DESIGNING LANGUAGE LEARNING EXPERIENCES
Credit points: 15
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
Subject Co-ordinatorShem Macdonald
Available to Study Abroad StudentsYes
Subject year levelYear Level 5 - Masters
|Resource Type||Title||Resource Requirement||Author and Year||Publisher|
|Readings||Doing task-based teaching||Recommended||Willis, D., & Willis, J. R. (2007).||Oxford: Oxford University Press.|
Graduate capabilities & intended learning outcomes
01. Develop an advanced and integrated understanding of key components of task-based approaches to the teaching of additional languages and how these approaches relate to views of language, the context of teaching and the needs of diverse learners
- Students will examine relevant theories and frameworks relating to task-based learning approaches and will discuss these in light of their own views and experiences of language and learning teaching and learning and their teaching and learning contexts
02. Research and apply established and emerging theories and methodological options for the integration of form and function in language learning
- Students will explore ideas and ways to create language learning activities that integrate both form and function. They will plan innovative language learning activities that take account of their current and future teaching contexts and include the potential for engagement with the digital world.
03. Develop a critical understanding of a teacher#s role(s) in the meaning-oriented language classroom
- Students will critically reflect on their role(s) as teacher of a task-based, meaning-oriented language lesson that they have designed and presented
04. Develop and apply knowledge and skills to demonstrate autonomy, expert judgement, adaptability and responsibility as a language teacher practitioner.
- Students will reflect on and evaluate their own ideas, decision making processes, and performance in relation to design and presentation of language learning experiences.
05. Work in teams to develop knowledge
- 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
- Session 2: Understanding purposeful uses of language; Session 5: Engaging with the digital world; Session 6 Building relationships between tasks and tracking learner progress
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Melbourne, 2018, Week 33-42, Day
Maximum enrolment sizeN/A
Subject Instance Co-ordinatorShem Macdonald
Eight 3.0 hours lecture/workshop per study period on weekdays during the day from week 33 to week 42 and delivered via face-to-face.
|One 2,500-word essay.||50||01, 03, 04, 05, 06|
|One language lesson design activity (2500-words equivalent)||50||01, 02, 03, 05, 06|