Units

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Sample subject outline - Semester 2 2013

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

Rationale

This unit follows on from CLB021 and provides deeper knowledge of the theoretical framing and pedagogical applications within teaching English as an Additional Language. It also provides opportunity for further exploration of teaching methods and resources with an emphasis on content and language integration.

Aims

The aims of this unit are to enable you to:

• explore the integration of language and content in more depth and consider planning on a variety of levels



• expand your repertoire of language knowledge and teaching strategies relevant to language proficiency levels, learner styles and curriculum demands.

Objectives

On completion of this unit you should be able to:

1. Demonstrate essential knowledge of the discipline area and the ability to design and implement engaging and flexible learning experiences in ESL for secondary aged class groups. (QCT STANDARD 1)

2. Design learning experiences in ESL that develop language and literacy (QCT STANDARD 2)

3. Develop intellectually challenging learning experiences (QCT STANDARD 3)

4. Design learning experiences that value diversity (QCT STANDARD 4)

5. Commit to reflective practice and ongoing professional renewal (QCT STANDARD 10)

Content

This unit will cover the following topics:

• further development of knowledge of the knowledge base and methodological frameworks of the discipline area, including: grammar and classroom language awareness; advanced analysis of the guiding curriculum and planning documents and the implications for classroom delivery and professional teamwork; and



• advanced analysis of and practice of teaching strategies designed to promote quality learning experiences in various curriculum areas.

Approaches to Teaching and Learning

Teaching approaches include a selection of 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. Use is made of relevant literature. Critical reflection and autonomous learning are encouraged throughout the unit.

Assessment

Assessment is both formative and summative, is authentic and meets objectives 1-5

Assessment name: Seminar
Description: Teaching Strategies and Activities from an ESL point of view.
You will identify 6 common teaching strategies/activities from a content-based unit of work and analyse them in terms of their usefulness for teaching ESL learners. You will make recommendations for modification, based on theoretical and practical knowledge in the field, and reflect on the gaps in your own developing knowledge and skills.
Length: equiv.1500 words 20mins
Relates to objectives: 1, 2, 3, 4, & 5
Weight: 35%
Internal or external: Internal
Group or individual: Individual
Due date: Early semester

Assessment name: Examination (in-class)
Description: Grammar Exam
Length: Equiv. 1000 words
Relates to objectives: 1 & 5
Weight: 30%
Internal or external: Internal
Group or individual: Individual
Due date: Mid semester

Assessment name: Online presentation
Description: Presentation to Professional Team.
You will present to peers an overview of the needs of ESL learners in mainstream secondary settings as well as the language learning theories underpinning their progress plus make suggestions for good pedagogy by mainstream teachers.
Length: 1500-2000 words
Relates to objectives: 1, 2, 3, 4, & 5
Weight: 35%
Internal or external: Internal
Group or individual: Individual
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

Texts and References:\

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, C. Leung and C Davison. (2001). English as a Second Language in the mainstream - teaching, learning and identity. Harlow, UK:Longman (Pearson Education Ltd)

De Silva Joyce, H & A. Burns, (1999) Focus on Grammar. NCELTR:Sydney

State of Victoria (Department of Education & Training) ESL Strategy Team, (2003) ESL in the Mainstream resource package.

Risk assessment statement

There are no out-of-the-ordinary risks associated with 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: 10-Jan-2013