EPE4200 Working with Language Learners
|Semester 2, 2019 Online|
|Short Description:||Working with Language Learners|
|Faculty or Section :||Faculty of Business, Education, Law and Arts|
|School or Department :||School of Education|
|Student contribution band :||National Priority - Teaching|
|ASCED code :||070115 - English as a SecLangTeach|
|Grading basis :||Graded|
Examiner: Nathan Lowien
Pre-requisite: BEDU (Primary) Only - EDP2111
Students enrolling in courses which do not follow the recommended enrolment pattern cannot be assured of a developmental learning experience or program completion within their preferred timeframe.
Language is one of three interrelated strands of the Australian Curriculum: English. Teachers of language need to have deep understandings of the workings of theories of grammar in order to appreciate the role language plays, not only in constructing knowledge across all learning areas and in all facets of teaching and learning. Teachers need to assist students in learning how to understand and produce texts for various contexts and purposes and the metalanguage for talking about grammar with their learners.
This course provides an in-depth study of grammar as a resource for making meaning with a focus on the functional uses of language features across a range of genres. Pre-service educators will also develop a metalanguage which will enable them to be effective teachers across curriculum areas. Course activities will provide opportunities for learners to develop grammatical skills and knowledge while learning about the effective teaching of language.
The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership’s (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service educators should be able to:
- understand the usefulness of theories of language (grammars) in describing and explaining language as included in the Australian Curriculum: English (APST 2.1, 2.2, 3.1)
- demonstrate competence in building understandings of the functional model of language (APST 2.3, 2.4, 2.5)
- consolidate knowledge of ideational, interpersonal and textual language meaning making resources (APST 3.1, 3.2, 3.3, 3.5)
- apply ideational, interpersonal and textual meaning making resources to analyse language features represented in a text (APST 2.1, 2.2, 2.3)
- plan and scaffold meaning making in lesson and unit plans and explain how the construction of texts makes meaning (APST 3.1. 3.2, 5.1).
- demonstrate competence in, and appropriate use of, language and literacy, including spelling, grammar, punctuation, and referencing.
|1.||The usefulness of theories of language (grammars) in the Australian Curriculum: English||10.00|
|2.||Understandings of the functional model of language||10.00|
|3.||Exploring language meaning making resources of ideational, interpersonal and textual meaning and applying these to different generic structures||60.00|
|4.||Planning and scaffolding meaning making to explore how the construction of texts makes meaning.||20.00|
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://omnia.usq.edu.au/textbooks/?year=2019&sem=02&subject1=EPE4200)
Please contact us for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)
Student workload expectations
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGNMENT 1||50||50||26 Jul 2019|
|ASSIGNMENT 2||50||50||24 Oct 2019|
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 for that item.
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)
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 items for the course.
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
There is no examination 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.
Referencing in assignments must comply with the APA referencing system. This system should be used by students 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. This guide can be found at http://www.usq.edu.au/library/referencing.
Evaluation and benchmarking
In meeting the University’s aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:
1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement
2. forms part of the Bachelor of Education and is benchmarked against the:
- internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review
- Queensland College of Teachers
- Australian Professional Standards for Teachers (APST) of the Australian Institute for Teaching and School Leadership (AITSL).
Participation: Students can expect it will be necessary to participate in and contribute to a range of learning opportunities in this course including online study activities, lectures, tutorials, seminar presentations, group discussions and self-directed study activities in order to apply the coursework that will enable quality assessment tasks to be submitted as evidence of professional development.