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

As a language educator you need an awareness of the ways in which syllabuses, policy documents and the classroom practices and teaching strategies to which they give rise reflect underlying views of language, literacies and learning. To this end, this unit provides you with more opportunities to become familiar with current Queensland government LOTE syllabuses and resources as well as second language teaching issues in broader contexts. 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. You will be expected to read widely and reflect on your own teaching and learning styles and on your classroom experience as a basis for the development of a practical theory of teaching on which to base professional decisions.

Aims

The aim of this unit is to involve you in further discussion of the theoretical fundamentals of LOTE curriculum development and methodology and exploration of the major issues that face language teachers in their daily pedagogical decision making. It aims to develop your capacity to plan language learning experiences which support learners' involvement in multiliterate practices and develop strategic language learning skills which they can use to become effective intercultural communicators.

Objectives

On completion of this unit you should be able to:

1. Plan scaffolded learning experiences which reflect specific curriculum frameworks and apply strategies for promoting higher-order thinking skills, imagination, creativity, intellectual risk taking, reflection and problem solving in the language classroom [QTC Standards 1 & 3]

2. Engage with a range of contemporary evidence-informed but evolving theories on language and literacy development, and demonstrate understanding of the ways that different communication methods and social, cultural and historical contexts influence language choice and literacy practices [QTC Standard 2]

3. Demonstrate a commitment to assess your personal languages skills and take steps to improve them where necessary for your teaching [QTC Standard 2]

4. Demonstrate a developing understanding of ways to integrate intercultural language learning experiences into the language classroom and to establish learning environments in which diverse ideas and opinions are valued and students are encouraged to question and exchange ideas [QTC Standard 4]

5. Select a wide range of multi-modal resources where students use paper based and ICT materials to empower students with diverse backgrounds, characteristics and abilities and enable their learning, and to connect to the world beyond the school [Standards 3,4 & 6]

Please note that CLB036 and CLB037 are complementary units, and assessment work for CLB037 should reflect learning from both units where relevant to the task.

Content

This unit will cover the following topics:

• The range of literacies which make up language proficiency and their place in the language program, with special reference to the development of intercultural and multi-modal literacies.



• The place of grammar teaching or focus on form in a contemporary curriculum



• Design of effective language learning experiences, including design of assessment for learning

Approaches to Teaching and Learning

The focus in the unit is on critical and constructive analysis of classroom learning experiences and interactions. As a participant in this unit you will be encouraged to work collaboratively with your peers to explore the classroom implications of the issues discussed. This will involve activities which may include group and whole class discussions, micro-teaching and collaborative resource and material development. Active participation and reflection are considered essential parts of the learning process in this unit.

Assessment

The assessment for this unit has both formative and summative components. Feedback is provided through peer and lecturer/tutor response to formative work, which is an integral part of the assessment process, There are 2 summative tasks for the unit.

Please note that CLB036 and CLB037 are complementary units, and assessment work for CLB037 should reflect learning from both units where relevant to the task.

Assessment name: Critique (written)
Description: A formative online discussion and group wiki leads to a summative individual critical analysis of and practical response to textbook materials
Length: 1500 words
Relates to objectives: 2, 3 & 4
Weight: 40%
Internal or external: Internal
Group or individual: Individual
Due date: Week-5

Assessment name: Project (applied)
Description: Staged curriculum project
Length: 2500 word equivalent
Relates to objectives: 1, 2, 3, 4 & 5
Weight: 60%
Internal or external: Internal
Group or individual: Individual
Due date: Week 7 & 13

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. & Liddicoat, A.J. Teaching and Learning Languages: a Guide
http://www.tllg.unisa.edu.au

Halliday, M.A. K.. (1985) Spoken and written language. Deakin University:Deakin 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 5th is used in 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