Units
Grammar in the Classroom: Theories and Pedagogies
Unit code: CLB446
Contact hours: 3 per week
Credit points: 12
Information about fees and unit costs
Over the past twenty years, linguistic studies have increasingly informed the development of language curriculum, the assessment of language, and the processes of language and literacy learning in schools. Over the same time the need for teachers to have systematic knowledge of language and how it works has been recognised. In much of Australia this systematic approach to describing language comes principally from the systemic functional school of linguistics. This unit provides an organised, contextualised introduction to that linguistic model through workshop sessions involving the writing and reading of a range of genre. In this unit, students will learn to critically evaluate texts, their purposes and the language resources employed by writers.
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
Over the past twenty years, linguistic studies have increasingly informed the development of understandings of curriculum literacies, their language of description, and the pedagogical processes for all students. Over the same time, the need for all teachers to have a systematic knowledge of the multimodal systems of language and how they function within a curriculum field has been recognised. Used throughout the world, the systematic approach to describing the communication resources of multimodal texts from all fields of knowledge has come principally from the systemic functional school of linguistics. The work of other educational linguists and researchers is drawn on where appropriate.
Undertaking studies in 'Grammar in the classroom' will give you opportunities to acquire knowledge and skills to provide scaffolded instruction to your students on the literacy demands of the learning area. It is a useful complement to your studies in the curriculum areas and is a proactive way to assist your students to improve their literacy performance.
Aims
This unit aims to provide you with an organised, contextualised introduction to linguistics for classroom use through workshop sessions involving the reading, viewing, writing and shaping of a range of text types. In addition, you will learn to critically evaluate multimodal texts, their purposes, the semiotic resources employed by text producers and the range of possible interpretations of text consumers. In this way, the workshop elements and assessment tasks provide you with experience in pedagogical applications of a grammatical terminology for developing school students' understandings of multimodal texts.
Objectives
On satisfactory completion of this unit, you should be effective practioners who:
1. Identify the language and literacy demands of particular curriculum areas. [QCT standard 2]
2. Assess your personal language and literacy skills. [QCT standard 2]
3. Design learning experiences to teach language and literacy within your dedicated curriculum area for your chosen year level of schooling. [QCT standard 2]
4. Contribute effectively to professional teams. [QCT standard 9]
5. Identify, assess, and contribute to learning communities to enhance personal and team performance. [QCT standard 10]
Content
Developing a knowledge of the context-text relationship
In this topic, you will consider how curriculum-specific multimodal texts shape and are shaped by their cultural and situational contexts. The topic includes consideration of how ideology is linguistically encoded in curriculum-specific, multimodal texts.
Multimodal Texts and Grammars
An understanding of how multimodal texts work structurally, grammatically, and linguistically to achieve their particular purposes in specific curriculum areas is the focus of this topic.
Systems of Meaning Making
This topic centres on developing your understandings of the simultaneous encoding of meaning through the three message systems of text: field (representation), tenor (exchange) and mode (textual meaning).
Pedagogic Practice
A consideration of curriculum planning and organising will include a focus on the notion of 'instructional scaffolding'.
Approaches to Teaching and Learning
The nine week unit employs a "community of learners" ethos and approaches where concepts of curriculum literacies will be explored and theorised through weekly tasks, workshop-based activities, student presentations.
Attendance for internal students involves a two-hour, small group workshop each week for seven weeks. Core content will be explored and pedagogical practices will be demonstrated and experienced. Implications will be considered for application in episodes of teaching and learning in your focused curriculum area. You will be working with your assessment co-presenters, so you will need to make a commitment to attend these sessions. Formative feedback from lecturers and peers will occur throughout these workshops. In the final three weeks of tutorials, your group will demonstrate a micro-teaching episode.
You also have the opportunity to attend a one-hour lecture each week for the nine weeks and assigned homework tasks may be discussed and formatively assesed. These sessions are focused on developing your content knowledge and fluency with the terminology of grammar.
With respect to summative assessment items, feedback will be provided using the Criterion Referenced Assessment (CRA) format.
Assessment
You will have the opportunity to complete one group work formal assessment tasks and one independent task.With respect to summative assessment items, feedback will be provided using the Criterion Referenced Assessment (CRA) format.
Assessment name:
Professional Plan
Description:
Unit Plan that applies research-based pedagogical frameworks for teaching writing and grammar.
Length: 1600 words (Excludes appendix and references)
Relates to objectives:
1, 2, 3 & 5.
Weight:
50%
Internal or external:
Internal
Group or individual:
Individual
Due date:
End-Teaching Period
Assessment name:
Presentation (Oral/Group)
Description:
In a small group or pair, present a micro-teaching segment of the explicit scaffolding of grammar and writing based on a section of the unit plan. A lesson plan is required.at the time of presentation.
Relates to objectives:
1, 2, 3, 4 & 5.
Weight:
50%
Internal or external:
Internal
Group or individual:
Group
Due date:
Last 3 weeks
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:
Droga, L. Humphrey, S. and Feez, S. (2012). Grammar and meaning: (2nd edn.) Newton NSW. PETA.
References:
Butt, D. (1995). Exploring functional grammar. Sydney: NCELTR
Derewianka, B. (1998). A grammar companion for primary teachers. Newtown, NSW: Primary English Teaching Association.
Derewianka, B. (1991). Exploring how texts work. Newtown, NSW: Primary English Teaching Association.
Knapp, P. & Watkins, M. (2005). Genre, text, grammar: Technologies for teaching and assessing writing. Sydney: UNS Press.
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: 29-May-2012
