EDUC 5419 - Language and Culture

North Terrace Campus - Semester 2 - 2016

The focus of this course is on how language and culture are inter-connected. The course explores language development as a socio-cultural activity and its implications for TESOL pedagogy. Students will be encouraged to critically analyse language in context and how differences can lead to cross-cultural misunderstanding. The students will be expected to explore current debates in language and culture and examine the issues which arise for the TESOL teacher.

  • General Course Information
    Course Details
    Course Code EDUC 5419
    Course Language and Culture
    Coordinating Unit School of Education
    Term Semester 2
    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 The focus of this course is on how language and culture are inter-connected. The course explores language development as a socio-cultural activity and its implications for TESOL pedagogy. Students will be encouraged to critically analyse language in context and how differences can lead to cross-cultural misunderstanding. The students will be expected to explore current debates in language and culture and examine the issues which arise for the TESOL teacher.
    Course Staff

    Course Coordinator: Mrs Paula Dimmell

    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
    On successful completion of this course students will be able to:
    Learning Outcomes GA
    1 Develop students’ understanding of how language and culture are inter-connected in the TESOL context 1, 2, 5
    2 Identify key debates relevant to language and culture in TESOL 1, 2, 5
    3 Critically review key research related to language and culture 1, 5
    4 Increase students’ awareness of different types of learners and learning styles 2, 5, 6
    5 Critically analyse language in context and its implications for cross cultural misunderstandings 1, 2, 5
    6 Examine the issues that arise for the TESOL teacher in this area 2, 4, 5
    7 Increase students’ competencies in academic literacy 1
    8 Access resources effectively necessary to complete set tasks 5
    9 Interact and network effectively with peers 2, 3, 5
    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, 6, 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
    1, 2, 4, 5, 6, 8, 9
    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
    9
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    4, 6
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • Able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    1, 2, 3, 4, 5, 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
    4
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Workshop style lectures with numerous opportunities to discuss learning and teaching methodology, strategies and curriculum. Sessions will include guided and open discussions, practical activities relating to teaching strategies and benchmarking.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    Workload Total Hours
    1 x 3  hour workshop per week (x12) 36 hours per semester
    Reading per week (x12) 50 hours per semester
    Preparation for Assignment 1 (Annotated Bibliography) 25 hours per semester
    Preparation for Assignment 2 (Research Presentation) 15 hours per semester
    Preparation for Assignment 3 (Essay) 30 hours per semester
    Total = 156 hours per semester
    Learning Activities Summary
    Schedule
    Week Topic Lecture Learning Outcomes
    Week 1 What is Culture?
    • Understanding the term “culture”     
    • Understanding our own cultural identities        
    • Hofestede’s dimensions of culture     
    • ‘Third space’ communication     
    • Strategies for effective intercultural communication
    1, 2, 9
    Week 2 Academic Literacies
    • Plagiarism / Referencing / Paraphrasing
    • Oral academic literacies
    • Written academic literacies
    • Annotated Bibliographies
    7, 9
    Week 3 Foundations of Language and Culture
    • Connection between culture and language
    • Consider how language is a product of a culture but also plays a role in the development of a culture
    • Language participates in the ‘cultural experience’    
    1, 2, 3, 9
    Week 4 Culture and Discourse
    • Communities of Practice
    • Discourse Communities
    • Context of Culture
    1, 2, 3, 5, 9
    Week 5 Non-verbal Communication
    • Analyze cultural inferences in texts surrounding our cultures
    • Consider the implications for a TESOL classroom
    • Non verbal communication and culture and the effects on the TESOL classroom
    1, 2, 3, 5, 9
    Week 6 EIL- English as an International Language?
    • Explore the definitions that English learning is given / has been given in the past
    • Consider the initial assumptions of English as an International language
    • Analyse some general implications for the teacher / student of English
    • Discuss specific implications for the TESOL classroom / teachers and students of English
    1, 2, 3, 4, 6, 9
    Week 7 Cultural Rhetorical Patterns in the TESOL Classroom
    • Outline of historical perspectives related to influence of cultural factors in oral and written communication
    • Examples of possible cultural influences on speaking and writing
    1, 2, 3, 5, 6, 8, 9
    Week 8 Culture in published materials
    • Explore our experiences with cultural content in coursebooks
    • Review literature / background information on cultural elements which may exist
    1, 2, 3, 4, 5, 6
    Week 9 Culture and the Internet
    • Issues and debates regarding Internet and culture
    1, 2, 3, 4, 6, 8, 9
    Week 10 Culture in the TESOL classroom
    • Dealing with culture as part of language teaching
    1, 2, 4, 6, 9
    Week 11 Project Presentation 1, 2, 3, 8
    Week 12 Project Presentation 1, 2, 3, 8
    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 – 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
    Assessment Task Task Type Due Date Weighting Learning Outcome
    Assignment 1 Annotated bibliography Week 6 35% 1, 2, 3, 5, 6, 7, 8
    Assignment 2 Research presentation Week 11-12 25% 1, 2, 3, 4, 5, 6, 7, 8, 9
    Assignment 3 Essay Week 13 40% 1, 2, 3, 4, 5, 6, 7, 8
    Assessment Detail

    No information currently available.

    Submission
    Submission is online through MyUni.

    Assessment pieces submitted late will receive a 5% deduction per day past the due date.
    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.

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