Units
Teaching English as an Additional Language
Unit code: CLB347
Contact hours:
Credit points: 12
Information about fees and unit costs
This elective unit for students in all teaching specialisations will develop understanding of specific language and learning needs of students for whom English is a second language. It deals with differences in first and second language development, professional implications of significant policy initiatives related to second language learners, and issues in analysis, assessment and cross-cultural communication. Participants will also investigate language demands of their own area of specialisation and develop appropriate teaching techniques and resources.
Availability
| Semester | Available |
|---|---|
| 2013 Semester 2 | Yes |
Sample subject outline - Semester 2 2013
Note: Subject outlines often change before the semester begins. Below is a sample outline.
Rationale
Given the importance of English both locally and internationally and the increasing flow of people in the globalised economy, every teacher is engaged to a greater or lesser extent in bilingual education or second or additional language teaching. This elective looks at how teaching in English-medium schools can be structured to meet the language needs of learners for whom it is a second or additional language and to enhance the cross-cultural understanding and skills of all.
Aims
The aim of this unit is to provide you with knowledge and skills to help you deal effectively with learners for whom the mainstream medium of instruction is a second or additional language.
Objectives
On successful completion of this unit you should be able to:
1. Know how to design and implement learning experiences that develop language and literacy across the curriculum and have assessed your own professional literacy skills (QCT Standard 2)
2. Understand the influence of language and ethnicity and migration experience on the learning process and be able to design learning experiences that value such diversity (QCT Standard 4)
3. Know how to create supportive learning environments for those students whose first language is not English. (QCT Standard 7)
4. Be able to further support students in their personal development and participation in society (QCT Standard 6)
Content
This unit includes the following topics
1. Second language acquisition principles;
2. the value of language and content integration with emphasis on 'across-the-curriculum' skills development
3. intercultural competence; the refugee learners' experience, and
4. assessment issues for second language learners in the mainstream
Approaches to Teaching and Learning
The unit is delivered through both direct instruction (via lectures) and collaborative/co-constructive learning (via workshop/tutorials) supported by materials on the Blackboard site and in the CMD. Your learning will be enhanced by actively participating in the weekly workshop activities and
reflections and by engaging with the readings.
Assessment
There are two authentic items of assessment which meet Outcomes 1 - 4.Written feedback will be provided to students both individually and as a group.
Assessment name:
Essay
Description:
Written persuasive argument based on a topic related to pedagogy for EAL (English as an Additional Language) learners. The format of the essay is to be negotiated with your lecturer.
Length: 1500 words
Relates to objectives:
1 - 4
Weight:
40%
Internal or external:
Internal
Group or individual:
Individual
Due date:
Mid-Semester
Assessment name:
Case Study
Description:
An in-depth case study of an EAL learner drawn from interview, observation and analysis of language learning needs and issues.
Length: 2500 words
Relates to objectives:
1 - 4
Weight:
60%
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
Required Text
Herztberg, M. (2012). Teaching English language learners in mainstream classrooms. Newtown, NSW: Primary English Teachers Association of Australia. (available from KG bookshop)
References
Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream. Portsmouth, NH: Heinemann.
O'Neil, S and Gish, A. (2008) Teaching english as a second language. South Melbourne, Vic. Oxford University Press.
Young, T. & Hadaway, N. (Eds). (2006) Supporting the literacy development of english learners: Increasing success in all classrooms. Newark, NJ: International Reading Association.
Risk assessment statement
There are no out of the ordinary risks associated with lectures or tutorials in this unit. Workplace health and safety protocols will apply to the use of computers.
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: 14-Jan-2013
