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

As language educators you will need to be aware of the current issues surrounding second language acquisition and how they relate to current theories of best practice in the classroom. You will also need to be equipped to use this learning in varied and changing classroom contexts, to teach within a range of curriculum frameworks and to recognise how global and local educational issues will continually affect your teaching. In order to help you develop the necessary flexibility and reflective capacity, LOTE Curriculum Studies 1 and 2 will focus on developing your understanding of language learning, the place of languages and literacies in the school curriculum and the role of the language teacher in developing intercultural awareness. LOTE Curriculum Studies 1 will focus on classroom talk and oral interaction and LOTE Curriculum Studies 2 will focus on multi-literacies in the additional language classroom.

Aims

The aim of this unit is to develop your awareness of the place of languages in the school curriculum and your understanding of the language learning process. You will also be encouraged to become reflective learners/teachers who can analyse the contexts in which you work, are familiar with policy and curriculum issues and able to make soundly-based professional judgments designed to maximize learning for all students. The specific aim of this unit is to develop your understanding of effective classroom interaction using both the target (new) language and the classroom language (English).

Objectives

On completion of this unit you should be able to:

1. Understand and engage with a range of contemporary evidence-informed but evolving theories on language and literacy development and language pedagogy. [QTC Standards 2 & 10]

2. Select and use teaching and learning strategies and resources that meet specified learning goals, learning needs, interests and learning styles. [QTC Standard 1]

3. Select and implement teaching and scaffolded learning strategies for promoting higher-order thinking skills, imagination, creativity, intellectual risk taking, reflection and problem solving in the language classroom.[QTC Standard 3: Developing]

4. Develop criteria and use them to provide feedback to peers on their learning and to moderate assessment. [QTC Standard 5: Developing].

Content

This unit includes the following topics:

• Overview of language policies in Australia and language teaching methodologies.


• Classroom interaction: IRE, third turn, questioning.


• Introduction to the QLD syllabus.


• Designing tasks and activites across the macro-skills.


• Use of the first and the target languages.


• Development and presentation of short teaching sequences.


• You will be encouraged to think about the strategies you could employ to respond to the diverse interests and abilities of all language learners.

Approaches to Teaching and Learning

The model of language which underpins the unit is of language as a dynamic sociocultural practice. The focus in the unit is on critical and constructive analysis of classroom learning experiences and interactions with this model in mind. In preparation for participation in school learning communities you will need to interact with other students and, where appropriate, with the language teachers you encounter during your field observation. You will be expected to read widely and through the use of reflection on videoed teaching sequences, to relate this reading to classroom practices. To develop your communicative skills and to promote both self-reliance and co-operation, study and discussion will be undertaken as a class, as individuals, as pairs and as groups.

Assessment

The assessment for this unit has both formative and summative components.

Assessment name: Reflective Journal
Description: Extended written commentary on reading and classroom observations
Length: Equivalent 1400 words
Relates to objectives: 1 & 2
Weight: 40%
Internal or external: Internal
Group or individual: Individual
Due date: Mid-Semester

Assessment name: Demonstration
Description: A micro teaching project.
Length: Equivalent 2500 words
Relates to objectives: 1, 2, 3 & 4
Weight: 60%
Internal or external: Internal
Group or individual: Individual
Due date: Rostered

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

Scarino, A., Papademetre, L., Liddicoat, A. J., & Kohler, M. (2003). Report on intercultural language learning. Melbourne: Department of Education, Science and Training.

Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press.

Queensland Schools Curriculum Council. (2000). Languages other than English. Year 4-10 syllabus plus CD-Rom. Brisbane: Author.

Students will be referred to online, web and curriculum materials during the unit

Referencing
APA 5^th is used for all LOTE units

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: 10-Jan-2013