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Unit of study_
EDSE3117: Teaching EALD 1
2024 unit information
One in five Australians come from a language background other than English. Many of these children and adults need support in developing their English. In addition, new immigrants and refugees arrive in Australia every year, many of whom also need help in acquiring English. English as an additional language (EALD) teachers provide this help. The type of support depends on the learners' needs. For example, young children entering school with fluency in their first language, but not English will need intensive classroom support in social and school English; whereas adult immigrants may need more focus on English for vocational purposes or further study.
Unit details and rules
Managing faculty or University school:
Education
| Code | EDSE3117 |
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| Academic unit | Education |
| Credit points | 6 |
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Prerequisites:
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72 credit points, including (EDSE2010 or EDHP2001) and 12 credit points at 2000-level or 3000-level from one of (English, Linguistics, or one of the languages (Arabic, Chinese, French, German, Hebrew, Indonesian, Italian, Japanese, Korean, Latin, Modern Greek, Sanskrit, Spanish)) |
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Corequisites:
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None |
| Prohibitions:
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None |
| Assumed knowledge:
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None |
At the completion of this unit, you should be able to:
- LO1. Demonstrate an understanding of EAL/D provisions in Australia and of the social/ emotional and educational needs of the learners (AITSL Professional Standards for Teachers 1.1, 1.2, 1.3, 1.4).
- LO2. Show an understanding of second language development and the implications of this for teaching and learning (AITSL Professional Standards for Teachers 1.1, 1.2, 1.3, 1.4, 3.1, 3.2, 3.3, 3.4, 3.5, 5.1, 5.4).
- LO3. Demonstrate the ability to develop programmes and lesson plans, and design tasks reflecting the principles of TESOL curriculum/ syllabi and current collaborative approaches (AITSL Professional Standards for Teachers 3.1, 3.2, 3.3, 3.4, 3.5).
- LO4. Demonstrate the skills for organising effective classroom environments for the development of language learning (AITSL Professional Standards for Teachers 4.1, 4.2, 4.3, 4.5).
- LO5. Demonstrate an understanding of the language strengths and needs of TESOL students and the language demands of the learning context (AITSL Professional Standards for Teachers 3.1, 3.2, 3.3, 3.4, 3.5, 5.1, 5.4).
- LO6. Demonstrate an understanding of issues related to first and second language acquisition (e.g. oracy) (AITSL Professional Standards for Teachers 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.5).
Unit availability
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Modes of attendance (MoA)
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