Note: This is an archived Handbook entry from 2014.
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2014:March, Parkville - Taught on campus.
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment:||Contact Hours: 24 |
Total Time Commitment:
|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 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.
CoordinatorDr Russell Cross
Education Student Centre
234 Queensberry Street
Call: 13 MELB (13 6352)
This subject explores the range of EAL students in Australian schools, and the linguistic, academic, emotional, and social needs they present as second language learners. Drawing on the Victorian DEECD AusVELS EAL Developmental Continuum as a framework, the subject will focus on how needs differ between different types of EAL learners (e.g., new arrivals, international students, Australian-born with language backgrounds other than English, etc), the process of second language acquisition, the nature of language, and issues for assessment.
On completion of the subject, students should be able to :
1.A 2,000 word essay due mid-course (40%).
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|
On completion of the subject, students should be able to:
·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.
·Articulate their knowledge and understanding in oral and written presentations.
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