EDUC 5418 - Intro to English Language Studies for Teachers
North Terrace Campus - Semester 1 - 2014
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General Course Information
Course Details
Course Code EDUC 5418 Course Intro to English Language Studies for Teachers Coordinating Unit School of Education Term Semester 1 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact 3 hours Assessment 1 x 1,000 word short answer (20%); 1 x 1,500 word short answer (30%); 1 x 1,500 word essay (30%); Discussion board/Wiki Participation approx 1,000 words (20%) Course Staff
Course Coordinator: Ms Sandra Caon-Parsons
Course Coordinator
Ms Sandra Caon-Parsons
Phone: 8313 4790
Email: sandra.caonarsons@adelaide.edu.au
Workshop Lecturer
Ms Paula Dimmell
Email: paula.dimmell@adelaide.edu.auCourse Timetable
The full timetable of all activities for this course can be accessed from Course Planner.
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Learning Outcomes
Course Learning Outcomes
1 Develop an understanding of how the English language works 2 Familiarise students with the systems of language 3 Enable students to analyse language at the levels of phonology, morphology, syntax, semantics and pragmatics (sociolinguistic aspects) 4 Increase students’ awareness of the function of English 5 Develop students’ understanding of learner errors and their significance. 6 Provide students with an understanding of the implications for teaching and learning a second language. 7 Access resources effectively necessary to complete set tasks 8 Demonstrate self-evaluation skills through critical reflective practice 9 Interact and network effectively with peers 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) Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1,2,3,5,7 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 3,4,6,7 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 3,5,7,,9 Skills of a high order in interpersonal understanding, teamwork and communication. 6,8,9 A proficiency in the appropriate use of contemporary technologies. 7,8,9 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 7,8 A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 1,6,9 An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 2,4,5,6,8,9 -
Learning Resources
Required Resources
There is no textbook for this course. Rather students will be required to read selected literature on key research design processes covered in the course and disciplinary texts as appropriate.Recommended Resources
Ur, P. (2012) A Course in English language teaching, Cambridge University press. UK
Scrivener, J. (2011) Learning Teaching, 3rd edition. Macmillan, UKOnline Learning
Additional course-related material is available through MyUni. -
Learning & Teaching Activities
Learning & Teaching Modes
The course is built around a series of seminars introducing how the English Language works and how this understanding can assist in learning and teaching a second language. The seminars aim to give a balance between ‘input’ and ‘practice’ with an expectation that students will actively engage with the material through small group activities and discussion. Related assignments are designed to consolidate the learning of key principles and development of skills by addressing the practical application of these concepts.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
1 x 3 hour Seminar per week (x12) 36 hours Reading per week (x12) 50 hours Preparation for Assignment 1 20 hours Preparation for Assignment 2 20 hours Preparation for Assignment 3 30 hours Total = 156 Learning Activities Summary
Seminars Week 1 Etymology-The history of Language Week 2 Introduction to Sociolinguistics Week 3 Semantics and prgmatics Week 4 Intrduction to Discourse Analysis Week 5 Phonology 1 Week 6 Pnonology 2 Week 7 Language Analysis 1: Pats of speech and noun phrases Week 8 Language Analysis 2: Present and future tenses Week 9 Language Analysis 3: Conditional and perfect aspects Week 10 Problem Based Assessment - group work (Assignment 2) Week 11 Error corrction - spoken and written Week 12 Analysis for teaching purposes Specific Course Requirements
Note that attendance at seminars is compulsory. -
Assessment
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 Summary
This course follows criterion-based assessment. This means that student grades are determined by the standard of work in terms of meeting a number of criteria that represent the requirements for a particular course. In other words, work is judged according to a pre-determined standard of task completion rather than by comparing it to the work of other students undertaking the same course.
• Assignment 1: 30% 1,500 words (short answer responses)
• Assignment 2: 30% 1,500 words (short answer responses)
• Assignment 3: 40% 2,000 words (essay)Assessment Task Word Count Due Date Weight Learning Objectives Assignment 1
Short answer responses based on first 4 seminars1,500
wordsWeek 5 30% 1,2.3,4,8 Assignment 2
Collaborative short answer responses based on Language Awareness and Analysis1,500 words Week 10 30% 2, 3, 4, 7, 9 Assignment 3
Essay: Choose 2 aspects introduced on the course which you would implement in your classroom.2,000
wordsWeek 12 40% 1, 3, 5, 6, 7, 8 Assessment Related Requirements
Students who are unable to provide justification for non-attendance will fail the course.Assessment Detail
Assignment 1: 30%
Individual short answer responses based on first 4 seminars
Due Date: Week 5
Word Count: 1,500 total words
Assignment 2: 30%
Collaborative short answer responses based on Language Awareness and Analysis completed in Workshop session.
Due Date: Week 10
Word Count: 1,500
Assignment 3: 40%
Due Date: Week 12
Word Count: 2,000
Choose 2 aspects introduced on the course which you would implement in your classroom. Using literature to support your discussion, you must include:
· The background of the learners and a brief introduction to the educational setting and context.
· Which aspects you have chosen to focus on
· Why you have chosen these aspects, including why they are important, how they relate to the learners, and how you would integrate them into your teaching
If you are not teaching at the moment, refer to a past / future teaching situationSubmission
All assignments must be submitted electronically either as discussion posts or as email attachments to the lecturer by 12:00 midnight of the due date, late penalties will apply.
Please use the assignment cover sheet which can be accessed from http://www.adelaide.edu.au/professions/hub/downloads/Professions-assignment-cover-sheet.pdfCourse Grading
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.
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Student Feedback
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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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- International Student Support
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
- YouX Student Care - Advocacy, confidential counselling, welfare support and advice
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- 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 Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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