EDCU14034 - Teaching English Language Learners
Term 1 - 2017


All details in this unit profile for EDCU14034 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

In Teaching English Language Learners, students recognise English Language Learners as a diverse group that includes Aboriginal and Torres Strait Islander students and understand the need for comprehensive profiling of individual learners’ cultural and linguistic backgrounds and language proficiency in receptive and expressive modes. They develop skills in collecting evidence to determine learners’ progress in the use of Standard Australian English (SAE) for academic purposes and demonstrate interactional “talk” that explicitly teaches the language structures of texts and scaffolds an English Language Learner’s ability to meet the linguistic demands of classroom tasks. Students learn a range of practical communicative strategies for supporting the oracy and literacy practices of English Language Learners and apply these strategies to differentiate curriculum planning and cater for the specific needs of English as an Additional Language or Dialect (EAL/D) learners in mainstream settings in the middle and upper primary years.

Details

Career Level Undergraduate
Unit Level Level 4
Credit Points 6
Student Contribution Band [not found]
Fraction of Full-Time Student Load 0.125

Pre-requisites or Co-requisites

Prerequisite:- Students must have successfully completed EDCU12043 prior to enrolling in this unit.

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Offerings

Term 1 - 2017
  • Bundaberg
  • Distance
  • Mackay
  • Noosa
  • Rockhampton

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. Presentation and Written Assessment 50%
2. Practical and Written Assessment 50%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

On successful completion of this unit, you will be able to:
  1. Interpret contextual information and assessment data to identify strategies that improve students’ use of Standard Australian English (SAE) for learning.
  2. Design and implement interventions that respond to the needs of English Language Learners.
  3. Select teaching strategies and learning activities that strengthen the oracy and literacy skills of EAL/D learners.
  4. Appraise the content and language demands of classroom tasks to incorporate culturally responsive, scaffolded support for English Language Learners including Aboriginal and Torres Strait Islander students.
  5. Adapt and modify content and learning sequences to promote challenging and achievable language and literacy learning for students across a full range of language abilities.
  6. Justify the use of formative assessment and feedback strategies that improve the language proficiency, vocabulary and literacy capabilities of EAL/D students.

Successful completion of the unit Teaching English Language Learners provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of 1.3, 1.4, 1.5, 2.1, 2.2, 2.5, 3.1, 3.3, 3.5, 3.6, 4.1, 5.1, 5.2 and 5.4. Assessment tasks for this unit may be included in a portfolio and used as evidence of progress towards meeting the standards at Graduate career stage and as the focus for identifying professional learning needs.

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5 6
1 - Presentation and Written Assessment    
2 - Practical and Written Assessment    

Alignment of Graduate Attributes to Learning Outcomes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6
1. Communication      
2. Problem Solving    
3. Critical Thinking
4. Information Literacy          
5. Team Work            
6. Information Technology Competence            
7. Cross Cultural Competence    
8. Ethical practice          

Alignment of Assessment Tasks to Graduate Attributes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Presentation and Written Assessment      
2 - Practical and Written Assessment  

Textbook Information

There are no required textbooks.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorKerry Aprile (K.Aprile@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 06-03-2017

Who are EAL/D learners?

Hammond, J., & Miler, J. (2015). At-risk EAL students in mainstream classrooms (CRO).

Week 2 13-03-2017

Linguistic and cultural diversity in Australia

de Courcy , M. (2014). Linguistic and cultural diversity. In M. Hyde, L. Carpenter & R. Conway, Diversity, inclusion and management (Chapter 3). (CRO)

ACARA. (2014). EAL/D Learning Progression: Foundation to Year 10 (online)

Week 3 20-03-2017

Language learning is cultural learning: Learning about, in and through English

Harrison, N. & Sellwood, J (2016). Learning and teaching in Aboriginal and Torres Strait Islander education. Chapter 8 (CRO)

Week 4 27-03-2017

Pedagogical considerations for learning a language

ACARA. (2014). English as an additional language or dialect teacher resource (Online)

Week 5 03-04-2017

Classroom Talk: creating contexts for language learning

Gibbons, P. (2002). Scaffolding language scaffolding learning: Teaching second language learners in the mainstream classroom. Chapter 2 (CRO)

Vacation Week 10-04-2017
Week 6 17-04-2017

The language demands of the curriculum

Tompkins, G. Campbell, R., Green, D., & Smith, C. (2015). Literacy for the 21st century. Chapter 12 (CRO).

Week 7 24-04-2017

Scaffolding language use across the curriculum

Moodle resources

Evaluating and using resources with diverse language learners Due Friday (28 Apr 17) 11:45 PM AEST
Week 8 01-05-2017

Teaching strategies for EAL/D learners

Moodle resources

Week 9 08-05-2017

Focus on reading

Hertzberg, M. (2012). Teaching English language learners in mainstream classes. Chapter 5 (CRO)

Week 10 15-05-2017

Writing: moving from spoken to written language

Week 11 22-05-2017

Monitoring and feedback strategies for EAL/D learners

Revisiting the EAL/D Learning Progression

Week 12 29-05-2017

Review

Adaptation of a learning sequence for EAL/D learners Due Friday (02 Jun 17) 11:45 PM AEST
Review/Exam Week 05-06-2017
Exam Week 12-06-2017

1 Presentation and Written Assessment

Assessment Title Evaluating and using resources with diverse language learners
Task Description

Part A: Choose a resource that could be used for a unit of work for students in Years 3 to 6 in the primary school. Your chosen resource must be a print-based, visual or multimodal text (youtube clip, image, poster, cartoon, diagram, photograph, etc) that students will be expected to read or view and respond to as part of a class activity for learning in the unit. Your resource may relate to a unit in English or other curriculum learning area such as Science, History, Geography, HPE, etc.
Provide a brief outline of the learning activity and analyse the text to identify potential barriers to learning and engagement for students in the “Developing English” phase on the EAL/D Learning Progression in Listening, Speaking, Reading/ Viewing and Writing (where applicable). Your analysis should demonstrate your knowledge of the linguistic and cultural factors that affect EAL/D students learning in and learning through English.


Part B: Create an example of the teaching strategies and “teacher talk” that you would use to introduce the learning activity to the class in a way that caters for the needs of EAL/D students. This section of the task should illustrate the introductory stage of the lesson only. Your example may be in the form of an annotated written script or an mp3 or mp4 file but should show the teacher talk, questions, gestures or visual resources (where relevant) that you will use to support students’ access to the vocabulary and meaning of the text and involvement in the learning activity. Length requirements for this section are one A4 page for a written script or 3-4 minutes of a recording.


Part C: Write a brief explanation of the teaching strategies illustrated in your example. The explanation should outline how your chosen strategies are designed to overcome the potential barriers identified in Part A and are inclusive of the needs of a diverse range of students including EAL/D learners from diverse backgrounds. This section of the task should be no more than 250 words.


Assessment Due Date Week 7 Friday (28-Apr-2017) 11:45 PM AEST
Return Date to Students Assessment tasks will be returned following moderation and in sufficient time for feedback to inform Assessment Task 2 in the course.
Weighting 50%
Assessment Criteria

Knowledge and understanding of the cultural and linguistic diversity of EAL/D students

Ability to identify the language demands of curriculum learning tasks

Knowledge of pedagogical conditions that support language learning

Application of teaching strategies that support EAL/D learners in mainstream classrooms

Referencing Style American Psychological Association (APA)
Submission Online

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Interpret contextual information and assessment data to identify strategies that improve students’ use of Standard Australian English (SAE) for learning.

2. Design and implement interventions that respond to the needs of English Language Learners.

4. Appraise the content and language demands of classroom tasks to incorporate culturally responsive, scaffolded support for English Language Learners including Aboriginal and Torres Strait Islander students.

6. Justify the use of formative assessment and feedback strategies that improve the language proficiency, vocabulary and literacy capabilities of EAL/D students.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

7. Cross Cultural Competence



2 Practical and Written Assessment

Assessment Title Adaptation of a learning sequence for EAL/D learners
Task Description

Select a learning sequence that teaches the text organisation and language features of an informative or expository text for a particular year level of the Australian Curriculum. The sequence may be one used during a school placement; obtained from a suitable website or text for teachers; or constructed specifically for this task but should include enough detail about the resources, teaching strategies and learning activities to be able to be used as a guide for implementation.


Briefly describe a small group of EAL/D learners in the class group at least one of whom must be from an Aboriginal and Torres Strait Islander background. Evaluate the sequence and suggest improvements and modifications that show how you would differentiate teaching strategies and learning activities to support the oracy, language learning and achievement of literacy outcomes for the identified group. Formative assessment techniques and strategies for providing feedback on language use should also be identified throughout the sequence.


Write a rationale of no more than 1000 words that justifies all suggested adjustments and demonstrates knowledge and understanding of pedagogy that caters for the cultural, linguistic and learning needs of English Language learners, including Aboriginal and Torres Strait Islander students, in mainstream classrooms. Your justification should be supported through references to course readings.

Assessment Due Date Week 12 Friday (02-Jun-2017) 11:45 PM AEST
Return Date to Students Assessment will be returned following moderation and in accordance with university policy on certification of grades.
Weighting 50%
Assessment Criteria

Knowledge of teaching strategies and learning activities that strengthen the oracy and literacy skills of EAL/D learners

Applied understanding of the scaffolding cycle to support learning in and through English for EAL/D learners

Ability to differentiate learning and teaching to cater for the language and learning needs of EAL/D students

Design of assessment and feedback strategies that monitor and support the language proficiency and literacy of language learners

Use of authoritative sources to justify planning considerations and modifications

Referencing Style American Psychological Association (APA)
Submission Online

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

3. Select teaching strategies and learning activities that strengthen the oracy and literacy skills of EAL/D learners.

4. Appraise the content and language demands of classroom tasks to incorporate culturally responsive, scaffolded support for English Language Learners including Aboriginal and Torres Strait Islander students.

5. Adapt and modify content and learning sequences to promote challenging and achievable language and literacy learning for students across a full range of language abilities.

6. Justify the use of formative assessment and feedback strategies that improve the language proficiency, vocabulary and literacy capabilities of EAL/D students.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

5. Team Work

7. Cross Cultural Competence

8. Ethical practice




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