EDUC 5418 - Intro to English Language Studies for Teachers

North Terrace Campus - Semester 1 - 2014

This course provides an introduction on how the English language works. It aims to familiarise students with the systems of language and enable them to analyse language at the levels of phonology, morphology, syntax, semantics and pragmatics (sociolinguistic aspects). It aims to increase their awareness of the function of English and to provide students with an understanding of the implications for teaching and learning a second language.

  • 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
    Course Description This course provides an introduction on how the English language works. It aims to familiarise students with the systems of language and enable them to analyse language at the levels of phonology, morphology, syntax, semantics and pragmatics (sociolinguistic aspects). It aims to increase their awareness of the function of English and to provide students with an understanding of the implications for teaching and learning a second language.
    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.au

     

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • 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, UK
    Online 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:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. 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 seminars
    1,500
    words
    Week 5 30% 1,2.3,4,8
    Assignment 2
    Collaborative short answer responses based on Language Awareness and Analysis
    1,500 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
    words

    Week 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 situation
    Submission
    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.pdf
    Course 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.

  • 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.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

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