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

Preservice English language teachers require a solid foundational understanding of the nature, complexity and diversity of language; of the ways in which it is acquired and learned and how it is used to perform a range of cognitive, social, cultural and personal functions. These understandings about language and literacy development are related to a broad range of teaching contexts, both local and international. This unit is designed to enable students in the initial years of their course progression to gain insight into various aspects of language that impact on teaching and learning in schools.

Aims

The aim of the unit is to develop your awareness of the nature, function and development of language and literacy and the role each plays in the constitution of social and cultural processes and practices, with particular reference to the role of language in classroom contexts. It aims also to extend your understanding of the dynamic, changing nature of 'English' and of other languages in the current global context.

Objectives

On successful completion of this unit you should be able to:

1. Gather, form and critique knowledge (or new configurations of knowledge) from a variety of sources (QCT Standards 1 & 3)
2. Understand and engage with a range of theories of language, language learning and language pedagogy (QCT Standards 1 & 2)
3. Retrieve, evaluate and present information using appropriate technologies and demonstrate personal proficiency in multiliteracies (QCT Standards 1 & 2)
4. Adopt a problem-solving, critical and inquiry-based approach to your own learning and that of others (QCT Standard 3)

Content

This unit explores the nature and functions of language and literacies, including processes of both first and additional language acquisition and development. The overall focus is on language as social and cultural practice, with reference to issues such as language variation, shift and change, gender and language, Indigenous languages and cultures. Understanding of the connection between language and culture will inform analysis of these issues, and a discourse/critical literacy approach will be adopted. These issues will be contextualized within current debates informing the teaching of English.

Approaches to Teaching and Learning

The unit is offered internally and involves a weekly one-hour lecture and two-hour workshop in which you are encouraged to work collaboratively and interactively to explore the concepts covered in the lectures. Critical reflection and autonomous learning are encouraged in this unit.

Assessment

Formative assessment will take place through in-class learning activities, such as group work and whole class discussions. These tasks will occur regularly throughout the semester. Formative feedback will also be provided on the Essay task which is designed to help those in the First Year of study with their academic writing. Formative Assessment following other assessment items will also be given via tutorial discussion.

There are three components of the summative assessment.Feedback will be given via the assessment rubrics and qualitative comments on student work.

Assessment name: Essay
Description: Response to stimulus question.
Length: 750 words.
Relates to objectives: 1 - 4
Weight: 20%
Internal or external: Internal
Group or individual: Individual
Due date: Week 5

Assessment name: Critique (written)
Description: A critical text analysis of a short community text.
Length: 1250 words
Relates to objectives: 1 - 4
Weight: 30%
Internal or external: Internal
Group or individual: Individual
Due date: Week 8

Assessment name: Quiz/Test
Description: In-class test comprising transcript analysis of classroom interaction and/or short answer questions.
Length: 1500 words.
Relates to objectives: 1 - 4
Weight: 50%
Internal or external: Internal
Group or individual: Individual
Due date: Week 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

Text

There is a set Book of Readings for this unit which students are required to buy from the Campus Bookshop.

References

Brutt-Griffler, J. (2002). World English: A study of its development. Cleveland: Multilingual Matters.
Canagarajah, A. Suresh. (2005). Reclaiming the local in language policy and practice. NJ, London: Lawrence Erlbaum Associates.
Coates, J. (2003). Men talk. Malden, MA: Blackwell Publishing.
Pennycook, A. (2001). Critical applied linguistics: A (critical) introduction. Mahwah, NJ: Lawrence Erlbaum Associates.
Schlepppegrell, M.J. (2004). The language of schooling: A functional linguistics approach. London: Lawrence Erlbaum Associates.

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 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