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

  Teaching ESL Learners

• Unit Code

  LAN5171

• Year

  2015

• Enrolment Period

  1

• Version

  1

• Credit Points

  15

• Full Year Unit

  N

• Mode of Delivery

  On Campus
  Online

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Description

This unit focuses on the characteristics of ESL child and adult learners. Second language acquisition processes are considered against a background of first language acquisition and the interaction between them as well as the teaching and learning needs of ESL/EFL learners. The application of different language syllabuses and outcomes-based approaches to address the diversity of learning styles among ESL students is examined.

Equivalent Rule

Unit was previously coded LAN4181, LAN6271

Learning Outcomes

On completion of this unit students should be able to:

1. Analyse the needs of an individual ESL learner taking into account the different factors affecting learning.
2. Define language proficiency and determine appropriate ways of assessing and recording language progress and proficiency.
3. Devise an appropriate teaching and learning programme to meet the needs of a particular group of ESL learners.
4. Outline the principal learning, language learning and language teaching theories and relate these to the practice of various methods and approaches to language teaching.
5. Recognise and articulate the relationship between first and second language acquisition.
6. Select appropriate approaches and strategies for the design of syllabuses from different theoretical positions to suit differing groups of learners.

Unit Content

1. Approaches to language teaching and learning.
2. First and second language acquisition theory.
3. Syllabus types and planning.
4. The characteristics and needs of the second language learner.
5. The nature of language proficiency and proficiency assessment.

Additional Learning Experience Information

Lectures, workshops and discussion seminars. Consistent with adult learning principles, the unit will provide opportunities for the sharing of experiences and reflection on practice.

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

• Brown, H. D. (2007). Principles of language learning and teaching. (5th ed.). New York: Pearson.
• Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy. (3rd ed.). New York: Pearson.
• Celce-Murcia, M. (2001). Teaching English as a second or a foreign language. Boston: Heinle & Heinle.
• Ellis, R. (2008). The study of second language acquisition. (2nd ed.). Oxford: Oxford University Press.
• Harmer, J. (2007). The practice of English language teaching. (4th ed.). London: Longman.
• Holliday, A. (1995). Appropriate methodology and social context. Cambridge, N.Y: Cambridge University Press.
• Mitchell, R., & Myles, F. (2004). Second language learning theories. (2nd ed.). London: Hodder Arnold.
• Smith, J. (2001). Modeling the social construction of knowledge in ELT teacher education. ELT Journal 55(3), 221-227.
• Richards, J., & Rodgers, T. (2001). Approaches and methods in language teaching: A description and analysis. Cambridge: Cambridge University Press.
• Pham, H.H. (2007). Communicative language teaching: Unity within diversity. ELT Journal 61(3), 193-201.

Journal References

• TESOL Journal
• Prospect
• ELT Journal
• TESOL Quarterly

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