Language and Teaching

This subject has the following teaching availabilities in 2012:

Parkville, On Campus

62.5 hours total commitment. Attendance at all classes (tutorial/seminars/practical classes/lectures/labs) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.

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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

This subject introduces all teacher candidates to the literate demands of the range of subject areas taught in the secondary school. Topics will include: the relationship between language and learning; the scaffolding role of the teacher in students’ learning through language; teachers’ and students’ use of oral language to enhance learning; the structures and language features of key text types used in secondary schooling; the processes involved in reading the complex multimodal texts used in modern secondary schooling; supporting students’ reading and writing; and planning for literacy in the subject areas. Teacher candidates will relate their understandings of these issues to their ongoing teaching practice.

On completion of this subject, teacher candidates will be able to:

• Recognize the role of spoken and written language in learning across the secondary subject areas;
• Plan lessons and units of work which account for and address literacy demands;
• Reflect on their own ongoing role in supporting learning through spoken and written language;
• Know how to work cooperatively with other teachers in supporting student learning through language;
• Have strong oral and written communication skills;
• Have sufficient metalinguistic awareness to reflect productively on their use of language in the classroom.

There are 2 assessment tasks:
• One 1,200 word essay, due midway through the subject (60%).
• One 3,800 word or equivalent report due in examination week (40%) The report is comprised of 1,500 words or equivalent from Learners, Teachers and Pedagogy (Secondary), 1,500 words or equivalent from Social and Professional Contexts and 800 words or equivalent from Language and Teaching.

• “Literacy Across the Secondary Subjects” (DVD) Kristina Love, Graeme Baker & Marie Quinn Melbourne University, 2007

This subject is not available as a breadth subject.

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.