units

EDF5157

Faculty of Education

print version

This unit entry is for students who completed this unit in 2016 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.

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Coordinator(s)

Dr Minh Hue Nguyen

Offered

Clayton

  • First semester 2016 (Day)

Notes

This unit is part A of a two-part unit and must be taken in conjunction with part B (EDF5158).

Synopsis

This unit involves pre-service education students in the close examination of current, local and international research on first and second language theories linked to Foundation to Year 12 principles of classroom pedagogy. Students reflect on the research, policies and practices for effective teaching of languages within the perspective of the F-12 continuum. Students explore flexible and informed approaches to languages education in early years, junior, middle and senior years classrooms, advancing their capacities to select appropriate strategies for different learners' linguistic and communicative needs. Planning and sequencing lessons for a variety of contexts are linked to research, and literature of second languages education explores intercultural contexts as they are realised through interaction with languages education. Drawing on literature and research studies, students review, analyse, consolidate and synthesise their knowledge and skills as they work towards advancing their capacities in this field.

Outcomes

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

  1. demonstrate knowledge and understanding of the historical, philosophical, curriculum and pedagogical foundations of languages education in all learning contexts
  2. engage in critical explorations of current and international languages and bilingual education curriculum and policy developments and their F-12 classroom pedagogical implications
  3. analyse relevant research and competing policy discourses associated with different schooling perspectives on languages education
  4. demonstrate and apply knowledge and understanding to curriculum and lesson planning for a diverse age range of languages students
  5. enact and adjust as appropriate a variety of teaching strategies and practices that meet the needs of a diverse range and age of learners, in a variety of settings and curriculum contexts
  6. critically evaluate different languages methodologies, programs and models on an F-12 continuum
  7. engage in critical explorations and reviews of research and materials for the teaching and learning of languages.

Assessment

Classroom research case-study project (2000 words, 50%)
Languages micro-teaching and reflective portfolio (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 2-3 contact hours per week

(b.) Additional requirements

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

36 credit points (with at least 12 points at each of levels two and three) of study in a language, which requires as a prerequisite successful completion of Year 12 studies in the language. Native speakers of the language must seek a statement of equivalence from an Australian university to verify that their knowledge and competence in the language meets the standard of a post Year 12 study in the language (refer to course adviser for more information).

Co-requisites