Year
2024Credit points
10Campus offering
Prerequisites
EDEN290 English Curriculum, Pedagogy and Assessment 1 (B-8) OR EDEN299 Curriculum, Pedagogy and Assessment in English Education 1
Incompatible
EDLA345 Tesol Techniques
Unit rationale, description and aim
Pre–service teachers need to develop understandings of diverse groups’ cultural, social and language learning contexts and of current issues and policies affecting their participation and success.
In this unit, pre–service teachers will build on their understandings of language development, culturally sustaining pedagogies and strategies to infuse explicit language and literacy instruction within curriculum learning. They will apply these understandings to critically evaluate pedagogic approaches, strategies and materials and to design supportive and challenging teaching and learning sequences that recognise and build on the cultural, social and linguistic repertoires of specific CALD (culturally and linguistically diverse) learner groups. Students will apply understandings of language and literacy as a social and cultural practice and multimodal literacies to support EAL/D learners to learn language, learn about language and learn through language in receptive and productive modes and to assess their developing language skills in authentic curriculum contexts.
The aim of this unit is to equip pre–service teachers with knowledge and understanding of the literacy needs of learners from socioculturally and linguistically diverse backgrounds and strategies to support their learning in mainstream classrooms.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
| Learning Outcome Number | Learning Outcome Description | Relevant Graduate Capabilities |
|---|---|---|
| LO1 | Critically evaluate and apply relevant theories about second or additional language learning, culturally relevant pedagogies and differentiated Language and Literacy education and the ways in which these are reflected in contemporary teaching approaches (APST 1.1, 1.2, 1.3, 1.4, 1.5; ACECQA A6, B4, B5, C1, C4, C5, C6, C7, D5) | GC4, GC5, GC8, GC9 |
| LO2 | Identify culturally and linguistically diverse learners’ needs in terms of receptive (i.e. listening, reading/viewing) and productive literacy skills (i.e. speaking, writing/composing) based on the assessment outcomes of their work samples (APST 2.1, 2.3, 5.1, 5.4; ACECQA A6, C3, D5) | GC1, GC3, GC4, GC5, GC8 |
| LO3 | Develop high support/high challenge differentiated literacy strategies to cater for culturally and linguistically diverse learners needs, including the use of relevant technologies and professional resources (APST 2.1, 2.2, 2.3, 2.6, 3.1, 3.3, 3.4, 3.6, 4.1, 6.2, 7.4; ACECQA A6, C3, D4, D5) | GC4, GC5, GC6, GC8, GC10 |
| LO4 | Identify, analyse and plan culturally sustaining pedagogic practices for integrating language and literacy in authentic curriculum experiences (APST 1.5; ACECQA B4, B9, C4, C7) | GC5 |
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to:
1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. |
1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. |
1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. |
1.4 Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. |
1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. |
2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. |
2.2 Organise content into an effective learning and teaching sequence. |
2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. |
2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. |
3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics. |
3.3 Include a range of teaching strategies. |
3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. |
3.6 Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. |
4.1 Identify strategies to support inclusive student participation and engagement in classroom activities. |
5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. |
5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. |
6.2 Understand the relevant and appropriate sources of professional learning for teachers. |
7.4 Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice. |
ACECQA CURRICULUM SPECIFICATIONS
On successful completion of this unit, pre-service teachers should have developed the following specific knowledge:
A Child development and care A6 diversity, difference and inclusivity |
B Education and curriculum studies B4 Language and literacy B5 English as a second language B9 curriculum planning, programming and evaluation |
C Teaching pedagogies C1 Alternative pedagogies and curriculum approaches C3 Guiding behaviour / engaging young learners C4 teaching methods and strategies C5 Children with diverse needs and backgrounds C6 Working with children who speak languages other than, or in addition to, English C7 Contemporary society and pedagogy |
D Family and community contexts D4 Socially inclusive practice D5 Culture, diversity and inclusion |
Content
Topics will include:
- Theories of first and second language development
- The diverse language and sociocultural contexts of contemporary learners in mainstream classrooms
- Stages of learning English for EAL/D and jurisdictional responses
- Perspectives on scaffolding, semiotic mediation and the role of ‘expert other’
- Issues related to the visibility of language knowledge in literacy education
- The role of metalanguage for curriculum literacies instruction and assessment
- Culturally responsive methods of program design for Australian classrooms
- Support for diverse students in mainstream classrooms through differentiated planning
- Support for diverse students in mainstream classrooms through differentiated assessment
- Curriculum and discipline literacies for socioculturally and linguistically diverse learners
- Multimodal and digital literacies for socioculturally and linguistically diverse learners
Learning and teaching strategy and rationale
The learning and teaching strategy for this unit is based on a Constructivist approach that recognises that learning builds on pre-existing understandings and is shaped by a learner’s sociocultural context. In line with the chosen learning and teaching strategy, this unit includes content delivery designed to encourage active learning and engagement, and teaching methods designed to consolidate the learning of content, apply knowledge to problem-solving tasks and develop analytical and evaluating skills. The learning and teaching strategy is achieved through a range of learning activities such as reading, reflection, discussion, and engagement with webinars, podcasts and video resources.
This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours.
The unit is hosted on a Learning Management System (LMS) site with resources and online links, announcements, and a discussion board to post questions and reflections that promote connection between content and educational experiences.
Mode of delivery: This unit may be offered in different modes to cater to the learning needs and preferences of a range of participants.
On Campus
Most learning activities or classes are delivered at a scheduled time, on campus, to enable in-person interactions. Activities will appear in a student’s timetable.
Multi-mode
Learning activities are delivered through a planned mix of online and in-person classes, which may include full-day sessions and/or placements, to enable interaction. Activities that require attendance will appear in a student’s timetable.
Online unscheduled
Learning activities are accessible anytime, anywhere. These units are normally delivered fully online and will not appear in a student’s timetable.
Online scheduled
All learning activities are held online, at scheduled times, and will require some attendance to enable online interaction. Activities will appear in a student’s timetable.
ACU Online
In ACU Online mode, this unit is delivered asynchronously, fully online using an active, guided learning approach. Pre-service teachers are encouraged to contribute to asynchronous weekly discussions and receive regular and timely feedback on their learning.
Assessment strategy and rationale
A range of assessment procedures are used to meet the unit learning outcomes and develop graduate attributes and professional standards and criteria consistent with University assessment requirements.(http://www.acu.edu.au/policy/student_policies/assessment_policy_and_assessment_procedures).
The assessment tasks and their weightings allow pre-service teachers to progressively demonstrate achievement against the course learning outcomes by demonstrating academic and professional standards. The unit focuses on developing understanding of, and skills across the professional knowledge, practice and engagement needed to meet expectations of the Graduate Attributes and the Australian Professional Standards for Teachers - Graduate level. In this unit Assessment Task 1 focuses on preservice teachers’ understanding of how literacy learning has evolved and how teaching has responded to changing theoretical perspectives. Assessment task 2 and 3 focuses on the diversity within a class and meeting the needs of individual learners. Within both tasks, the preservice teacher chooses an individual student and, using evidence, plans personalised learning activities based on their learning needs for receptive and productive literacy skills. Assessment Task 3 enables pre-service teachers to collaborate on judgements of student learning.
Minimum Achievement Standards
The assessment tasks for this unit are designed to demonstrate achievement of each learning outcome. In order to pass this unit, pre-service teachers are required to complete ALL assessment tasks and achieve an overall Pass grade. To promote sustained learning, pre-service teachers are expected to complete weekly readings and practice tasks as assigned by teaching staff.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes |
|---|---|---|
Assessment Task 1: Theoretical perspectives on differentiated Language and Literacy education Review theoretical perspectives on differentiated Language and Literacy education. Critically evaluate examples of teaching practices against these theories. | 30% | LO1 |
Assessment Task 2: Analyse the receptive literacy skills of a learner Identify a learner from a socioculturally and linguistically diverse group and analyse their needs in terms of Receptive Literacy skills (i.e. Listening, Reading/Viewing) based on the assessment outcomes of the learner’s work samples and propose high challenge/high support differentiated strategies to cater for the learner’s needs in a mainstream classroom context, using of technologies and teaching resources. Present your analysis as a report. | 35% | LO1, LO2, LO3 |
Assessment Task 3: Analyse the productive literacy skills of a learner Group Task Identify two learners from a different socioculturally and linguistically diverse group from the one chosen for Task 2 and analyse their needs in terms of Productive Literacy skills (i.e. Speaking, Writing/Creating). Based on the assessment of learner work samples, propose differentiated challenge/high support strategies and teaching resources to cater for the learner’s needs in a mainstream classroom context, using relevant technologies and teacher’s resources. Choice of digital presentation or group work presentation. | 35% | LO1, LO3, LO4 |
Representative texts and references
Required text(s)
Gibbons, P. (2015). Scaffolding language scaffolding learning: Teaching English language learners in the mainstream classroom. (2nd ed.). Heinemann.
Australian Curriculum - Student Diversity https://www.australiancurriculum.edu.au/resources/student-diversity/
Relevant State and Territory curriculum documents.
Theories and practices relevant to socioculturally and linguistically diverse groups
de Silva Joyce, H., & Feez, S. (2016). Exploring literacies: Theory, research and practice. Palgrave Macmillan, pp. 304-311.
Parkin, B., & Harper, H. (2018). Teaching with intent: Scaffolding academic language for marginalised students. Primary English Teaching Association Australia (PETAA)
Parkin, B., & Harper, H. (2019). Teaching with intent 2: Literature-based literacy teaching and learning. Primary English Teaching Association Australia (PETAA)
Morrison, A., Rigney, L., Hattam, R., & Diplock, A. (2019.) Toward an Australian culturally responsive pedagogy: A narrative review of the literature. University of South Australia.
Painter, C. (2017). Learning how to mean. In T. Bartlett & G. O'Grady (Eds.) The Routledge Handbook of Systemic Functional Linguistics. Routledge. https://www.routledgehandbooks.com/doi/10.4324/9781315413891.ch39
Sembiante, S., & Tian, Z, (Eds.). (2020). Culturally Sustaining Approaches to Academic Language Learning through Systemic Functional Linguistic. Language and Education special edition.
Turbill, J., Barton, G., & Brock, C. (Eds.) (2015). Teaching writing in today’s classrooms: Looking back to look forward. Australian Literacy Educators’ Association.
Specific to learners from low socio-economic status backgrounds
Carnevale, A.P., Fasules, M.L., Quinn, M.C., & Campbell, K.P. (2019). Born to win, schooled to lose: Why equally talented students don't get equal chances to be all they can be. Georgetown University Center on Education and the Workforce.
Zammit, K. P. (2011). Connecting multiliteracies and engagement of students from low socio-economic backgrounds: using Bernstein's pedagogic discourse as a bridge. Language and Education, 25(3), 203-220
Specific to Aboriginal and Torres Strait Islander learners
Gutierrez, A., Lowe, K., & Guenther, J. (2019): Indigenous student literacy outcomes in literacy programmes, Asia-Pacific Journal of Teacher Education, doi: 10.1080/1359866X.2019.1700214
Rose, D. (2011). Reading to Learn: Accelerating learning and closing the gap resources for a range of subject areas can be purchased. http://www.readingtolearn.com.au/
Rose, D. 2015. Teaching reading and writing with Aboriginal children: A teachers’ introduction to the R2L strategies, highly accessible. In N. Harrison, N. Teaching and Learning in Aboriginal Education, 3rd ed. Oxford University Press.
Rose, D. (2015). Myth making and meaning making: the school and Aboriginal children. A discussion of the problems of Indigenous children in school and solutions through reading. In M. Hamilton, R. Heydon, K. Hibbert & R. Stooke (Eds.) Multimodality and Governmentality: Negotiating Spaces in Literacy Education. London: Continuum, 167‐184
What Works. The Work Program: Core Issues 3. Literacy for Succeeding at school. Australian Gov. Department of Education, Science and Training. http://www.whatworks.edu.au/upload/1282032251737_file_3Literacy.pdf
Yunkaporta, Tyson Kaawoppa (2009). DET NSW Our Ways of Learning in Aboriginal Languages. NSW Department of Education and Training https://research.qut.edu.au/ydc/resources/https:// . Illustration of practice: www.aitsl.edu.au/tools-resources/resource/eight-ways-of-learning-illustration-of-practice
Specific to EAL/D learners
Creagh, S. (2016). ‘Language Background Other Than English’: a problem NAPLaN test category for Australian students of refugee background. Race Ethnicity and Education, 19(2), 252-273.
Hammond, J. (2014). An Australian Perspective on Standards-Based Education, Teacher Knowledge, and Students of English as an Additional Language. TESOL Quarterly, 48(3), 507-532.
Palincsar, A. S., & Schleppegrell, M. J. (2014). Focusing on language and meaning while learning with text. TESOL Quarterly, 48(3), 616-623. doi: 10.1002/tesq.178
Language for curriculum literacies
Derewianka, B., & Jones, P. (2016). Teaching language in context (2nd ed.). Oxford University Press
Humphrey, S. (2017). Academic literacies in the middle years: A framework for enhancing teacher knowledge and student achievement. Routledge.
Differentiation
Munro, J. (2012). Effective strategies for implementing differentiated instruction. Downloaded from: https://research.acer.edu.au/cgi/viewcontent.cgi?article=1144&context=research_conference
Tomlinson, C.A. (2014). The differentiated classroom: Responding to the needs of all learners. Association for Supervision and Curriculum Development (ASCD).