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The current and official versions of the course specifications are available on the web at https://www.usq.edu.au/course/specification/current.
Please consult the web for updates that may occur during the year.

EPL2200 EALD Learning and Intercultural Competencies

Semester 2, 2020 Online
Short Description: EALD and Intercultural Comp
Units : 1
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
Version produced : 26 February 2020

Staffing

Examiner: Ann Dashwood

Requisites

Pre-requisite: BEDU (Primary) Only - EDP2111

Other requisites

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.

Rationale

Educators need tools and skills in English language use to teach effectively. This is a priority of the Australian Professional Standards for Teachers (APSTs) for initial teacher education. They have to develop their own linguistic and cultural awareness skills in order to meet the comprehension and performance challenges of learners from a range of socio-cultural and linguistic backgrounds. The demographics of learners in a range of instructional settings worldwide is increasingly multicultural with home languages and social environments that are not English or they share a dominant place with English. As a result, new understandings of how to enhance opportunities for these learners need to be developed.

Synopsis

This course outlines what language is, how meaning is realised in the use of Standard Australian English and how it operates in mainstream learning environments. It provides knowledge of the cognitive processes in language acquisition with strategies and tools for enhancing the communicative competence of learners from culturally diverse home backgrounds. Learners become familiar with the potential needs of second language learners through the broad phases of Beginning English, Emerging English, Developing English and Consolidating English as described on the ESL Bandscales. They develop resources by sequencing and integrating language learning activities through the macro skills of listening, speaking, reading and writing alongside grammar and vocabulary applied to a content discipline in an Australian curriculum. Information Literacy is extended through analysis of Internet resource sites of Education Queensland, ACARA, AITSL and global professional language network with readings examining principles and educational practice in English as an Additional Language/Dialect (EAL/D).

Objectives

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 teachers should be able to:

  1. use explicit metalinguistic skills in English and demonstrate language knowledge attending to morphology, syntax, punctuation and referencing (APST 1.1, 2.5);
  2. identify stages and environment of first language acquisition compared with second language learning and acquisition considering cultural, social and cognitive factors affecting language learning and demonstrate intercultural understanding (APST 1.1, 1.2, 1.3, 1.4, 2.1);
  3. reflect on the nature of language and culture in diverse cultural settings (APST 2.4, 3.7);
  4. develop strategies for learners who are users of English from additional language and Australian and Torres Strait Islander (ATSI) backgrounds and in languages other than English (LOTE) to develop their proficiency with basic interpersonal communicative skills (BICS) in conversation and cognitive academic language proficiency (CALP) in using academic language (APST 1.2, 1.3, 1.4);
  5. design and present activity resources supportive of language and cultural needs of EAL and/or ATSI background learners to develop their strategic listening, reading, speaking, writing, vocabulary and grammar skills and engage with the content of a contemporary unit of work in the curriculum; pre-service educators are to use their knowledge of English, ESL bandscales, learners, second language teaching strategies and resources (APST 1.2, 1.3, 1.4, 2.1, 2.3, 3.1, 4.1, 4.2, 5.1);
  6. demonstrate competence in, and appropriate use of language and literacy, including spelling, grammar, punctuation and referencing (APST 2.5, 3.5).

Topics

Description Weighting(%)
1. English language awareness: sound patterns, meanings of language, sentence patterns, language conventions 10.00
2. First language acquisition and second language understandings: cultural, social and cognitive factors affecting second language learning; second language levels of proficiency in mainstream learning 10.00
3. Cultural awareness and behaviours- interculturality, pedagogy and language learning 15.00
4. Critical pedagogy applied to develop learners’ language macroskills through learning activity resources 35.00
5. Analysis of classroom units of work in relation to English language proficiency needs and knowledge of ESL bandscales and theory of second language learning 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://omnia.usq.edu.au/textbooks/?year=2020&sem=02&subject1=EPL2200)

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

Hertzberg, M & Freeman, J 2012, Teaching English language learners in mainstream classes, Primary English Teaching Association Australia, Newtown, New South Wales.

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.
Perso, TF 2012, Cultural responsiveness and school education with particular focus on Australia's first peoples: a review and synthesis of the literature, Menzies School of Health Research, Centre for Child Development and Education, Darwin, Northern Territory,
<http://ccde.menzies.edu.au/sites/default/files/Literature%20review%20Cultural%20Responsiveness%20and%20School%20Education%20March%202012%20FINAL.pdf>.
Yule, G 2017, The study of language, 6th edn, Cambridge University Press, Cambridge, England.

Student workload expectations

Activity Hours
Directed Study 80.00
Private Study 85.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
ASSIGNMENT 1 20 20 05 Aug 2020
ASSIGNMENT 2 30 30 14 Sep 2020
ASSIGNMENT 3 50 50 16 Oct 2020

Important assessment information

  1. Attendance requirements:
    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.

  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 for that item.

  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 items for the course.

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

  7. Examination period when Deferred/Supplementary examinations will be held:
    There is no examination in this course, there will be no deferred or supplementary examinations.

  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.

Assessment notes

  1. 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:

  1. 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
  2. Queensland College of Teachers
  3. Australian Professional Standards for Teachers (APST) of the Australian Institute for Teaching and School Leadership (AITSL).

Other requirements

  1. 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.

Date printed 26 February 2020