EDUC 5418 - Intro to English Language Studies for Teachers
North Terrace Campus - Semester 1 - 2016
General Course Information
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 Coordinator: Mrs Paula Dimmell
Ms Paula Dimmell
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
Required ResourcesThere 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 ResourcesUr, P. (2012) A Course in English language teaching, Cambridge University press. UK
Scrivener, J. (2011) Learning Teaching, 3rd edition. Macmillan, UK
Online LearningAdditional course-related material is available through MyUni.
Learning & Teaching Activities
Learning & Teaching ModesThe 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.
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 RequirementsNote 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 SummaryThis 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.
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
Week 13 50% 1, 3, 5, 6, 7, 8
Assessment Related RequirementsStudents who are unable to provide justification for non-attendance will fail the course.
Assessment DetailAssignment 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
SubmissionAll 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
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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This section contains links to relevant assessment-related policies and guidelines - all university policies.
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