units

EDF5641

Faculty of Education

18 September 2017 22 November 2024
Monash University

Postgraduate - Unit

This unit entry is for students who completed this unit in 2014 only. For students planning to study the unit, please refer to the unit indexes in the the current edition of the Handbook. If you have any queries contact the managing faculty for your course or area of study.

print version

12 points, SCA Band 1, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelPostgraduate
FacultyFaculty of Education
OfferedClayton First semester 2014 (Flexible)
Clayton Second semester 2014 (Flexible)
Coordinator(s)Dr Jill Brown (First semester); Dr Anna Filipi (Second semester)

Synopsis

This unit focuses on the development of pedagogy and monitoring of learning in TESOL. It addresses the practical aspects of teaching and learning as informed by current theories of second language acquisition and assessment of language learning. It highlights the social nature of language use; that learning occurs through interaction, and introduces students to a range of communicative approaches to teaching, learning, assessment and planning for teaching in various TESOL contexts. This includes a focus on the integration and assessment of listening, speaking, reading, viewing and writing, explicit attention to English grammar and vocabulary, an exploration of technology to support learning, and a focus on how to provide learning experiences that broaden intercultural knowledge. Students also develop an understanding of the impact of assessment practices and skills in evaluating, analysing and designing assessment tasks.

Outcomes

Upon successful completion of this unit students should be able to:

  1. understand the concepts and pedagogical implications of communicative competence and of learning as a social practice in a range of contexts
  2. recognise the differing language learning needs of adults and children
  3. become familiar with techniques and strategies which integrate the macro-skills and focus on meaning as well as grammatical form
  4. articulate their understanding of the principles of good assessment practices and how they impact learning
  5. demonstrate skills in evaluation and design of assessment tasks.

Assessment

Research paper (4000 words, 50%)
Annotated lesson plan to an assessment outcome from a curriculum framework (4000 words, 50%)

Chief examiner(s)

Dr Jill Brown

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face to face component of 12 hours over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

(a.) Contact hours for flexible students:

  • 12 contact hours and 24 hours equivalent of online activities over the semester or
  • 36 hours equivalent of online activities over the semester

(b.) Additional requirements (all students):

  • independent study to meet the minimum required hours per semester

Prohibitions

EDF6233 and EDF6210