EDP4140 Second Language Learning and Pedagogy
|Semester 1, 2012 On-campus Toowoomba|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||30 December 2013|
Examiner: Ann Dashwood
Moderator: Shirley O'Neill
Beginning educators need tools and skills in English language use for teaching effectively to meet the comprehension and performance challenges of students from a range of socio-cultural and linguistic backgrounds, and to develop their own linguistic and cultural awareness of a Language Other Than English. The demographic of learners in classrooms and in a range of instructional settings worldwide is increasingly multicultural. Queensland schools serve 200 nationalities from multilingual backgrounds, with 40% of Queenslanders being migrants, children of migrants or indigenous Australians of whom 40% are under 15 years of age. Queensland schools reflect the global context with10% of Queenslanders speaking a language other than English. For many students the main language of the home and social environment is not English, or English shares the dominant place with another language.
This course is designed to introduce students to what language is, how meaning is realised in language use and how it operates in mainstream learning environments in English. In this course, recent research in cognitive processes and strategies involved in second language learning, individual learner characteristics, social and cultural factors affecting language identity, development and communication is experienced through theory and case studies. Intercultural language teaching methodology, sequencing and second language teaching macroskills of listening, speaking, reading and writing are developed with grammar and vocabulary as tools for enhancing the communicative competence of culturally diverse learners in a range of learning and social contexts. Students will become familiar with language policies, bandscales for ESL learners, needs of second language learners, and will develop a portfolio of resources for professional use. Information Literacy will be developed through exploration of Internet sites including Education Queensland Internet resources, professional ESL networks in Australia and abroad, and readings focusing upon principles and practice in languages education.
Successful completion of 20 hours additional optional extension of the course with Studybook activities will provide eligibility to obtain a Certificate in TESOL. The 20 hours will consist of 14 hours monitored ESL observations and 6 hours supervised teaching practicum.
The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On completion of this course students will be able to:
- use metalinguistics skills explicitly in English and demonstrate language competence in writing attending to morphology, syntax, punctuation and referencing; (Assessment 1/ Assessment 3)
- identify stages and environment of first language acquisition compared with learning in a second language: cultural, social and cognitive factors affecting language learning; (Assessment 2/ Assessment 3)
- reflect on the nature of language and learning strategies of second language learners in English and in languages other than English (LOTE) through proficiency on Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP); (Assessment 3)
- incorporate intercultural language teaching into listening, reading, speaking, writing, vocabulary and grammar with strategies for second language teaching; (Assessment 3)
- apply Scope and Sequence Essentials, assess language proficiency requirements on the National Languages and Literacy Institute of Australia (NLLIA) band scales and modify learning tasks to the needs of ESL learners; (Assessment 3)
- examine ESL and indigenous perspectives and on-line learning tools in creating positive language learning environments; (Assessment 3)
- demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing. (All assessments)
|1.||English language awareness: sound patterns, meanings of language, sentence patterns, language varieties in society and culture and language conventions.||15.00|
|2.||First language acquisition and second language understandings: cultural, social and cognitive factors affecting second language learning; individual differences, effects on attainment rates and levels of proficiency in mainstream learning.||10.00|
|3.||Second language learning: strategies and proficiency in mainstream classes.||10.00|
|4.||Pedagogy developing the macroskills and language through intercultural language teaching principles.||35.00|
|5.||Analysis of texts and case studies on ESL Bandscales||25.00|
|6.||WWW-based research activities on language futures and teaching content||5.00|
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://bookshop.usq.edu.au/bookweb/subject.cgi?year=2012&sem=01&subject1=EDP4140)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
Yule, G 2010, The study of language, 4th edn, Cambridge University Press, Cambridge.
Byram, M., & Grundy, P. (Eds.) 2003, Context and culture in language teaching and learning, Multilingual Matters, Cleveland.
Davidson, C. (Ed.) 2005, Information technology and innovation in language education, Hong Kong University Press, Hong Kong.
Krashen, S 1987, Principles and practice in second language acquisition, Oxford University Press, Oxford.
O’Neill, S., & Gish, A 2008, Teaching English as a second language, Oxford University Press, Oxford.
Oxford, R. (Ed.) 1996, Language learning strategies around the world: Cross cultural perspectives, University of Hawai’i Press, Honolulu.
Ur, P 1996, A course in language teaching – practice and theory, Cambridge University Press, Cambridge.
Whether you are on, or off campus, the USQ Library is an excellent source of information http://www.usq.edu.au/library/. The gateway to education resources is here …. http://www.usq.edu.au/education/professional-induction/for-your-information.
Student workload requirements
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGNMENT JOURNAL 1||20||20||19 Mar 2012|
|ASSIGNMENT JOURNAL 2||20||20||14 May 2012|
|ASSIGNMENT 3||60||60||04 Jun 2012|
Important assessment information
It is the students’ responsibility to attend and participate appropriately in all activities scheduled for them, and to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.
Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks.
Penalties for late submission of required work:
If students submit assignments after the due date without (prior) approval of the examiner then a penalty of 5% of the total marks gained by the student for the assignment may apply for each working day late up to ten working days at which time a mark of zero may be recorded. No assignments will be accepted after model answers have been posted.
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative assessment items in the course.
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
As there are no examinations in this course, there will be no deferred or supplementary examinations.
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.
APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide. http://www.usq.edu.au/library/referencing
Students will require access to e-mail and have Internet access to UConnect for this course.