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

Students preparing to become English language teachers in EFL contexts require knowledge of current approaches to and issues in English language methodology. The key principles and concepts involved in language teachers' decision-making relate to: theories of language, theories of language learning and teaching, and social and cultural factors which influence both teachers and learners in language classrooms. This unit responds to the demand for more specifically EFL-oriented teacher preparation which caters to recent graduates from overseas contexts who have not yet begun their professional careers as EFL teachers.

Aims

The aim of this unit is to provide you with knowledge of effective pedagogy for teaching English as a foreign language in different cultural contexts. It aims to develop you as a reflective practitioner who is able to adjust, adapt and consider critically your developing professional practices.

Objectives

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

1. use your knowledge about different language teaching approaches and underpinning theories to understand the potential application of these approaches in your future teaching and learning contexts [GC:A, D];
2. understand the complexity of learner variables [GC: A];
3. plan for effective learning environments in your own classrooms [GC: A, D];
4. use your understanding of the nature of language and English language teaching and learning to reflect critically on your classroom practice [GC: A, B].

Content

This unit includes the following topics:
(i) Review of theories of language and how these frame EFL teaching;
(ii) Theories of language learning and learner variables and their implications for EFL methodology;
(iii) Social and cultural contexts of learning; developing appropriate pedagogy to meet the needs of diverse learners and contexts;
(iv) EFL Teaching Methods as they respond to local educational and cultural needs;
(v) Interconnected frames: Policy, Curriculum and Classroom Practice;
(vi) Classroom cultures: interaction patterns, roles and relationships.

Approaches to Teaching and Learning

The weekly three hour classes follow a seminar format which involves input and feedback from the lecturer, individual presentations, class discussions and collaborative group work. You will be encouraged to relate your reading and assessment tasks to your own teaching contexts and also to participate actively through discussion of the content of and experience in the unit.

Assessment

There are three assessment tasks for this unit.Formative assessment is provided in class sessions and in written feedback on assignments. It is intended to facilitate learning.

Assessment name: Literature Review
Description: This task requires you to review the literature on the features of a teaching context and to apply points to an analysis of a past learning experience and to a discussion of future teaching approaches and philosphies. It aims to develop your understandings of second language teaching and learning by building on previous learning experiences and applying theories, methods and techniques to your future teaching context.
Length: 1500 words
Relates to objectives: 1, 2, 3 & 4
Weight: 35%
Internal or external: Internal
Group or individual: Individual
Due date: Mid-Semester

Assessment name: Presentation (Oral or Group)
Description: Present a review of literature on teaching a macroskill or grammar or vocabulary. This task aims to introduce you to the literature on the effective teaching of a language feature in order to build your knowledge. The task provides a building block for the essay task.

Length: 1500 words
Relates to objectives: 1 & 3
Weight: 25%
Internal or external: Internal
Group or individual: Individual
Due date: Mid-Semester

Assessment name: Essay
Description: This assignment requires you to discuss an aspect of English as a Foreign Language teaching. You need to review the relevant literature and argue how the points can be applied to your future teaching context. . The aim of this assignment is to build a model for teaching that will be beneficial when you begin teaching in an English as a Foreign Language context.

Length: 2000 words
Relates to objectives: 1, 2, 3 & 4
Weight: 40%
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

This unit has a prescribed text. It is:
Horwitz, E.K. (2008). Becoming a language teacher: A practical guide to second language learning and teaching. Boston: Allyn and Bacon
The book is available for sale in the QUT Kelvin Grove Bookshop and is also available for borrowing from the QUT library.

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 be applied.

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