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

Unit Rationale
Teachers, curriculum and materials developers, policy makers and program managers in the area of second language education need an understanding of current issues in second language methodology and the impact of these issues on teaching practices. This unit introduces participants to the principles and concepts which are involved in the language teacher's decision-making and concentrates on three interrelated areas: theories of language, theories of language learning and teaching and the sociocultural factors which influence both teachers and learners in language classrooms.

Aims

The aim of this unit is to provide you with an appreciation of current issues in second language teaching methodology and the ways in which theories of language and learning are interpreted in classroom practice in a range of contexts.

Objectives

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

1. use your understanding of the nature of language and second language learning to make effective decisions with regard to your own classroom practice as a language teacher [GC: A, D];

2. recognise different language teaching approaches and the theories which underpin them and understand the implications of these approaches for both teachers and learners [GC: A, B]

3. appreciate the complexity of learner variables and how these influence your choices as second language classroom teacher [GC: A, D];

4. reflect constructively on your teaching practices [GC:B].

Content

This unit includes the following topics:

• Theories of language and second language acquisition and learning and their implications for the second language educator;



• Second language learners and the language learning process:



• The social and institutional context of learning and its impact on methodological decision-making:



• Current approaches, methods and debates in TESOL:



• Current methods of teaching the macroskills, vocabulary and grammar;



• Reflective teaching and analysis of practice;

Approaches to Teaching and Learning

Lectures, seminars and workshops will facilitate a collaborative approach to learning in this unit. You will be encouraged to relate your reading and assessment tasks to your teaching context and also to participate actively with others in discussing the theoretical and practical dimensions of the topics covered.

Assessment

There are three summative assessment tasks for this unit. The tasks are designed to build on each other so that the knowledge acquired in one contributes to the next.Formative assessment is utilised in class activities and in self-and peer-feedback.

Assessment name: Literature Review
Description: This assessment task requires you to provide a literature review on teaching a macroskill or grammar or vocabulary. You must use the literature review to construct a rationale for the approach taken to teach the language area in a lesson sequence. The assignment is aimed at extending your understanding of theories of second language teaching and learning and methodologies for the effective teaching of the macroskills, or grammar, or vocabulary. It also requires you to recognise these theories, methods and techniques in your own teaching practice.

Word length: 1500
Relates to objectives: 1, 2 & 3
Weight: 30%
Internal or external: Internal
Group or individual: Individual
Due date: Mid-Semester

Assessment name: Self-assessment
Description: This task requires you to reflect on your unassessed presentation of the lesson sequence and literature review in assignment one to a group of colleagues, taking into consideration their feedback and your own analysis in order to make changes to your lesson. This task requires you to reflect constructively on your teaching approach discussed in Assignment one and in response to colleagues' feedback, consider changes to make it more effective.

Word length: 1000 (500 - written reflection; 500 - changes to teaching sequence)
Relates to objectives: 1, 2, 3 & 4
Weight: 20%
Internal or external: Internal
Group or individual: Individual
Due date: 1 wk after pres

Assessment name: Essay
Description: This task requires you to write an extended discussion on a topic that is related to teaching and learning a second language in your context. This assignment is intended to help you improve your teaching practice by identifying an issue and building an informed view about the issue and how it might be addressed in your teaching context.

Word length: 2500
Relates to objectives: 1, 2, 3 & 4
Weight: 50%
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

A CLN612 Book of Readings is available for purchase at the QUT Kelvin Grove Bookshop and also available for borrowing from the QUT Kelvin Grove Library. There is also a range of articles and book chapters available in the Course Materials Database (CMD) on the CLN612 blackboard site.

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 will apply. You should be aware that when using computers, you will need to take care that you are working in a safe and ergonomically-sound enviroment (that is, avoidance of eyestrain, headaches and physical stress on neck, back, arms and hands). Please consider your seating (heights, angles and distances) and the lighting in your work area (to avoid glare). The physical placement and organisation of peripheral devices, cables and extension cords should be managed to reduce danger to persons and property. Do not use unsafe electrical cords.

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-Oct-2012