EDF5133 · English as an additional language (EAL) education in the secondary years A

Overview

This unit prepares you for the teaching of English as an additional language (EAL) to the full range of non-English speaking background students, including recently arrived students with limited English language skills, international students and others in a range of EAL contexts. Drawing on relevant contextual data and research, it investigates the nature of English and the theory and principles of second language pedagogy, along with many other factors that have an impact on EAL teaching and learning. Particular attention is paid to the sociocultural contexts of learning and the need for sensitivity to linguistic and cultural diversity in schools. With reference to current curriculum documents, policy and assessment protocols, you will learn to apply appropriate research methodology to the assessment of EAL learner needs, devise appropriate lessons to meet those needs and to select and adapt materials to work effectively to maximise the educational opportunities of all EAL learners. Links are made to the professional experience units in the course, both in terms of preparing you to undertake your practicum (including lesson planning and activities that incorporate the use of information and communication technology) and in guiding your critical reflection on your practice during and after that practicum.

Offerings

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

The Handbook lists no prerequisite, corequisite or prohibition for this unit.

Learning outcomes

1. draw on existing research in the area of teaching EAL to enact subject appropriate research skills and meet the needs of EAL learners
2. access, adapt and develop materials and teaching activities and critically evaluate practices and resources which meet the diverse needs and identities of EAL learners
3. plan and reflect on engaging lessons using communicative objectives and activities
4. assess the language needs and work of EAL learners
5. generate optimal conditions for language learning
6. appreciate the diverse cultural and language backgrounds of EAL learners and demonstrate sensitivity to differences between learners' cultures and that of the wider Australian community.

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: • 24 hours* of scheduled learning delivered on campus via weekly/regular directed learning activities; and • the remaining hours to be allocated towards self-directed/independent study Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement. *Subject to variation due to professional experience requirements

Student experience, not official rules. Nothing here changes what the Handbook says.