units

EDF5642

Faculty of Education

Postgraduate - Unit

This unit entry is for students who completed this unit in 2014 only. For students planning to study the unit, please refer to the unit indexes in the the current edition of the Handbook. If you have any queries contact the managing faculty for your course or area of study.

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12 points, SCA Band 1, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelPostgraduate
FacultyFaculty of Education
OfferedClayton Second semester 2014 (Flexible)
Coordinator(s)Ms Maria Gindidis

Synopsis

This unit builds students' capacities to identify fundamental principles underpinning the effectiveness of bilingual and/or content-based programs in a range of educational contexts including English as an Additional Language (EAL) and languages, and how they impact on language acquisition. Students examine the development and maintenance of bilingualism and biliteracy in formal learning environments. Sociolinguistic, psycholinguistic, political and educational aspects of content based and immersion programs are explored in local and global contexts. The unit covers a range of approaches, including Content Based Language Teaching (CBLT), Content and Language Integrated Learning (CLIL) and the Canadian immersion models in primary, secondary and vocational education settings. Key polices and documents related to curriculum development and practice are investigated with a focus on the pedagogical implications of additional language/literacy teaching and first language development. Connections are made between research and pedagogy including recent bilingual instructional strategies such as translanguaging.

Outcomes

Upon successful completion of this unit students should be able to:

  1. explain the political, sociocultural and pedagogical issues surrounding bilingualism and bilingual education
  2. demonstrate an understanding of how bilingual education and/or content-based programs are positioned in the field of second language acquisition and applied linguistics
  3. apply principles of second language acquisition and bilingual education to understanding rationale statement(s) of bilingual and/or content-based programs
  4. analyse key policies and documents relating to bilingual education and content-based programs, including those associated with the Australian CurriculumAustralian Curriculum (http://www.australiancurriculum.edu.au/) for EAL students
  5. analyse successful models of bilingual and content-based language teaching methods, and draw on these to determine how they would apply the principles identified to their own language teaching and learning contexts
  6. critically evaluate political and educational contexts in Australia or in global contexts that impact on the introduction of bilingual and/or content-based programs.

Assessment

Essay examining different approaches to developing and maintaining bilingualism (4000 words, 50%)
Curriculum unit development for a content-based learning program (4000 words, 50%)

Chief examiner(s)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face to face component of 12 hours over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

(a.) Contact hours for flexible students:

  • 12 contact hours and 24 hours equivalent of online activities over the semester or
  • 36 hours equivalent of online activities over the semester

(b.) Additional requirements (all students):

  • independent study to meet the minimum required hours per semester

Prohibitions

EDF6238 and EDF6201