EDCU14034 - Teaching English Language Learners

General Information

Unit Synopsis

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

Level Undergraduate
Unit Level 4
Credit Points 6
Student Contribution Band 1
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.

Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 1 - 2020

Term 1 - 2020 Profile
Bundaberg
Cairns
Mackay
Online
Rockhampton
Term 1 - 2021 Profile
Bundaberg
Mackay
Online
Rockhampton

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).

Assessment Overview

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.

Assessment Tasks

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 Policy for more details of interim results and final grades

Past Exams

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Previous Feedback

No previous feedback available

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Source: students
Feedback
The unit provided theoretical knowledge of teaching EAL/D students but could provide more practical information (strategies, talking with EAL/D parents, helping students who are behind academically).
Recommendation
Go through the unit topics in moodle and clarify how the theoretical ideas can be applied in the classroom and/or provide some practical approaches.
Action Taken
Practical applications were provided in moodle outcomes for each week, as well as activities that tied the theoretical ideas into practical classroom approaches.
Source: evaluations and tutors
Feedback
Assessment tasks
Recommendation
Keep descriptions of links between the weekly content and assessment tasks. Keep showing exemplars of sections of the assessment tasks.
Action Taken
Nil.
Source: evaluations and tutors
Feedback
Assessment resources
Recommendation
Unit assessment resources will be provided that students can choose from to use for assessment task 2. Students will also be able to choose to find their own unit.
Action Taken
Nil.
Unit learning Outcomes

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 this unit provides opportunities for students to engage with the Australian Professional Standards for Teachers (Graduate Career Stage) focus areas of:

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities

2.1 Content and teaching strategies of the teaching area

2.2 Content selection and organisation

2.3 Curriculum, assessment and reporting

2.5 Literacy and numeracy strategies

3.1 Establish challenging learning goals

3.3 Use teaching strategies

3.5 Use effective classroom communication

3.6 Evaluate and improve teaching programs

4.1 Support student participation

5.1 Assess student learning

5.2 Provide feedback to students on their learning

5.4 Interpret student data

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
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 9
1 - Presentation and Written Assessment
2 - Practical and Written Assessment