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

Whether working with an official syllabus or from an analysis of language needs, ESL teachers, and those who work with them such as curriculum and materials developers, policy makers and program managers in the area of TESOL, need an understanding of current issues in course design and the processes involved in developing effective language programs for specific groups of learners.

Aims

The aim of this unit is to provide you with an appreciation of current issues in course design and develop your ability to create language programs which are consistent with current understanding of theories of language and learning and the needs of learners.

Objectives

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

1. Be familiar with a range of course design options and their implications for the classroom practitioner;

2. Analyse these options in order to evaluate their appropriateness in different contexts;

3. Explore the methodological and resource implications of course design decisions;

4. Locate, adapt and/or develop appropriate resources for use in the delivery of different types of programs.

Content

This unit covers the following topics:

• Program Review: Language educators are faced with a range of course design options including immersion programs, language across the curriculum, issues-based programs and foreign language programs in schools and tertiary institutions. Key issues in course design are the resource and pedagogical implications of such programs and their relevance to the teaching context;



• Principles of course design: You will explore the major issues involved in the planning, development, implementation and evaluation of language courses and apply these to a context of your own choosing;



• The hidden curriculum: A language program is never neutral and language educators need to be aware of the cultural implications of their programs. This issue is particularly relevant in the area of English because of its status as a world language. The course designer must be aware of the cultural and ideological messages implied in second and foreign language courses and ensure that programs promote positive cross-cultural communication;



• Program Development: Programs and the materials and resources used in their implementation should reflect the needs and purposes of learners and these vary from teaching context to teaching context. Course design involves analysis of the teaching context in terms of appropriate materials and content selection, resourcing, level of language focus and stages of program evaluation;

Approaches to Teaching and Learning

Seminars, lectures and online discussions will facilitate a collaborative approach to learning in this unit. You will be encouraged to relate your reading and assessment tasks to your own teaching context but to participate actively with others in discussing the theoretical and practical implications of the topics covered.

Assessment

-Assessment in this unit is both formative and summative. Formative assessment will be provided through feedback in class and in electronic communication as appropriate.

Assessment name: Discussion Forum
Description: Weekly discussions of required readings through online postings to forums
Length: equivalent to 500 words
Relates to objectives: 1, 2, 3 & 4
Weight: 10%
Internal or external: Internal
Group or individual: Individual
Due date: End-Semester

Assessment name: Literature Review
Description: Review and critique current research journal articles on a topic relating to learning or teaching of English as a second (or foreign) language to provide a rationale for decision-making in the development of the curriculum design project.
Length: 2000 words
Relates to objectives: 1 & 2
Weight: 30%
Internal or external: Internal
Group or individual: Individual
Due date: Mid-Semester

Assessment name: Project (applied)
Description: Design a curriculum for a topic or an area of interest or current teaching in the field of language teaching
Relates to objectives: 1, 2, 3 & 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

Graves, K., (2000). Designing language courses. Boston: Heinle & Heinle

CLN613 Readings

Risk assessment statement

There is no out-of-the ordinary risk associated with 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-Oct-2012