TESOL in the Primary Classroom

Subject 460-700 (2009)

Note: This is an archived Handbook entry from 2009. Search for this in the current handbook

Credit Points: 12.50
Level: 9 (Graduate/Postgraduate)
Dates & Locations:

This subject has the following teaching availabilities in 2009:

Semester 2, - 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, on campus

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:

150 points of study in the Master of Teaching (Primary) stream

Special requirement: Teacher candidates will undertake a total 22 days in a TESOL setting to meet VIT requirements for a specialist ESL teaching qualification.
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

Dr Russell Gordon Cross
Subject Overview: Teacher Candidates will examine TESOL methodology, curriculum design and evaluation. Topics include the sociocultural context of TESOL, including educational, cultural, historical and inter-group issues; different approaches to TESOL learning and teaching, needs analysis, curriculum design, the planning and evaluation of units of work, strategies, techniques and resources for learning and teaching speaking, listening, reading and writing; assessment and reporting; the design, implementation and evaluation of TESOL programs, including bilingual programs; and the role of the ESOL teacher in the wider educational community.
Objectives: On completion of this subject teacher candidates will be able to :
  • Demonstrate knowledge of the linguistic and cultural diversity of students in Victorian primary schools and current contexts of ESL support;
  • Describe similarities and differences between first and second language acquisition;
  • Understand TESOL methodology and its implications for planning, teaching and assessment;
  • Support the cognitive and linguistic development of ESL students across the curriculum;
  • Assessment the language competence of ESL students
  • Understand the role of the ESL teacher within a whole-school context.
Assessment: There will be 2 assessment tasks:
  • Analytical assignment (equivalent to 2000 words) due mid semester, (50%)
  • An essay (2000words) due end of semester due (50%)
There will be 1 hurdle requirement:
  • 10 days of TESOL practicum
Prescribed Texts:
  • Collection of readings
  • Gibbons, P. (2002). Scaffolding language scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth, N.H.: Heinemann.
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:
  • Be skilled communicators who can effectively articulate and justify relationships between theory, research and teaching in ESL
  • Be flexible and able to adapt to change through knowing how to learn using research processes;
  • Understand the significance of developing their practice on the basis of research evidence and the standards for teaching;
  • Work in teams with skills in cooperation, communication and negotiation to engage in reflective and critical discussion of research in education and teaching;
  • Be independent of mind, responsible, resilient, self-regulating;
  • Have a conscious personal and social values base that is applied to their teaching in ESL
Related Course(s): Master of Teaching (Primary)

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