Learning Area TESOL 1

Subject 460-665 (2008)

Note: This is an archived Handbook entry from 2008.Search for this in the current handbook

Credit Points: 12.500
Level: Graduate/Postgraduate
Dates & Locations:

This subject has the following teaching availabilities in 2008:

Semester 1, - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period not applicable
Assessment Period End not applicable
Last date to Self-Enrol not applicable
Census Date not applicable
Last date to Withdraw without fail not applicable

Parkville

Timetable can be viewed here. For information about these dates, click here.
Time Commitment: Contact Hours: 36 hours
Total Time Commitment: 125 hours total commitment
Prerequisites: None
Corequisites: None
Recommended Background Knowledge: None
Non Allowed Subjects: None
Core Participation Requirements:

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability

Coordinator

Russell Cross
Subject Overview: This subject introduces teacher candidates to the theory and practice of teaching English to speakers of other languages (TESOL). With an emphasis on the nature of TESOL within Australian schools, and the Victorian education system in particular, this subject examines the needs of English second language (ESL) learners in the middle and senior years of schooling. Beginning with a theoretical foundation based on contemporary research in second language education about how languages are acquired and a communicative framework for understanding language teaching and learning, the subject then focuses on practical implications related to planning for, developing, and assessing ESL learners’ communicative competence in English as a language in its own right, as well as a medium of instruction across the school curriculum.
Assessment: There are 2 assessment tasks: Designing a communicative task (1000 words) due mid semester (25%) Designing a unit of work (3000 words) due end of semester (75%) There are 4 hurdle requirements: Completion of weekly readings Brief in-class presentation Lesson Plan due early semester 80% attendance
Prescribed Texts: Collection of readings
Breadth Options:

This subject is not available as a breadth subject.
Fees Information: Subject EFTSL, Level, Discipline & Census Date
Generic Skills: On completion of this subject, teacher candidates will have the knowledge, skills, and understanding to enable them to:
  • Explain the theory and principles of TESOL
  • Plan lessons, tasks, units of work, and assessment strategies that develop and evaluate learners’ skills in English as a second language within a broader curriculum context

On completion of this subject, teacher candidates will have the knowledge, skills, and understanding to enable them to:

  • Be skilled communicators who can effectively articulate and justify their practices as knowledgeable agents of changes
  • Be flexible and able to adapt to change through knowing how to learn
  • Understand the significance of developing their practice on the basis of research evidence
  • Work in teams with skills in cooperation, communication and negotiation
  • Be independent of mind, responsible, resilient, self-regulating
  • Have a conscious personal and social values base
Related Course(s): Master of Teaching (Secondary)
Master of Teaching (Secondary)

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