Second Language Acquisition and Teaching

This subject has the following teaching availabilities in 2011:

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Description, Subject Objectives, Generic Skills and Assessment Requirements of this entry.

The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the HDisability Liaison Unit websiteH: Hhttp://www.services.unimelb.edu.au/disability/H

On completion of this subject, students should be able to:

• Demonstrate an understanding of different theories of how first and especially subsequent languages are acquired, maintained and used in a range of contexts;
• Identify and describe the linguistic competencies and language learning needs of groups and individuals in the language classroom.

Satisfactory completion of a reflective essay about the student's beliefs about language acquisition, based on readings and experience (3,500 words equivalent) (70 per cent) due at the end of semester

Other assigned tasks completed in class time (1,500 words equivalent) (30 per cent)

Lightbrown, P. & Spada, N. (2006). How Languages are Learned. Oxford: Oxford University Press. (3rd edition).

This subject is not available as a breadth subject.

On completion of this subject students should be able to:

• Evaluate and synthesise the research and professional literature on language acquisition;
• Articulate their knowledge and understanding in written presentations;
• Develop an understanding of the significance and value of their knowledge to the wider community.