Handbook : Unit informationEdith Cowan University

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 Language Teaching and Learning

• Unit Code

  LAN4280

• Year

  2016

• Enrolment Period

  1

• Version

  1

• Credit Points

  10

• Full Year Unit

  N

• Mode of Delivery

  On Campus
  

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Description

This unit examines appropriate strategies/techniques for teaching English to bilingual learners at different stages of proficiency; learning English and learning through English in all areas of curriculum; cross-cultural learning styles and language learning strategies; effective evaluation/ assessment of language learning.

Non Standard Timetable Requirements

Both on-campus and residency mode of delivery are available. Selected Pre-service Teachers may complete some aspects of the unit within the residency schools as part of the residency mode.

Equivalent Rule

Unit was previously coded LAN4250

Learning Outcomes

On completion of this unit students should be able to:

1. Analyse the needs of a group of learners taking into account the different factors that affect language learning.
2. Apply relevant criteria in the evaluation of available language teaching/learning materials and in the development of resources to suit particular needs in a group of students.
3. Demonstrate knowledge of current policies, commercial and governmental resources and support for secondary-aged children for whom English is an additional language.
4. Devise appropriate means to acquire the relevant information for the development of a language needs analysis of a group of learners.
5. Equip language learners with knowledge and skills necessary for effective self-monitoring of their learning of English and their learning of content knowledge through English.
6. Select appropriate techniques and strategies from different methods and approaches to suit a specified group of learners.

Unit Content

1. Basic Interpersonal Communication Skills/Cognitive Academic Language Proficiency distinction and consequences for cognitive development in language across curriculum disciplines.
2. Development of teaching and assessment materials for a specific group of learners.
3. Factors affecting language learning including linguistic and non-linguistic.
4. L1 Language/Culture transfer to ESL context and significance of cross-cultural influences on learning styles.
5. Needs analysis procedures for bilingual learners of English of all ages and levels.
6. Range of teaching techniques/strategies for application to various age levels and backgrounds of learners.
7. Use of checklists, profiles, indirect/direct tests and other devices in evaluation/assessment of second language proficiency.

Additional Learning Experience Information

1. Workshops (Lecture & tutorial) 2. Field Work (working with small group of English language learners in an Intensive English Centre/ mainstream school)

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

• ^ Harmer, J. (2008). The practice of English language teaching (4th ed.). Harlow: Pearson Longman.
• Carter, R., & Nunan, D. (2001). The Cambridge guide to teaching English to speakers of other languages. Cambridge: Cambridge University Press.
• Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Clevedon: Multilingual Matters.
• Wyse, D., & Jones, R. (2008). Teaching English, language and literacy. (2nd ed.). London: Routledge.
• Kelly, G. (2000). How to teach pronunciation. Harlow: Longman.
• McKay, P. (1994). ESL development: Language and literacy in schools. Deakin, ACT: National Languages and Literacy Institute of Australia.
• Nation, I.S.P. (2008). Teaching ESL/EFL reading and writing. London: Routledge.
• Richards, J.,& Rodgers, T. (2001). Approaches and methods in language teaching. (2nd ed.). Cambridge: Cambridge University Press.
• Brindley, G. (2000). (Ed). Studies in immigrant English language assessment, Volume 1. Sydney: NCELTR.
• Ellis, R. (2003). Task-based language teaching and learning. Oxford: Oxford University Press.

^ Mandatory reference

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