Second Language Acquisition and Teaching

This subject is not offered in 2014.

125 hours. 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.

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

A study of how second languages are learned and used in bilingual and multilingual settings, together with an introduction to the implications of this for language teaching methodology and lesson-planning.

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 (3000 words equivalent) due at the end of semester 60%
• Presentation completed in class time (1,500 words equivalent) 30%
• Pass/fail: 500 word annotated bibliography due end of semester 10%

Lightbown, P. & Spada, N. (2012). How Languages are Learned (4th ed.). Oxford, England: Oxford University Press.

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.