environment including Music
2.Reading to Learn: detailed reading and
Rewriting of factual texts
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
Group Discussion Online Assignment 3
coolaboration, reflection and Evaluation of Classroom Strategies and Effective use of Resources
1.1-1.6, 2.1-2.6, 3.1-3.7, 4.1-4.5, 5.1-5.5, 6.1-6.4, 7.1-7.2
Specific Course Requirements
Students will be required to plan ahead and visit ‘in the field’ for an excursion component required for Assignment 1 on Monday Week 3 in lieu of the usual scheduled tutorial.
Small Group Discovery ExperienceStudents will be required to work in small groups as Discovery Experience for both Assignments 1 & 3.
They will explore the concepts of a relevant excursion in small groups for the required component 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 3.
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.
Assessment SummaryAssignment 1 40% Learning Outcomes 1, 2, 6, 8, 9 & APST Standards 1-7.
Unit Plan, Lesson Plan, Excursion & Reflection
Due Date: Tuesday Week 4
Assignment 2 30% Learning Outcomes 1, 2, 3, 6, 8 & APST Standards 1-7
Year 10 ESL Text Analysis
Due Date: Tuesday Week 6
Assignment 3 20% Learning Outcomes 1, 2, 3, 4,5 6, 7, 8, 9 & APST Standards 1-7
Online Group Discussion of four fortnightly set topics based on key educational issues.
Assessment will be individual.
Fortnightly Topics Set: Weeks 2, 4, 6 & 8 Topics Set of each semester.
Due Date: Thursday Week 8.
Assessment Related RequirementsAttendance at workshops is compulsory(10%).
ASSIGNMENT 1 UNIT PLAN
Assignment Guidelines and Criteria
Assignment 1: Unit Plan, Lesson Plan, Excursion and Reflection
Lesson and unit planning are at the core of your teaching practicum. This assignment aims to support you in your first efforts at designing and implementing a unit of work for Language students.
Note that: It is preferable that you design your unit plan for Middle Years students (Year 8 or 9). Your unit should be actually implemented - keep it practical and within your school context. Below is a description of what should be included. Language Curriculum and Methodology seminars will provide further information, exemplars and support on how to go about constructing your unit plan. Proformas for the Lesson Plan and Reflection will be posted on MyUni. Excursion details should include Aim/Purpose; Location; Activity; Assessment and Expected Outcomes.
It is up to you whether you
a) Design you own unit plan structure
b) Adapt an existing unit plan structure (ie one provided through this course or by a school/mentor teacher)
c) Combine an existing design with your own ideas
Unit plans are designed to meet the needs of the students they are intended for. There is no single way of going about it. Your final product should however include the following aspects:
Incorporation of SACSA Framework ( or SACE / school document ) Key ideas Essential learnings Equity perspectives Other elements of curriculum documents
Description of tasks Sequencing Relevance Progression in learning
Assessment Relevant to unit Demonstrates intended learning outcomes of unit
Cohesiveness Unit focus Descriptors Learning tasks Assessment
Assessment criteria for the task can be found below.
Due date: Tuesday Week 4
Unit Plan Assessment Criteria
This assignment addresses the following graduate attributes in its assessment: 1,2,6,8,9
Incorporation of SACSA Framework ( or SACE / school document )
( Key ideas, essential learnings, equity perspectives, etc. ) 20%
Minimally referred to
Description of tasks ( sequencing, relevance, progression in learning ) 20%
Incorporates strands thru open-ended tasks
Detail within tasks
Clearly defined tasks
Basic presentation of tasks
Assessment ( relevant to unit, demonstrates intended learning outcomes of unit ) 20%
Demonstrates learning / Open-ended
Described in detail
Cohesiveness of unit ( unit focus, descriptors, learning tasks, assessment ) 20%
Soundly linked together
Relate to one another
Minimally referred to
Lesson Plan Satisfactory / Unsatisfactory 10%
Reflection & Excursion Satisfactory / Unsatisfactory 10%
YEAR 10 LANGUAGE TEXT ANALYSIS TASK
This assignment addresses the following graduate attributes in its assessment: 1,2,3,6,8
The text analysis task is a learning process designed by you for students at Year 10 level. It aims to prepare students for text analysis in Year 11 and 12, where they are expected to be familiar with a range of text types. The task should be complex and developed over a sequence of around five lessons.
Guidelines for design and submission
The following four parts will be assessed. Within each part, each dot point needs to be addressed to fulfill the requirements of the assignment.
Part 1: Select an authentic text appropriate for Year 10 level.
Provide a 200 word justification for your choice of text including: Learner context: why the text is suitable for Year 10 learners Curriculum context: how the task connects to the SACSA Framework Prior knowledge: what previous learning is required for students to undertake the task
Part 2: Text type and features Present the text and a translation in English. Describe the text type and features of the text. Give examples from the text that illustrate each feature.
Part 3: Process of teaching and learning
Describe how you will present the text to students. Consider the following questions in
designing a learning process: How will students be expected to respond to the text? What are the components of the task? (ie What exercises/activities will students engage in?) How will the task encourage critical thinking? What learning styles are being incorporated into this process? What will students produce as a final outcome of the task? How will the task enhance understanding of this text type?
Include worksheets, instructions for students and/or any additional resources.
Part 4: Criteria for Assessment
Design an assessment process that demonstrates student learning. Include:
Formative assessment: evaluation of progress along the way
eg self evaluation, peer assessment, teacher feedback Summative assessment: evaluation of final product
ie How will marks be allocated? What will marks be allocated for? How will
feedback be provided to students?
A rubric is recommended as a way of showing how students can complete the task at different levels.
DUE: Tuesday Week 6
Each section worth 25% of total mark.
85%+ High Distinction
Below 50% Fail
Text selection and justification
Authentic text soundly presented within learner and curriculum context
Authentic text that connects clearly to learner and curriculum context
Authentic text reflecting student interests and curriculum context
Appropriate text selected for year level with some justification
Selected text not appropriate and/or not justified
Text type and features
All text features thoroughly described to enhance critical analysis
All features of text identified and accurately presented
Most features identified correctly with reference to text
Text presented with some features identified
Features incorrectly or not identified
Process of teaching and learning
Sophisticated learning sequence that combines elements of analysis
Logical sequence of learning and teaching that encourages critical thinking
Clear sequence of learning and teaching that develops student understanding
Activities relating to text presented
Activities not relevant to text or not presented
Assessment and feedback
Thorough assessment and feedback process embedded in learning
Logical and detailed assessment and feedback process
Assessment and feedback methods demonstrate student learning
Some description of or reference to assessment presented
Little or no mention of assessment in task
ASSIGNMENT 3: 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.
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 discussion during each semester. Your group will need a name so that you can identify yourselves quickly when logging on to your online group. Assessment will be individual.
· Discussion topics will be posted on Monday Weeks 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 outside of your group has access to your group discussion except for the Course coordinator (Judith).
ASSESSMENT CRITERIA: Assignment 3
· 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
Mark/10 for each contribution and overall 20% weighting.
Final Entries/Due Date: Tuesday Week 8
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
Clear and thoughtful
Considered evidence of reflection
No evidence of reflection
Highly developed skills
Well developed skills
Assignments 1 and 2 are to be submitted to Hub Reception on the dates due.
Assignment 3 is an Online Discussion of four fortnightly set topics for semester 2.
Please refer to your program handbook for 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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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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