TESOL in the Primary Classroom

This subject is not offered in 2016.

170 hours

150 points of study in the Master of Teaching (Primary)

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability

Teacher Candidates will examine TESOL methodology, curriculum design and evaluation. Topics include the sociocultural context of TESOL, including educational, cultural, historical and inter-group issues; different approaches to TESOL learning and teaching, needs analysis, curriculum design, the planning and evaluation of units of work, strategies, techniques and resources for learning and teaching speaking, listening, reading and writing; assessment and reporting; the design, implementation and evaluation of TESOL programs, including bilingual programs; and the role of the ESOL teacher in the wider educational community.

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

• Demonstrate knowledge of the linguistic and cultural diversity of students in Victorian primary schools and current contexts of ESL support;
• Describe similarities and differences between first and second language acquisition;
• Understand TESOL methodology and its implications for planning, teaching and assessment;
• Support the cognitive and linguistic development of ESL students across the curriculum;
• Assessment the language competence of ESL students
• Understand the role of the ESL teacher within a whole-school context.

There will be two assessment tasks:

• Designing a communicative task (2000 words) due mid semester (40%)
• Designing a unit of work (3000 words) due end of semester (60%).

This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.

• Collection of readings
• Gibbons, P. (2002). Scaffolding language scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth, N.H.: Heinemann.

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 relationships between theory, research and teaching in ESL
• Be flexible and able to adapt to change through knowing how to learn using research processes;
• Understand the significance of developing their practice on the basis of research evidence and the standards for teaching;
• Work in teams with skills in cooperation, communication and negotiation to engage in reflective and critical discussion of research in education and teaching;
• Be independent of mind, responsible, resilient, self-regulating;
• Have a conscious personal and social values base that is applied to their teaching in ESL