Supporting ESL Students

Subject EDUC90678 (2012)

Note: This is an archived Handbook entry from 2012.

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

This subject has the following teaching availabilities in 2012:

Semester 2, Parkville - 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

Timetable can be viewed here. For information about these dates, click here.
Time Commitment: Contact Hours: 24
Total Time Commitment: 120 hours
Prerequisites: Students must successfully complete the following subject before enrolling:
Study Period Commencement:
Credit Points:
Corequisites: None
Recommended Background Knowledge: N/A
Non Allowed Subjects: N/A
Core Participation Requirements: 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 Disability Liaison Unit website:


Dr Alan Williams


Education Student Centre
Subject Overview:

This subject develops an understanding of pedagogy and classroom practice that scaffolds ESL learners’ language needs in the context of mainstream P-6 classrooms. It encourages teachers to reflect on their professional understanding that guides the support given to ESL learners in the mainstream, and to identify key points for inclusive policies and teaching practices for ESL students across the wider curriculum and school.


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

• develop effective teaching materials and strategies to support ESL students’ learning in the context of the primary school curriculum;

• develop effective teaching material and strategies to support ESL students’ language development in the context of the primary school curriculum;

• plan teaching programs that meet the language and academic learning needs of primary ESL students.


1. A 2,000 word essay due mid-course (40%).

2. A 3,000 word essay due at the end of the course (60%).

Prescribed Texts: Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth, NH: 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 the subject, students should be able to:

• Be skilled communicators who can effectively articulate and justify their practices as knowledgeable agents of changes;

• 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

• Articulate their knowledge and understanding in oral and written presentations.

Related Course(s): Professional Certificate in Primary ESL

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