EDF5134 · English as an additional language (EAL) education in the secondary years B

Overview

This unit builds on the contextual and pedagogical knowledge about EAL teaching developed in EDF5133 English as an additional language (EAL) education in the secondary years A. Working collaboratively and independently, you will link theory and practice in order to deepen your capacity to teach EAL in VCE EAL. The unit links in with knowledge and skills gained during professional experience units in the course. One aspect of this linking involves examination of a variety of EAL practices and frameworks in secondary settings, including the Australian and Victorian curriculum. You will learn how to assess EAL learner needs, how to devise appropriate strategies and materials, including units of work to meet those needs, and how to work effectively as part of a whole-school program to maximise the educational opportunities of all EAL learners.

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

Learning outcomes

1. draw on appropriate research strategies and resources to plan, implement and evaluate a sequence of lessons that are responsive to diverse student needs
2. critically evaluate, select, adapt and generate materials and activities relevant to student needs
3. plan engaging units of work linked to curriculum and best practice
4. assess the language needs and work of EAL learners informally and formally
5. critically evaluate EAL resources for classroom use
6. appreciate the diversity of EAL learners and plan for multilevel classes
7. demonstrate an awareness of the need to collaborate with colleagues and the community to promote a whole-school approach to the language needs of EAL learners.

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.