EDUC 5418 - Intro to English Language Studies for Teachers

North Terrace Campus - Semester 1 - 2016

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 Up to 3 hours per week
    Available for Study Abroad and Exchange Y
    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: Mrs Paula Dimmell

    Course Coordinator
    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)
    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, 2, 3, 5, 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
    5, 6, 8
    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
    6, 8, 9
    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
    8
  • 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.
    Small Group Discovery Experience
    • 1 hour lecture and 2 hour tutorial combined to form a 3 hour seminar
    • Participant numbers capped at 25
    • Group size ranges from pairs to groups of 6
    • Activity types – collaborative lesson planning and material design, peer teaching and feedback, task based learning, peer-instruction, Socratic Method
    • 1 lecturer per seminar – leading, guiding and facilitating activities



  • 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: 20% 1,000 words (short answer responses)
    • Assignment 2: 30% 1,500 words (oral presentation)
    • Assignment 3: 50% 2,500 words (report)
    Assessment Task Word Count Due Date  Weighting Learning Objectives
    Assignment 1
    Short answer responses based on first 5 workshops.
    1,000
    words
    Week 6 20% 1,2.3,4,8
    Assignment 2
    Oral Presentation. Language analysis based on specific language features found in a chosen register.
    1,500 (eq) words Week 11/12 30% 2, 3, 4, 7, 9
    Assignment 3
    Report. Analysis of grammatical aspects/language features from a chosen genre/register, including potential student problem

    2,500
    words

    Week 13 50% 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: 20%
    Individual short answer responses based on first 5 workshops.
    Due Date: Week 6
    Word Count: 1,000

    Assignment 2: 30%
    Oral Presentation: Language analysis based on specific features found in a chosen register
    Due Date: Week 11 & 12
    Word Count: 1,500 (eq)

    Assignment 3: 50%
    Analysis of grammatical aspects/language features from a chosen genre/register, including potential student problems and integration into teaching.
    Due Date: Week 13
    Word Count: 2,500
    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 My Uni //Course Assignments/Assignment Cover Sheet
    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

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