Outline

Overview

Twenty five percent of students in NSW come from bilingual/ bicultural backgrounds and many need support in the development of English. This unit gives a background in and qualifies participants for teaching English to young people and adults both in Australia and overseas. The unit explores second language development, the systems of English language and teaching approaches, especially to the teaching of academic English. This unit aims to develop participants' professional understanding and expertise as TESOL educators.

Unit details and rules

Academic unit	Education
Credit points	10
Prerequisites ?	210 credit points including 24 credit points from one of (English, Linguistics or one of the foreign languages (Arabic, Chinese, French, German, Hebrew, Indonesian, Italian, Japanese, Korean, Latin, Modern Greek, Sanskrit, Spanish))
Corequisites ?	None
Prohibitions ?	EDGU2000 or EDGU3000 or EDGU4000 or EDSE3043
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Sarwat Dabaga, sarwat.dabaga@sydney.edu.au
Lecturer(s)	Martina Sharpe, martina.sharpe@sydney.edu.au
Lecturer(s)	Sarwat Dabaga, sarwat.dabaga@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Take-home grammar quizzes Take-home grammar tests x 2	30%	Week -04 Due date: 04 Jul 2022 at 23:59	1500 words
Outcomes assessed:
Assignment	Scope and sequence Scope and sequence / Unit of Work	40%	Week 01 Due date: 05 Aug 2022 at 23:59	3500 words
Outcomes assessed:
Assignment	Learner assessment Interview and written task	30%	Week 03 Due date: 15 Aug 2022 at 23:59	2500 words
Outcomes assessed:

Assessment summary

Assessment 1: Take-home grammar quizzes

Students will be given 2 take-home tests to complete, each including sample texts requiring the identification of aspects of grammar, and may include a transcript of ESL student speaking/writing to analyse and student sentences to correct and explain. We strongly recommend that you work in pairs or small groups on these, as this can really help your developing understanding of grammar. Your group will submit 1 quiz for the group.

Assessment 2: Scope and Sequence

Students will develop a unit of work comprising a series of tasks, lesson plans and activity sequences to be used in their practicum placement in an Intensive English Centre or high school. We recommend you work together with your prac partner for this assignment and submit a joint assignment.

Please see the Assignment Details in CANVAS for a detailed overview of the requirements.

Assessment 3 – Learner assessment

For this assignment, you are required to interview and record an EAL/D student at an IEC or mainstream high school while on your practicum for the purpose of conducting an assessment of their oral langauge abilities. You will first need to get permission from the class teacher and parents to do this. We recommend you work together with your prac partner for this assignment and submit a joint assignment.

Please see the Assignment Details in CANVAS for a detailed overview of the requirements.

Note: Please see rubrics on CANVAS for all marking criteria for assessment tasks.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week -03	Week 3A (Monday - July 4th) - This session will cover teaching and assessing second language writing. You will look at how to scaffold writing for EAL/D students through modelling and joint construction. We will also look at assessing writing and providing feedback.	Seminar (4 hr)
	Week 3B (Tuesday - July 5th) - Many teachers shy away from teaching pronunciation and leave it to learners to 'pick up'. Thus, this session will explore pronunciation and prosody in English some differences with other languages. We will look at some strategies to teaching pronunciation. You will have time to plan for another microteaching episode (on pronunciation) to be conducted on Thursday - Week 3 (second last day of class).	Seminar (4 hr)
	Week 3C (Wednesday - July 6th) - In this session we will look at the use of IT in EAL/D pedagogy with a particular focus on digital storytelling. You will be required to prepare for this class (details to follow) and to engage in the production of digital stories.	Seminar (4 hr)
	Week 3D (Thursday - July 7th) - In this session you will deliver Microteaching 2. We will also have a brief look at the broader context of TESOL education in Australia (beyond the school context) and internationally.	Seminar (4 hr)
	Week 3E (Friday - July 8th) - This will be a final wrap-up and review of the unit and a chance to discuss upcoming PEx and assignments.	Seminar (4 hr)
Week -04	Week 2A (Monday - June 27th) - This session will focus on developing and assessing spoken language. You will explore a range of strategies to develop and and consolidate understanding through interaction. You will also be introduced to the ESL Scales and how they are used for the assessment, programming and placement of students.	Seminar (4 hr)
	Week 2C (Wednesday - June 29th) - In this session you will address the different sentence types and clause types and how they are used and created in English. We will also look briefly at nominalisation in English. In preparation for our session on Teaching Writing in Week 3, we will also spend some time looking at the various text-types that form the basis of genre-based pedagogies across the curriculum, and in particular that inform the IEC Curriculum Framework.	Seminar (4 hr)
	Week 2D (Thursday - June 30th) - In this session you will explore scope and sequence/lesson and unit planning in TESOL including looking at teaching beginners. You will look at the application of quality teaching framework / teaching and learning cycle / backward mapping / rich tasks in TESOL.	Seminar (4 hr)
	Week 2E (Friday - July 1st) - This session will focus on second language reading and the differences in development of L2 reading by students who are literate/non-literate in L1. You will focus on cultural and linguistic differences in reading; the challenges of reading in different subject areas; and strategies for developing reading. Microteaching 1 will also be delivered.	Seminar (4 hr)
Week -05	Week 1A (Monday - June 20th) - This session gives an overview of the provisions for second language learners in Australia and overseas and key TESOL concepts. It will outline the skills and cultural understandings you need as a TESOL specialist. It examines the backgrounds, experiences, strengths and needs of refugee, migrant and international students. This session will look at the different models of EAL/D delivery in high schools, negotiating EAL/D teacher role, and assessing students.	Seminar (4 hr)
	Week 1B (Tuesday - June 21st) - This session explores theoretical foundations of and approaches to TESOL and second language acquisition. We will look at the IEC Curriculum Framework, and also consider the importance of culture in the EAL/D classroom. We will also discuss the requirements of Assessment 2.	Seminar (4 hr)
	Week 1C (Wednesday - June 22nd) - In lieu of a seminar, you can use this time to organise your first pre-prac visit to your school.	Seminar (4 hr)
	Week 1D (Thursday - June 23rd) - We will start looking into some of the systems of the English language in this session. In other words, GRAMMAR! Specifically, we will explore the verbal groups in English looking at verb tenses, voice, finite/non-finite.	Seminar (4 hr)
	Week 1E (Friday - June 24th) - Lucky you! This session will focus on some more grammar! The main focus will be on nouns and adjectives.	Seminar (4 hr)
	Week 2B (Tuesday - June 28th) - This session will focus again on grammar, specifically adverbials and modality. We will also review the principles and practice of differentiated instruction as is applied to EAL/D learners. Based on our grammar focus so far, you will begin preparing a short grammar-focused microteaching episode (in pairs) that you will deliver to the group on Monday of Week 3 (Seminar 3A). Some class time will be provided for this.	Seminar (4 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 10 credit point unit, this equates to roughly 200-250 hours of student effort in total.

Required readings

Readings will be provided in CANVAS.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. demonstrate an understanding of TESOL provisions in Australia, the backgrounds of these learners and the social, emotional and educational needs of these learners
LO2. analyse second language development and the implications of this for teaching and learning
LO3. demonstrate the ability to develop programs and lesson plans, and design tasks synthesising the principles of TESOL curricula/syllabi and current methodological approaches
LO4. assess spoken and written English and link this to development and evaluation of programs of learning
LO5. analyse the main systems of English grammar and how to incorporate them in authentic classroom contexts and programming
LO6. demonstrate the ability to engage diverse learners through classroom and technology-mediated learning
LO7. assess language/literacy strengths and needs of ESOL students and evaluate the language/literacy demands of the learning context
LO8. critique policy, program and curriculum frameworks relevant to TESOL and EALD students

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

No changes have been made since this unit was last offered (except for re-structuring as an intensive).

Additional information

Site visit guidelines

There are no site visit guidelines for this unit.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

EDSE4511: TESOL as a Third Teaching Area

Intensive June - July, 2022 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links