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

This unit is designed for students who have completed or are completing relevant language studies in Chinese, French, German, Japanese, Italian or Indonesian and are intending to work as LOTE teachers in the primary sector. It presents an overview of language learning/teaching theory and of current approaches to methodology in relation to current policy and practice. You will examine the pedagogical implications of current syllabus developments and work through key issues related to course design, classroom practice and continuing professional development. You will be encouraged to develop a reflective dimension to your practice and to consider language learning in terms of linguistic, psycholinguistic, sociolinguistic and cultural theory.

Aims

The aim of this unit is to develop your understanding of the second language learning process and your awareness of the place of languages in the primary school curriculum. You will also be encouraged to become reflective learners/teachers able to analyse the contexts in which you work, deal confidently with policy and curriculum issues and make soundly-based professional judgments designed to maximize learning for all students.

Objectives

On completion of this unit you should be able to:

1. Reflect critically on your role as a teacher and lifelong learner and demonstrate a commitment to assess your personal languages skills and take steps to improve them where necessary for your teaching. [QTC Standards 2, 10]

2. Plan scaffolded learning experiences which reflect specific curriculum and assessment frameworks and apply strategies for promoting higher-order thinking skills, imagination, creativity, intellectual risk taking, reflection and problem solving in the language classroom. [QTC Standards 1, 3 & 5]

3. Engage with a range of contemporary evidence-informed but evolving theories on language and literacy development, and demonstrate understanding of the ways that different communication methods and social, cultural and historical contexts influence language choice and literacy practices. [QTC Standard 2]

4. Demonstrate a developing understanding of ways to integrate intercultural language learning experiences into the language classroom and to establish learning environments in which diverse ideas and opinions are valued and students are encouraged to question and exchange ideas [QTC Standard 4]

5. Select a wide range of multi-modal resources where students use paper based and ICT materials to empower students with diverse backgrounds, characteristics and abilities and enable their learning, and to connect to the world beyond the school [Standards 3, 4 & 6]

Content

This unit will cover the following topics:

• The primary LOTE/foreign language context



• Young language learners



• Theories of second language acquisition



• Methodology in the primary context



• Comprehending and composing in a second language



• Lesson/unit planning



• Materials and resources



• Management and effective classroom interaction



• Assessing learner outcomes



• Developing intercultural competence in the language classroom

Approaches to Teaching and Learning

The focus in the unit is on critical and constructive analysis of classroom learning experiences and interactions. As a participant in this unit you will need to interact with other students and, where appropriate, with the language teachers and pupils you work with during your field experience. You will be expected to read widely and to relate this reading to your own ongoing experiences as a language learner/educator and to your engagement with learners and teachers in schools. A compulsory component of the unit is three school visits to primary LOTE teachers at your mutual convenience. Some tutorial time will be freed up in recognition of the time you spend on this.

Assessment

The assessment for this unit has both formative and summative components. Informal formative assessment will continue throughout the teaching period both face to face and on-line. There are 2 summative assessment tasks.

Assessment name: Demonstration
Description: A micro-teaching presentation to your peers followed by a reflective evaluation of this experience.
Length: Equivalent of 1500 words
Relates to objectives: 1, 2, 3 & 5
Weight: 40%
Internal or external: Internal
Group or individual: Individual
Due date: Throughout-Sem

Assessment name: Project (applied)
Description: A curriculum project linking planning sequences and resource development to theoretical issues and a given context.
Length: Equivalent of 2500 words
Relates to objectives: 1, 2, 3, 4 & 5
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

Textbook:
Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.

Highly recommended:

McKay, P. (2006) Assessing young language learners. Cambridge: Cambridge University Press.

Students will be referred to online, web and curriculum materials during the unit.

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: 17-Jan-2013