| Semester 1, 2020 Online | |
| Short Description: | Experiencing Language Learning |
| Units : | 1 |
| Faculty or Section : | Faculty of Business, Education, Law and Arts |
| School or Department : | School of Education |
| Student contribution band : | National Priority - Teaching |
| ASCED code : | 070115 - English as a SecLangTeach |
| Grading basis : | Graded |
Staffing
Examiner:
Requisites
Pre-requisite: BEDU (Primary) Only - EDP2111
Other requisites
Students enrolling in courses which do not follow the recommended enrolment pattern cannot be assured of a developmental learning experience or program completion within their preferred timeframe.
Rationale
Learning languages is a recommendation of the Teacher Education Ministerial Advisory Group (TEMAG). It is well recognised that second language learners develop their knowledge about how language works as a system and the nature of communication and culture. This in turn contributes to enhancing learners’ metalinguistic awareness and enhances literacy learning. Therefore, it is important for pre-service teachers to have experiences in learning a second language to enable them to understand the processes involved and be better equipped to implement strategies with positive effect in inter-culturally enhanced learning communities.
Synopsis
This course outlines a plan for pre-service teachers to develop linguistic skills and to engage in cultural experiences of a second language at the same time as analysing how a second language is acquired and the cognitive processes involved in second language learning and the advantages in contributing to the enhancement of learners' literacy. They will study a language-in-use for the purpose of social engagement in a range of settings according to their proficiency levels in four macroskills and planned purpose for language learning.
Objectives
The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership’s (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service teachers should be able to:
- identify influences and environmental conditions involved in second language acquisition and assess the cultural, social and cognitive factors affecting language learning (APST 1.2, 4.1, 6.1);
- develop language proficiency in an additional language and maintain a journal of the sequence of personal language learning from the starting proficiency (APST 1.2, 2.5, 4.1, 5.1);
- demonstrate understanding of a language curriculum and learning the four macroskills involved in understanding and communicating (APST 2.1, 2.2, 2.3, 3.1, 3.4, 6.1; 6.4);
- construct language learning activities to develop in a sociocultural setting the four macroskills at a given language proficiency and cultural setting (APST 2.5, 3.1, 3.2, 3.4, 6.4);
- make an original case for developing a hypothesis about learning a language and the extent to which the second language development is achieved. (APST 5.1, 6.1, 6.3).
Topics
| Description | Weighting(%) | |
|---|---|---|
| 1. | Cognitive, social and cultural conditions for language acquisition and factors affecting second language learning | 10.00 |
| 2. | Reflection, critical thinking and journal writing and learning an additional language | 35.00 |
| 3. | Proficiency in a second language | 15.00 |
| 4. | Development of inter-cultural language activities from a contemporary curriculum to develop macroskills in understanding and communicating | 30.00 |
| 5. | Hypothesis building – knowledge transfer and language skills development; academic writing | 10.00 |
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from (unless otherwise stated). (https://omnia.usq.edu.au/textbooks/?year=2020&sem=01&subject1=EPL3200)
Please for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)
Reference materials
Student workload expectations
| Activity | Hours |
|---|---|
| Directed ¾«¶«´«Ã½app | 80.00 |
| Private ¾«¶«´«Ã½app | 85.00 |
Assessment details
| Description | Marks out of | Wtg (%) | Due Date | Notes |
|---|---|---|---|---|
| ASSIGNMENT 1 | 35 | 35 | 30 Mar 2020 | |
| ASSIGNMENT 2 | 65 | 65 | 01 Jun 2020 |
Important assessment information
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Attendance requirements:
It is the students' responsibility to attend and participate appropriately in all activities scheduled for them, and to study all material provided to them or required to be accessed by them, to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration. -
Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks for that item. -
Penalties for late submission of required work:
Students should refer to the Assessment Procedure (point 4.2.4) -
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course. -
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative items for the course. -
Examination information:
There is no examination in this course. -
Examination period when Deferred/Supplementary examinations will be held:
There is no examination in this course, there will be no deferred or supplementary examinations. -
¾«¶«´«Ã½app Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene ¾«¶«´«Ã½app policies and practices. These policies can be found at .
Assessment notes
-
Referencing in assignments must comply with the APA referencing system. This system should be used by students to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ library's referencing guide. This guide can be found at .
Evaluation and benchmarking
In meeting the ¾«¶«´«Ã½app’s aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:
1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement
2. forms part of the Bachelor of Education and is benchmarked against the:
- internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review
- Queensland College of Teachers
- Australian Professional Standards for Teachers (APST) of the Australian Institute for Teaching and School Leadership (AITSL).
Other requirements
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Participation: Students can expect it will be necessary to participate in and contribute to a range of learning opportunities in this course including online study activities, lectures, tutorials, seminar presentations, group discussions and self-directed study activities in order to apply the coursework that will enable quality assessment tasks to be submitted as evidence of professional development.