Year
2020
Units
4.5
Contact
1 x 2-hour lecture weekly
Prerequisites
1 Admission into GCE-Graduate Certificate in Education
1a Admission into MEDLE-Master of Education (Languages Education)
1b Admission into MEDLEP-Master of Education (Languages Education) [1.5 years]
1c Admission into GDPTESOL-GradDip in Teaching English to Speakers of Other Languages (TESOL)
1d Admission into MTESOL-Master of Teaching English to Speakers of Other Languages (TESOL)
1e Admission into MED-Master of Education
1f Admission into MCPEP-Master of Cognitive Psychology and Educational Practice
1g Admission into MLE-Master of Leadership in Education
1h Admission into MEDUA-Master of Education
2 Admission into MTSESC-Master of Teaching (Special Education) (Secondary)
2a Admission into MTEC-Master of Teaching (Early Childhood)
2b Admission into MTS-Master of Teaching (Secondary)
2c Admission into MTSE-Master of Teaching (Special Education)
2d Admission into MEDCP-Master of Education (Cog Psych & Educational Prac)
2e Admission into MEDER-Master of Education (Ed Research, Evaluation and Assessment)
2f Admission into MEDLM-Master of Education (Leadership and Management)
2g Admission into MEDSE-Master of Education (Special Education)
2h Admission into MEDWS-Master of Education
2i Admission into MEDCPP-Master of Education (Cog Psych & Educational Prac) [1.5 years]
2j Admission into MEDERP-Master of Education (Ed Research, Evaluation and Assessment) [1.5 years]
2k Admission into MEDGEP-Master of Education (Gifted Education) [1.5 years]
2l Admission into MEDIBP-Master of Education (International Baccalaureate) [1.5 years]
2m Admission into MEDSEP-Master of Education (Special Education) [1.5 years]
2n Admission into MEDLMP-Master of Education (Leadership and Management) [1.5 years]
2o Admission into MEDWSP-Master of Education [1.5 years]
2p Admission into MEDWM-Master of Education (Wellbeing and Positive Mental Health)
2q Admission into MEDWMP-Master of Education (Wellbeing and Positive Mental Health) [1.5 years]
2r Admission into MTSEPR-Master of Teaching (Special Education) (Primary)
3 Admission into BAMTPR-Bachelor of Arts, Master of Teaching (Primary)
3a Admission into BAMTS-Bachelor of Arts, Master of Teaching (Secondary)
3b Admission into BGSCMTPR-Bachelor of General Science, Master of Teaching (Primary)
3c 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 ((2 or 2a or 2b or 2c or 2d or 2e or 2f or 2g or 2h or 2i or 2j or 2k or 2l or 2m or 2n or 2o or 2p or 2q or 2r)) or ((3 or 3a or 3b or 3c) and 4))
Enrolment not permitted
1 of EDUC4804, EDUC4831, EDUC9102 has been successfully completed
Assumed knowledge
Two years minimum and three years desired completion of studies in a modern language.
Topic description
The topic examines literacy practices across cultures with an emphasis on the acquisition of intercultural competence via a pathway of immersion in a range of cross cultural settings. In this topic students will engage in program planning with a particular focus on literacy in foreign language education, intercultural understanding and the use of computer assisted language learning (CALL) and associated information and communication technologies in providing authentic contexts for meaningful learner engagement.
Educational aims
This topic aims to:

  • translate knowledge gained from reading, discussion, research and writing into educational practices;

  • explore literacies and the notions of field, tenor and mode in a range of text types.

  • critique the dimensions of intercultural language learning and the assessment of intercultural communicative competence in a range of social contexts.

  • identify and discuss the features of effective program planning with a particular focus on literacy in foreign language education and contribute to curriculum design that promotes active learner engagement in a range of socio-cultural contexts
Expected learning outcomes
On completion of this topic students will be able to:

  • critique models of diverse literacies and intercultural communicative competence and assess the significance of contextual theory in successful intercultural language learning.

  • undertake program planning with a particular focus on literacy, genre theory, intercultural understanding and the use of computer assisted language learning (CALL) that enhances opportunities for language learners to engage in a range of authentic multimodal learning experiences

  • examine assessment, evaluation and reporting and their vital links with key elements of language teaching.