Year
2024Credit points
10Campus offering
Prerequisites
Nil
Unit rationale, description and aim
At a time of rapid ongoing change as a result of globalisation, internationalisation and developing information communication technologies, effective English language skills are of increasing importance. Educational institutions, therefore, require teachers and allied professionals with specialist knowledge and skills in developing the English language proficiency of English as an Additional Language (EAL/D) learners and in implementing appropriate models of assessment and curriculum design in TESOL and curricula more broadly. This third unit in the Teaching English to Speakers of Other Languages (TESOL) specialisation examines concepts such as assessment for learning and assessment of learning in relation to language proficiency as well as implications for the design of curriculum to maximise student language learning outcomes. Students will consider how the achievement of language learning outcomes facilitates full curricular access for EAL/D learners in inclusive educational settings. In this way, the programming, assessment and evaluation cycle for language learning in the context of relevant curriculum or syllabus documents across a range of educational contexts are addressed. Therefore, the aim of this unit is to support students in developing the required specialist knowledge, understanding and skills in assessment and curriculum design in relation to English language learning.
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.
| Learning Outcome Number | Learning Outcome Description | Relevant Graduate Capabilities |
|---|---|---|
| LO1 | Identify the relationship between the development of the English language proficiency of EAL/D learners and curriculum development and assessment for teaching EAL/D students (APST 1.1, 1.3) | GC1, GC2, GC7, GC9 |
| LO2 | Apply key theories related to assessment and curriculum design in TESOL in a variety of learning contexts (APST 2.3) | GC1, GC2, GC7, GC9 |
| LO3 | Create appropriate English curricula for particular EAL/D learner/sin a variety of learning contexts (APST 2.2, 3.1) | GC1, GC2, GC7, GC9, GC11 |
| LO4 | Design appropriate assessment tasks for EAL/D learners in a variety of learning contexts (APST 3.2, 5.4) | GC1, GC2, GC7, GC8, GC9, GC11 |
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to:
1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. |
1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. |
2.2 Organise content into an effective learning and teaching sequence. |
2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. |
3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics. |
3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. |
5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. |
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS
On successful completion of this unit, students should have gained evidence towards the following standards
1.1 Physical, social and intellectual development and characteristics of students (Highly Accomplished) |
1.3 students with diverse linguistic, cultural, religious and socioeconomic backgrounds (Highly Accomplished) |
2.2 Content selection and organisation (Highly Accomplished) |
2.3 Curriculum, assessment and reporting (Highly Accomplished) |
3.1 Establish challenging learning goals (Highly Accomplished) |
3.2 Plan, structure and sequence learning programs (Highly Accomplished) |
5.4 Interpret student data (Highly Accomplished) |
Content
Topics will include:
Concepts of second language learner proficiency
- existence of differing domains of language proficiency
- characteristics of these differing domains of language proficiency
- different developmental pathways for different aspects of language proficiency
- pedagogies to develop these proficiency domains
- implications of this for curriculum design and assessment
Curriculum design in TESOL
- curriculum design as a cyclical process
- outcomes based education models
- identification of language demands across curriculum
- context-embedded language teaching
Assessment in TESOL
- assessment for learning and assessment of learning
- instruments and strategies for conducting valid and reliable language assessment
- separation of language and content in assessment of EAL/D learners
- appropriate models of feedback.
Evaluation of programmes and teaching
- utilisation of data from student assessment as feedback for use in programme and teaching evaluation.
Learning and teaching strategy and rationale
This unit is offered in multi-mode and will be supported by a Canvas site. Engagement for learning is the key driver in the delivery of this curriculum. The unit will facilitate active participation in pedagogical approaches that demonstrate alignment of teaching, learning and assessment.
This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester. To achieve a passing standard in this unit, students will find it helpful to engage in the full range of learning activities and assessments utilised in this unit, as described in the learning and teaching strategy and the assessment strategy. The learning and teaching and assessment strategies include a range of approaches to support your learning such as reading, reflection, discussion, webinars, podcasts, video, workshops, and assignments etc.
Assessment strategy and rationale
In order to successfully complete this unit, postgraduate students need to complete and submit three graded assessment tasks. The assessment strategy used allows students to demonstrate their knowledge and skill related to assessment and curriculum design in TESOL.
The first task (30%) requires students to present an oral presentation related to key literature in the field and its application to professional practice. The second task (35%) requires students to draw on theory to design and justify an appropriate curriculum for a particular EAL/D learner in a specific context. The third task (35%) requires students to justify an appropriate assessment for learning task for an EAL/D learner.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes |
|---|---|---|
Assessment Task 1 Oral Presentation Make a 30-minute oral presentation based on a synthesis of key ideas in set reading/s and their application to professional practice | 30% | LO1, LO2 |
Assessment Task 2 Written Assignment Draw on theory to design and justify an appropriate curriculum for a particular EAL/D learner/s in a specific learning context | 35% | LO4 |
Assessment Task 3 Written Assignment Draw on theory to design and justify an appropriate assessment for learning task for a particular EAL/D learner/s in a specific learning context | 35% | LO3 |
Representative texts and references
Cox, R. (2015). Contextualising multilingualism in Australia today. English in Australia, 50(1), 13-20.
Hertzberg, M. & Freeman, J. (2012). Teaching English language learners in mainstream classes. Newtown, NSW: Primary English Teaching Association Australia (PETAA).
Jang, E. E. (2014). Focus on assessment. Oxford, UK: Oxford University Press.
Lightbown, P., & Spada, N. (2013). How languages are learned (4th ed.). Oxford: Oxford University Press.
Rossbridge, J. & Rushton, K. (2015). Put it in writing: Context, text and language. Sydney, NSW: PETAA.