Supporting EAL Students

This subject is not offered in 2016.

170 hours

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

This subject develops an understanding of pedagogy and classroom practice that scaffolds EAL learners’ language needs in the context of mainstream classrooms. It encourages teachers to reflect on their professional understanding that guides the support given to EAL 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 EAL students’ learning in the context of the school curriculum;
• develop effective teaching material and strategies to support ESL students’ language development in the context of the school curriculum;
• plan teaching programs that meet the language and academic learning needs of EAL students.

There are two assessment components:

• A 2,000 word essay due mid-course (40%)
• A 3,000 word essay due at the end of the course (60%)

There is one hurdle requirement:

• Each student is required to present a 5 minute in-class presentation in which the language learning needs of an ESL learner that they teach are identified, and includes a report of an assessment task completed by the student and how the student’s performance compared to the performance indicators of the relevant stage of DEECD ESL continuum.

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

Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth, NH: Heinemann.

This subject is not available as a breadth subject.

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.