units

EDF5676

Faculty of Education

18 September 2017 22 November 2024

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This unit entry is for students who completed this unit in 2016 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.

Monash University

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Offered

Not offered in 2016

Synopsis

This unit focuses on how leadership in languages is instrumental in positioning the learning of languages as critical in the literacy and oracy development of student learners. In this unit, sociolinguistic, psycholinguistic, political and educational aspects of languages programs are explored in local and global contexts. The unit addresses the principles underpinning a range of approaches and how they impact on language acquisition. These include interactive task-based language teaching, content-based language teaching, content and language integrated learning, and immersion models in primary and secondary education settings. Students draw on their experience as aspiring or current leaders in languages education to examine the development and maintenance of additional languages in formal learning environments. They critically reflect on how additional language and literacy, and first and second language development pedagogies, are applied.

Outcomes

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

  1. demonstrate an increasing awareness of the relationship between the sociolinguistic, psycholinguistic, political and educational global and local forces that impact language teaching
  2. critically analyse approaches to literacy and oracy development and the role that additional language learning plays
  3. articulate the distinctions among a range of current approaches to language teaching
  4. understand the significance of leadership in language learning on the development of language, literacy and intercultural competence
  5. apply understandings gained through exploration and reflection of the approaches and issues examined.

Assessment

Portfolio that examines how the learning of additional languages and the leadership aspects which support this contributes to language and literacy development (4000 words, 50%)
Critical analysis of a teaching approach and the development of a framework for how it could be implemented in the student's own context (4000 words, 50%)

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 are encouraged to attend if they are able.

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

See also Unit timetable information

This unit applies to the following area(s) of study

Leadership

Prerequisites

Equivalent of 36 credit points (post Year 12) in a language other than English plus proficiency in spoken and written language. Native speakers of the language must seek a statement of equivalence from a Victorian university to verify that they meet the standard of a 'post Year 12 major study'.