edu5dll designing language learning experiences
DESIGNING LANGUAGE LEARNING EXPERIENCES
EDU5DLL
2016
Credit points: 15
Subject outline
Major issues in and approaches to TESOL and LOTE teaching are examined for teachers specialising in either of these areas. Topics include the role of the teacher and learner; the aims, activities, techniques and methodologies used to teach language in different classes; and the extent to which these approaches suit different contexts and purposes of language teaching. TESOL (both within and beyond Australia) and LOTE teaching to children, adolescents and adults are examined and related to each other according to the particular interests of students.
SchoolSchool of Education
Credit points15
Subject Co-ordinatorShem Macdonald
Available to Study Abroad StudentsYes
Subject year levelYear Level 5 - Masters
Exchange StudentsYes
Subject particulars
Subject rules
PrerequisitesN/A
Co-requisitesN/A
Incompatible subjectsN/A
Equivalent subjectsN/A
Special conditionsN/A
Learning resources
Readings
| Resource Type | Title | Resource Requirement | Author and Year | Publisher |
|---|---|---|---|---|
| Readings | A course in language teaching: practice and theory, | Recommended | Ur, P. | CAMBRIDGE 1996 |
| Readings | Inside teaching, | Recommended | Bowen, T., and Marks, J. | HEINEMAN 1995 |
| Readings | Methodology and languge teaching: an anthology of current practice, | Recommended | Richards, J., and Renandya, W., | CAMBRIDGE 2002 |
| Readings | Teaching and learning in the language classroom, | Recommended | Hedge, T. | OXFORD 2000 |
| Readings | The practice of English language teaching, | Recommended | Harmer, J. | 4TH EDN, LONGMAN 2007 |
Graduate capabilities & intended learning outcomes
01. Understand key components of task-based approaches to the teaching of additional languages
- Activities:
- Session 1: Multiplicity as a framework for understanding communicative repertoires, goals, and constraints; Session 2: Undstanding purposeful uses of language; Session 3: The phases of task-based teaching; Session 4 Disgnosing and understanding the role of the teacher in task-based teaching
02. Understand how task-based approaches relate to views of language, the context of teaching and in particular the needs of diverse learners
- Activities:
- Session 2: Understanding purposeful uses of language; Session 5 Diagnosing and understanding the role of the teacher in task-based teaching
03. Understand methodological options consistent with planning for the integration of form and function in language learning
- Activities:
- Session 1: Multiplicity as a framework for understanding communicative repertoires, goals, and constraints; Session 2: Understanding purposeful uses of language
04. Develop a critical understanding of the student's own teaching role(s) in the meaning-oriented language classroom
- Activities:
- Session 4 Diagnosing and understanding the role of the teacher in task-based teaching
05. Work in teams to develop knowledge
- Activities:
- Session 3: The phases of task-based teaching; Session 8 Teaching Practice
06. Develop approaches and plan activities requiring the synthesis of multiple perspectives and the integration of theoretical perspectives and practical issues
- Activities:
- Session 2: Understanding purposeful uses of language; Session 5: Engaging with the digital world; Session 6 Building relationships between tasks and tracking learner progress
Subject options
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Melbourne, 2016, Week 35-39, Day
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorShem Macdonald
Class requirements
LectureWeek: 35 - 39
Six 3.0 hours lecture per study period on weekdays during the day from week 35 to week 39 and delivered via face-to-face.
Lecture/WorkshopWeek: 39 - 39
One 7.0 hours lecture/workshop per study period on weekdays during the day from week 39 to week 39 and delivered via face-to-face.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| One 2,000-word essay. | 50 | 01, 03, 04, 05, 06 | |
| One language lesson design activity (2000-words equivalent) | 50 | 01, 02, 03, 05, 06 |