Units

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Sample subject outline - Semester 1 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

Effective ESL practitioners require a knowledge and understanding of the many factors that impact on the effective learning of a second (or an additional) language and on learning curriculum content through an additional language. They also need to know how these factors influence planning for learning and how they can be managed to maximise learning outcomes. This unit builds on your discipline study knowledge, introduces you to the key concepts that guide ESL teaching and learning and provides opportunities for the practical application of these ideas to the classroom.

Aims

The aim of this unit is to provide you with opportunities to develop an understanding of what is involved in learning another language in the mainstream high school context and to begin to recognise the importance and influence of the classroom environment to the second language learning process. You will begin to recognise the ways in which different learning environments across the curriculum can be created and managed to promote second language learning. You will also begin to reflect critically on your own learning and practice.

Objectives

On completion of this unit you should be able to:

1. Demonstrate personal and professional understanding of the concepts, skills, processes and values of the ESL Curriculum area. [QCT Standards 1 & 3]

2. Design learning experiences in ESL that develop language and literacy. [QCT Standard 2]

3. Design intellectually challenging learning experiences suitable for high school outcomes. [QCT Standard 3]

4. Design learning experiences that value diversity. [QCT Standard 4]

5. Demonstrate acceptable standards of communication and professional responsibility. [QCT Standards 2 & 9]

Content

This unit includes the following topics:

• The nature of the ESL curriculum area and its contribution to educating NESB learners in high schools.



• Key conceptual and methodological frameworks and pedagogical implications for ESL teaching



• An introduction to the relevant guiding, curriculum and planning documents.



• The link between language and content learning in classroom settings and teaching strategies designed to promote a range of linguistic and cultural learning experiences in various curriculum areas.

Approaches to Teaching and Learning

Teaching approaches include lectures, tutorials, student-led seminars, on-line components, best-practice demonstrations (video and live), micro teaching sessions, whole class, small group and autonomous learning periods. Support will be provided for the learning tasks via Blackboard and in class and some flexibility will be provided with learning choices. Critical reflection and autonomous learning are encouraged throughout the unit.

Assessment

Assessment is authentic and meets outcomes 1-5. There are three summative items of assessment in this unit.Feedback will be provided via qualitative comments on your work and also via a rubric for each assessment item. The rubrics will be given to you and explained to you in week 1. Formative feedback will be given via tutorial discussions and written feedback.

Assessment name: Essay
Description: You will discuss in essay form the key informing theories and principles guiding the teaching of ESL in secondary schools.
Length: 1500 wds
Relates to objectives: 1
Weight: 35%
Internal or external: Internal
Group or individual: Individual
Due date: Week 4

Assessment name: Presentation (Oral or Group)
Description: You will present an interactive seminar to your peers based on a key issue in the field and relevant reading in the area.
Length: Equiv. 1000 words
Relates to objectives: 1, 2, 4 & 5
Weight: 30%
Internal or external: Internal
Group or individual: Individual
Due date: Mid-Semester

Assessment name: Demonstration
Description: You will prepare and demonstrate a selection of relevant teaching ideas and resources based on your analysis of typical classroom text-types.
Length: Equiv. 2000 words
Relates to objectives: 1, 2, 3, 4 & 5
Weight: 35%
Internal or external: Internal
Group or individual: Group
Due date: End-Semester

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

References
Lightbown P. and Spada, N. (2006). How languages are learned. 3^rd Oxford:OUP.

Gibbons, P. (2008). 'It was taught good and I learned a lot' : Intellectual practices and ESL learners in the middle years. Australian Journal of Language and Literacy, 31 (2), pp.155-173.

Hammond, J. (2001) Scaffolding: Teaching and learning in language and literacy education. Newtown, NSW: PETA.

McKay, P. (Ed.) (2007). Assessing, monitoring and understanding English as a Second Language in schools: The NLLIA ESL bandscales version 2. Queensland University of Technology and Independent Schools Queensland.

Mohan, B. Leung, C and Davison, C (2001). English as a Second Language in the mainstream: Teaching, learning and identity. New York: Longman.

Risk assessment statement

There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 26-Oct-2012