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LIN8019 Teaching Languages to Young Learners

Semester 2, 2016 Online
Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Linguistics, Adult and Specialist Educ
Student contribution band : National Priority - Teaching
ASCED code : 070115 - English as a SecLangTeach

Contents on this page

Staffing

Examiner: Ann Dashwood

Rationale

This course recognises that many teachers are working with younger children, early years to teens, in a variety of education contexts across the world. They may be teaching an added or foreign language e.g. EAL or TESOL/EFL and/or may be teaching children in mainstream who are from culturally and linguistically diverse backgrounds, CALD learners. Regardless of context it is essential for teachers to understand how children learn languages and how they as language teachers may best address the issue and influencs that impact on children's success today. They need to be able to respond to their needs and design innovative pedagogical approaches that take account of contemporary technologies for learning.

Synopsis

The course identifies and examines the issues and influences that impact on young language learners' success and educational progress, and the approaches and strategies teachers require to maximise students' opportunities for learning. It will draw upon current theory and research, and will consider the design and implementation of innovative pedagogical approaches, including incorporation of digital communication technologies. Students will have the opportunity to relate their study to their particular students and language-learning context.

Objectives

On successful completion of this course students should be able to:

  1. discuss the issues and influences impacting on younger language learners.
  2. demonstrate knowledge of children's language and cognitive development.
  3. design and implement innovative pedagogical approaches to meet young language learners' needs.
  4. create supportive language learning environments.
  5. monitor and evaluate the progress of younger language learners.
  6. demonstrate competence in written language and scholarly writing including correct spelling, grammar, and bibliographic referencing.
  7. apply knowledge and skills to enhance learning in diverse cultural and linguistic settings.

Topics

Description Weighting(%)
1. Profiling today's younger language leaerners. 15.00
2. Children's language and cognitive development. 20.00
3. Innovative pedagogical approaches for younger language learners. 20.00
4. Language, culture and the classroom. 15.00
5. Motivating and supporting language learning. 15.00
6. Young language learners' progress. 15.00

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=2016&sem=02&subject1=LIN8019)

Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)

  • Tochon, FV 2014, Help them learn a language deeply - Francois Victor Tochon's Deep Approach to world languages and cultures, Deep University Press, Wisconsin.

Reference materials

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.
  • Liddicoat, AJ & Sacrino A 2013, Intercultural language teaching and learning, Wiley and Sons, New York.
  • O?Neill, S & Gish, A 2008, Teaching English as a second language, Oxford University Press, Oxford.
  • Pinter, A 2009, Teaching young language learners, Oxford University Press, Cambridge.
  • Vyas, M A & Patel, YL (eds) 2009, Teaching English as a second language: a new pedagogy for a new century, PHI Learning Private, New Delhi.

Student workload expectations

Activity Hours
Directed Study 80.00
Self Directed 80.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
ASSIGNMENT 1 35 35 31 Aug 2016
ASSIGNMENT 2 65 65 17 Oct 2016

Important assessment information

  1. Attendance requirements:
    There are no attendance requirements for this course. However, it is the students' responsibility 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.

  2. 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 (Depending upon the requirements in Statement 4 below, students may not have to satisfactorily complete each assessment item to receive a passing grade in this course.)

  3. Penalties for late submission of required work:
    Students should refer to the Assessment Procedure http://policy.usq.edu.au/documents.php?id=14749PL (point 4.2.4)

  4. 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.

  5. 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.

  6. Examination information:
    There is no examination in this course.

  7. Examination period when Deferred/Supplementary examinations will be held:
    Not applicable.

  8. 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.