Year
2021
Units
4.5
Contact
1 x 2-hour tutorial weekly
Prerequisites
1 Admission into MTEC-Master of Teaching (Early Childhood)
1a Admission into MTS-Master of Teaching (Secondary)
1b Admission into MTSE-Master of Teaching (Special Education)
1c Admission into MEDCP-Master of Education (Cog Psych & Educational Prac)
1d Admission into MEDER-Master of Education (Ed Research, Evaluation and Assessment)
1e Admission into MEDGE-Master of Education (Gifted Education)
1f Admission into MEDIB-Master of Education (International Baccalaureate)
1g Admission into MEDLM-Master of Education (Leadership and Management)
1h Admission into MEDSA-Master of Education (Studies of Asia)
1i Admission into MEDSE-Master of Education (Special Education)
1j Admission into MEDEC-Master of Education (Early Childhood Studies)
1k Admission into MEDWS-Master of Education
1l Admission into GCEWS-Graduate Certificate in Education
1m Admission into MEDERP-Master of Education (Ed Research, Evaluation and Assessment) [1.5 years]
1n Admission into MEDGEP-Master of Education (Gifted Education) [1.5 years]
1o Admission into MEDIBP-Master of Education (International Baccalaureate) [1.5 years]
1p Admission into MEDSEP-Master of Education (Special Education) [1.5 years]
1q Admission into MEDLMP-Master of Education (Leadership and Management) [1.5 years]
1r Admission into MEDSAP-Master of Education (Studies of Asia) [1.5 years]
1s Admission into MEDWSP-Master of Education [1.5 years]
1t Admission into MEDWM-Master of Education (Wellbeing and Positive Mental Health)
1u Admission into MEDWMP-Master of Education (Wellbeing and Positive Mental Health) [1.5 years]
1v Admission into MTSEPR-Master of Teaching (Special Education) (Primary)
1w Admission into MTSESC-Master of Teaching (Special Education) (Secondary)
1x Admission into MATESL-Master of Arts (Teaching English as a Second Language)
1y Admission into MLE-Master of Leadership in Education
1z Admission into GCLE-Graduate Certificate in Languages Education
2 Admission into GCELE-Graduate Certificate in Education (Languages Education)
2a Admission into MEDLE-Master of Education (Languages Education)
2b Admission into MEDLEP-Master of Education (Languages Education) [1.5 years]
2c Admission into MEDECP-Master of Education (Early Childhood Studies) [1.5 years]
2d Admission into GDPTESL-Graduate Diploma in Teaching English as a Second Language
2e Admission into GDPTESOL-GradDip in Teaching English to Speakers of Other Languages (TESOL)
2f Admission into MTESOL-Master of Teaching English to Speakers of Other Languages (TESOL)
2g Admission into MEDHE-Master of Education (Higher Education)
2h Admission into MEDHEP-Master of Education (Higher Education) [1.5 years]
2i Admission into MED-Master of Education
2j Admission into MCPEP-Master of Cognitive Psychology and Educational Practice
2k Admission into GCE-Graduate Certificate in Education
3 Admission into BAMTEC-Bachelor of Arts, Master of Teaching (Early Childhood)
3a Admission into BAMTPR-Bachelor of Arts, Master of Teaching (Primary)
3b Admission into BAMTS-Bachelor of Arts, Master of Teaching (Secondary)
3c Admission into BGSCMTPR-Bachelor of General Science, Master of Teaching (Primary)
3d Admission into BLANGMTS-Bachelor of Languages, Master of Teaching (Secondary)
3e Admission into BSCMTS-Bachelor of Science, Master of Teaching (Secondary)
4 108 units of study
Must Satisfy: (((1 or 1a or 1b or 1c or 1d or 1e or 1f or 1g or 1h or 1i or 1j or 1k or 1l or 1m or 1n or 1o or 1p or 1q or 1r or 1s or 1t or 1u or 1v or 1w or 1x or 1y or 1z)) or ((2 or 2a or 2b or 2c or 2d or 2e or 2f or 2g or 2h or 2i or 2j or 2k)) or ((3 or 3a or 3b or 3c or 3d or 3e) and 4))
Enrolment not permitted
1 of EDUC3505, EDUC3527, EDUC9101 has been successfully completed
Assumed knowledge
A minimum of two years (three years desirable) in modern language studies at a tertiary level or equivalent.
Topic description

A series of frameworks will be critiqued in relation to their theoretical significance and their potential to contribute to sustainable language learning environments that foster respect for cultural diversity and group and individual identity. The topic provides workshop activities which focus on unit and lesson planning and inclusive curriculum and assessment practice in languages education.

Educational aims

This topic aims to:

  • Explore curriculum inquiry through a range of language learning theories
  • Research and present information on lesson and unit planning that provides opportunities for quality language learning through multimodalities
  • Examine and critique the principles of intercultural language learning and intercultural communicative competence
  • Consider a range of negotiated and inclusive assessment pathways
  • Explore a range of strategies for successful language acquisition
  • Engage in reflective practice
Expected learning outcomes
On completion of this topic you will be expected to be able to:

  1. Review understandings and contribute further discussion to existing perspectives on language learning theories
  2. Critique quality language learning from a range of perspectives and create lessons and units in which students are engaged in meaningful learning through multimodalities, with a particular focus on ICT
  3. View and critique assessment from various perspectives and contribute to assessment design and reporting through equitable and inclusive pathways
  4. Critique the outcomes possible through the provision of cognitive, metacognitive and socio-affective learning strategies in foreign language acquisition
  5. Engage in reflective practice that encourages descriptive and critical insights viewed from a range of perspectives that include the voice of the learner

Key dates and timetable

(1), (2)

Each class is numbered in brackets.
Where more than one class is offered, students normally attend only one.

Classes are held weekly unless otherwise indicated.

FULL

If you are enrolled for this topic, but all classes for one of the activities (eg tutorials) are full,
contact your College Office for assistance. Full classes frequently occur near the start of semester.

Students may still enrol in topics with full classes as more places will be made available as needed.

If this padlock appears next to an activity name (eg Lecture), then class registration is closed for this activity.

Class registration normally closes at the end of week 2 of each semester.

Classes in a stream are grouped so that the same students attend all classes in that stream.
Registration in the stream will result in registration in all classes.
  Unless otherwise advised, classes are not held during semester breaks or on public holidays.