Handbook : Unit informationEdith Cowan University

Faculty of Education and Arts

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

• Unit Title

  English for Speakers of Other Languages or Dialects

• Unit Code

  LAN3240

• Year

  2015

• Enrolment Period

  1

• Version

  2

• Credit Points

  15

• Full Year Unit

  N

• Mode of Delivery

  On Campus
  Online

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Description

This unit examines important aspects of teaching English as an additional language or dialect to primary aged children from diverse cultural and language backgrounds. Students will explore how to investigate and respond to the communicative and linguistic needs of these children, taking into account their cultural, social, language and educational backgrounds.

Prerequisite Rule

Students must pass 2 units from LAN1240, LAN2260

Equivalent Rule

Unit was previously coded LAN4238, LIT4010

Learning Outcomes

On completion of this unit students should be able to:

1. Communicate orally and in written form an understanding of additional language/dialect learning processes, including their relationships to first language/dialect learning.
2. Describe and evaluate current policies and support services for EAL/ESD learners in schools.
3. Investigate and apply understandings of the language, sociocultural, and educational backgrounds of EAL/ESD students in order to design, deliver and evaluate effective learning programs.
4. Investigate, select, apply and evaluate strategies to support EAL/ESD students language learning.

Unit Content

1. Theory and practice related to first and additional language and dialect learning.
2. Current policies and resources related to children learning English as an additional language or dialect.
3. Planning for learning based on a needs analysis.
4. Selection, use and evaluation of teaching and learning strategies.

Additional Learning Experience Information

Lectures, tutorial activities and discussion, collaborative group work and field work.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

Text References

• Burke, D. (2000). ESL in the mainstream teacher development course. Adelaide: Department of Education, Training and Employment, SA.
• O?Neill, S., & Gish, A. (2008). Teaching English as a second language. Melbourne: Oxford.
• Peregoy, S., & Boyle, O. (2008). Writing, and Learning in ESL: A Resource Book for Teaching K-Yr 12 English Learners. Pearson Ed, Inc. [+ My Education Lab]
• Cameron, L. (2001). Teaching languages to young learners. Cambridge: Multilingual Matters.
• Cummins, J. (2000). Language, power and pedagogy. Clevedon: Multilingual Matters.
• EDWA, CEO, AISWA. (2000). Deadly ways to learn. [kit]. Perth: Deadly Ways to Learn Consortium.
• Gibbons, P. (1991). Learning to learn in a second language. Newtown: Primary English Association.
• ^ Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth: Heinemann.
• Harmer, J. (2007). The practice of English language teaching. (4th ed.). [+DVD]. Harlow: Pearson Education.
• Harrison, N. (2008). Teaching and learning in Indigenous education. Melbourne: Oxford.
• Lightbown, P., & Spada, N. (2006). How languages are learned. (3rd ed.). Oxford: OUP.

Journal References

• ELT Journal
• Prospect
• TESOL Journal
• TESOL Quarterly

^ Mandatory reference

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