EBTS104 - English for Educators

Year

Credit points

Campus offering

Prerequisites

Unit rationale, description and aim

Government, regulatory and curriculum requirements in developing world contexts requires teachers who possess a sound understanding of English to facilitate learning in multi-lingual contexts.

English for Educators extends the English language proficiency of teachers who have English as an additional language. The unit's specific outcome is to enhance participants' English language usage and self-confidence to teach through the medium of English. This is one of four units within the mission-focused Certificate in Teaching and Learning which is delivered offshore.

The aim of this unit is to promote the development and practice of the four macro skills (listening, speaking, reading and writing) in the context of the participants' teaching environments.

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

On successful completion of this unit, students should be able to:

LO1 - Demonstrate knowledge around academic writing and speaking in English [GA 4, 9]

LO2 - Use English to communicate in educational settings . [GA9]  

LO3 - Solve problems as a group using English-based communication strategies [GA 4, 6, 7, 9]

LO4 - Develop a learning plan to continue the development of English language proficiency. [GA4, 7, 9]

Graduate attributes

GA4 - think critically and reflectively 

GA6 - solve problems in a variety of settings taking local and international perspectives into account

GA7 - work both autonomously and collaboratively 

GA9 - demonstrate effective communication in oral and written English language and visual media 

Content

Topics include: 

• Language for the classroom 
• Providing clear instructions and feedback to students. 
• The language of explanation and clarification. 
• Strategies to improve active and passive language skills 
• Metacognitive strategies that allow for continual improvement of English language skills. 
• Writing in effective and clear academic English. 
• Appropriate academic English for written proposals. 
• Appropriate academic English for presentations.  
• Pronunciation techniques for improving clarity.  
• Developing the language of reflection in English. 

• Communications skills 
• Problem solving. 
• Presenting ideas effectively in written and oral English.

Learning and teaching strategy and rationale

A variety of learning and teaching approaches are sequenced and integrated to comprise a progressive and developmental learning and teaching strategy emphasising collaborative learning and cultural sensitivity.  Culturally relevant pedagogies accompanied by new pedagogies and critical reflection are explored.  Students are encouraged to share experiences and challenges with each other in order to develop a community of practice in their schools. The unit employs stimulating adult learning strategies to maximize student engagement and critical reflection.  These include:

• Face to face learning – seminars, tutorials and workshops 
• Collaborative learning 
• Practical activities 
• Self-directed study 
• Required reading 
• Multi-media sources and viewing 

Assessment strategy and rationale

The underpinning assessment strategy relates to the need for: 

• Knowledge of context 
• Implementation of pedagogical practices that are culturally appropriate 

Therefore, the assessment tasks for this unit have been designed to contribute to high quality student learning by both helping students learn (assessment for learning), and by measuring explicit evidence of their learning (assessment of learning). Assessments have been developed to meet the unit learning outcomes and develop graduate attributes consistent with University assessment requirements. These have been designed so that students can gradually develop skills around English language use in educational settings. Assessments are adapted to the contexts where the learning in the unit occurs and include a reflective diary and a group presentation.  

Overview of assessments

Representative texts and references

Brick, J., Herke, M., & Wong, D. (2016). Academic culture: A student’s guide to studying at university (3rd.). Melbourne: Palgrave Macmillan.

British Council, (2007) Teaching English: Maximising learning in large classes, Addis Abada: Sharma Books. https://www.teachingenglish.org.uk/article/maximising-learning-large-classes

Jordan, R.R. (1999). Academic writing course: Study skills in English (3rd ed.). Harlow: Longman.

McCarthy, M. & O’Dell, F. (2008). Academic Vocabulary in Use.  Cambridge: CUP Oshima, A., & Hogue, A. (2014). Longman academic writing series 4: Paragraphs to Essays. (5th ed.). New York: Pearson Education.

Williams, J. (2012). LEAP (Learning for Academic Purposes) - Reading and Writing (2nd Ed.). Quebec, Canada: Pearson ELT.

Tennant, A. & Negash, N. (2009) Teaching English: Language Improvement for English Teachers, Senegal: British Council. https://www.teachingenglish.org.uk/sites/teacheng/files/ELT-17-screen-Language-Improvement.pdf