EDPROF 722A/B : Language Focused Curriculum

Education and Social Work

2023 Semester One (1233) / Semester Two (1235) (30 POINTS)

Course Prescription

Examines Second Language Acquisition/learning processes. Investigates models and principles of course design as they relate to devising language and content programmes. Applies a functional-grammar approach to the context of language learning in the curriculum. Focuses on ways of implementing and sustaining language-focused content teaching in diverse educational settings. Discusses the relationship between culture, power, language, language policy and curriculum.

Course Overview

This course will expand on key concepts introduced in EDPROF 705,  particularly in relation to second language acquisition theory. Lecture content and assessments will focus on the integration of language focused teaching into the mainstream classroom, at the level of the task, lesson, and unit. Subject specific literacy and language use demands will be considered across different learning areas and across ECE, primary and secondary contexts. There will be opportunity to critique specific educational contexts and to propose solutions so that they lead to more effective learning for linguistically diverse learners.  

Course Requirements

Prerequisite: EDPROF 705 Restriction: EDPROFST 373, 374 To complete this course students must enrol in EDPROF 722 A and B, or EDPROF 722

Capabilities Developed in this Course

Capability 1: Disciplinary Knowledge and Practice
Capability 2: Critical Thinking
Capability 3: Solution Seeking
Capability 4: Communication and Engagement
Capability 5: Independence and Integrity
Capability 6: Social and Environmental Responsibilities

Learning Outcomes

By the end of this course, students will be able to:
  1. Develop an understanding of second language acquisition/learning processes in order to build own theories of language learning and teaching (Capability 1, 2, 4 and 5)
  2. Develop an action plan, after critiquing a specific educational context, for positive change for linguistically diverse learners (Capability 2, 3, 4, 5 and 6)
  3. Demonstrate an understanding of the place of grammar in language and content teaching and apply it in a specific educational context (Capability 1, 3 and 4)
  4. Develop and demonstrate understanding of models and principles of course design as they relate to devising language and content programmes (Capability 1, 2, 3 and 4)
  5. Describe ways of planning, implementing and sustaining language and content integrated teaching (Capability 1, 3 and 4)
  6. Identify, describe and evaluate relationships between culture, power, language, policy and curriculum (Capability 1, 4, 5 and 6)

Assessments

Assessment Type Percentage Classification
Reflection 10% Individual Coursework
Presentation 15% Individual Coursework
Essay 25% Individual Coursework
Reflection 10% Individual Coursework
Presentation 15% Individual Coursework
Essay 25% Individual Coursework
Assessment Type Learning Outcome Addressed
1 2 3 4 5 6
Reflection
Presentation
Essay
Reflection
Presentation
Essay
To pass this course students must submit all assessments and achieve at least 50% for the overall course. 

Workload Expectations

This course is a standard 30 point course and students are expected to spend 20 hours per week involved in each 30 point course that they are enrolled in.

For this course, you can expect 50 hours of lectures,  80 hours of reading and thinking about the content and 160 hours of work on assignments and/or test preparation.

Delivery Mode

Campus Experience

Attendance is expected at scheduled activities.
The activities for the course are scheduled as a standard weekly timetable.

Learning Resources

Course materials are made available in a learning and collaboration tool called Canvas which also includes reading lists and lecture recordings (where available).

Please remember that the recording of any class on a personal device requires the permission of the instructor.

Three books that are required/strongly recommended for the course are:
Gibbons, P. (2015). Scaffolding language: Scaffolding learning. Heinemann. 2nd edition. 
Humphrey, S., Droga, L., & Feez, S. (2012). Grammar and Meaning. PETAA. 
Macalister, J., & Nation, I.S.P. (2020). Language Curriculum Design. Routledge. (this book is available online for all students ,through the University of Auckland library)

Student Feedback

At the end of every semester students will be invited to give feedback on the course and teaching through a tool called SET or Qualtrics. The lecturers and course co-ordinators will consider all feedback and respond with summaries and actions.

Your feedback helps teachers to improve the course and its delivery for future students.

Class Representatives in each class can take feedback to the department and faculty staff-student consultative committees.

Changes will be made to this course in the coming year, based on feedback from students this year, once all evaluations have been submitted and discussed by teaching staff. 

Academic Integrity

The University of Auckland will not tolerate cheating, or assisting others to cheat, and views cheating in coursework as a serious academic offence. The work that a student submits for grading must be the student's own work, reflecting their learning. Where work from other sources is used, it must be properly acknowledged and referenced. This requirement also applies to sources on the internet. A student's assessed work may be reviewed against online source material using computerised detection mechanisms.

Class Representatives

Class representatives are students tasked with representing student issues to departments, faculties, and the wider university. If you have a complaint about this course, please contact your class rep who will know how to raise it in the right channels. See your departmental noticeboard for contact details for your class reps.

Inclusive Learning

All students are asked to discuss any impairment related requirements privately, face to face and/or in written form with the course coordinator, lecturer or tutor.

Student Disability Services also provides support for students with a wide range of impairments, both visible and invisible, to succeed and excel at the University. For more information and contact details, please visit the Student Disability Services’ website http://disability.auckland.ac.nz

Special Circumstances

If your ability to complete assessed coursework is affected by illness or other personal circumstances outside of your control, contact a member of teaching staff as soon as possible before the assessment is due.

If your personal circumstances significantly affect your performance, or preparation, for an exam or eligible written test, refer to the University’s aegrotat or compassionate consideration page https://www.auckland.ac.nz/en/students/academic-information/exams-and-final-results/during-exams/aegrotat-and-compassionate-consideration.html.

This should be done as soon as possible and no later than seven days after the affected test or exam date.

Learning Continuity

In the event of an unexpected disruption, we undertake to maintain the continuity and standard of teaching and learning in all your courses throughout the year. If there are unexpected disruptions the University has contingency plans to ensure that access to your course continues and course assessment continues to meet the principles of the University’s assessment policy. Some adjustments may need to be made in emergencies. You will be kept fully informed by your course co-ordinator/director, and if disruption occurs you should refer to the university website for information about how to proceed.

Student Charter and Responsibilities

The Student Charter assumes and acknowledges that students are active participants in the learning process and that they have responsibilities to the institution and the international community of scholars. The University expects that students will act at all times in a way that demonstrates respect for the rights of other students and staff so that the learning environment is both safe and productive. For further information visit Student Charter https://www.auckland.ac.nz/en/students/forms-policies-and-guidelines/student-policies-and-guidelines/student-charter.html.

Disclaimer

Elements of this outline may be subject to change. The latest information about the course will be available for enrolled students in Canvas.

In this course students may be asked to submit coursework assessments digitally. The University reserves the right to conduct scheduled tests and examinations for this course online or through the use of computers or other electronic devices. Where tests or examinations are conducted online remote invigilation arrangements may be used. In exceptional circumstances changes to elements of this course may be necessary at short notice. Students enrolled in this course will be informed of any such changes and the reasons for them, as soon as possible, through Canvas.

Published on 27/10/2022 10:14 a.m.