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.

Open All

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
Assessment	Short answer responses 20%, Oral presentation 30%, Report 50%

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.

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 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

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: 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
This section contains links to relevant assessment-related policies and guidelines - all university policies.
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.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator