Theory and practice of second-language education
Ms M M Gearon
12 points
* 3 hours per week
* Second semester
* Clayton
Objectives Upon successful completion of this subject, students should have a basic understanding of the SLA principles which influence current classroom teaching approaches in LOTE; developed a reflective approach to the teaching-learning of a LOTE in Victorian secondary and primary schools; produced a glossary of key terms related to theory and principles of second language or LOTE teaching and learning; developed a critical analysis of classroom practices of second language teachers; developed a sequence of appropriate lesson plans for a range of learners and learning skills in a specific educational setting.
Synopsis This subject examines the notion of language proficiency and surveys second-language education, particularly the teaching of languages other than English over the last forty years. It refers to current research on the nature of speaking, listening, reading and writing; implications are drawn for the teaching of these four macroskills in the second-language classroom. The subject also includes sessions on the following aspects of second-language teaching: the teaching of vocabulary and grammar, the assessment of language proficiency, teaching content through a second language. A range of curriculum models and methodological approaches are reviewed. The role of the FL/L2 teacher in the primary, secondary and adult teaching contexts is considered. This subject is a prerequisite for GED3818 (Communicative language teaching) and for GED3834F (Advanced practicum in language teaching - LOTE) needed by a student. It is one of two core subjects for the GradDipSLE/TAL
Assessment Written record of observation of a classroom (1000 words):
25%
* Participation in seminars and workshops: 5%
* One major written
assignment (3500 words): 70%
* Glossary (500 words)
Recommended texts
Brown H D Teaching by principles Prentice-Hall, 1994
Nunan D Language teaching methodology Prentice-Hall, 1991 or
Scarcella R and Oxford R The tapestry of language learning Heinle and Heinle, 1993
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