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.

Please note that given the circumstances of COVID-19, there may be some modifications to the assessment schedule promoted in Handbook for Semester 1 2020 Units. Students will be notified of all approved modifications by Unit Coordinators via email and Unit Blackboard sites. Where changes have been made, these are designed to ensure that you still meet the unit learning outcomes in the context of our adjusted teaching and learning arrangements.

• Unit Title

  TESOL Education Foundations

• Unit Code

  LAN6751

• Year

  2020

• Enrolment Period

  1

• Version

  1

• Credit Points

  10

• Full Year Unit

  N

• Mode of Delivery

  On Campus
  

• Unit Coordinator

  Dr Margaret Louise MCALINDEN

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Description

This unit provides an introduction to the teaching of English to speakers of other languages at all age levels. It examines the development of the Communicative Approach to Language Teaching and its different syllabus types as well as the various factors that affect language learning in bilingual students.

Equivalent Rule

Previously coded LAN4212

Learning Outcomes

On completion of this unit students should be able to:

1. Outline the principal learning, language learning and language teaching theories and relate these to the practice of various methods and approaches to language teaching.
2. Select appropriate techniques and strategies from different methods and approaches to suit a specified group of learners.
3. Identify the principal characteristics of communicative language teaching and show understanding of the strengths and weaknesses of this approach.
4. Describe the main syllabus approaches to language teaching and the strengths and weaknesses of each.
5. Explain how language teaching materials reflect different syllabuses and approaches and evaluate the appropriateness of these.
6. Demonstrate what native speakers know about language and outline the elements of competence which are significant in developing language learners.
7. Explain how the notion of proficiency is complex and varies with context, purpose, intention and knowledge of the target language.
8. Select, evaluate and adapt published teaching material.
9. Explain language learning theories and language learning strategies and how these inform language teaching.

Unit Content

1. Comparisons between Communicative Approach to language teaching and other more traditional approaches.
2. Factors that hinder/facilitate effective language learning/teaching.
3. Principal language learning theories.
4. Teaching responses to language learning theories.
5. Types of communicative language teaching syllabus.
6. Criteria for materials selection and utilisation.
7. Characteristics of communicative competence of fluent language users.
8. Components of communicative competence.
9. Types of language proficiency.
10. Psychological processes in language learning.
11. Language learning strategies.
12. Individual differences in language learning.

Learning Experience

Students will attend on campus classes as well as engage in learning activities through ECU Blackboard.

For more information see the Semester Timetable

Additional Learning Experience Information

Lectures, Seminars, Workshops.

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.

Core Reading(s)

• Harmer, Jeremy. (2015). The Practice of English Language Teaching (5th ed.). Harlow: P. Ed Australia. Retrieved from https://ecu.on.worldcat.org/oclc/1028178785

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