Unit rationale, description and aim
Spoken language is fundamental to literacy. As recognised by the Australian Curriculum through its Interacting with others and Language for Interaction English strands and the speaking and listening elements of the literacy general capabilities, spoken language is crucial in learning to read, it is foundational to TESOL, it occurs throughout many multimodal texts engaged with across learning areas and it is used everyday in classroom discussion. Understanding how spoken language works is thus vital for literacy practitioners who wish to support reading, writing and oracy practices in school.
This unit focuses on the role of spoken language and how it contributes to written language learning – both reading and writing – and oracy through schooling. Students will develop their knowledge of the differences between spoken and written language, classroom talk and oracy across a wide range of literacy focuses. Students will apply these concepts to a range of teaching and learning contexts relevant to their situation, such as primary contexts, secondary contexts, TESOL, specific learning areas, multimodal literacy, or teacher talk.
The aim of this unit is to support students in developing the requisite specialist knowledge in spoken language to support literacy and oracy teaching and learning across contexts.
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.
Demonstrate an understanding of the nature of spok...
Learning Outcome 01
Show an understanding of the challenges that may b...
Learning Outcome 02
Analyse and reflect upon the nature of teacher and...
Learning Outcome 03
Investigate, analyse and synthesise research relat...
Learning Outcome 04
Reflect critically on the role of spoken language ...
Learning Outcome 05
Apply a knowledge of spoken language into curricul...
Learning Outcome 06
Content
This unit will comprise three compulsory modules and one elective module. In the compulsory modules, students will build their knowledge of spoken language in the classroom and across contexts in relation to its role in literacy/oracy teaching and learning. In the elective module, students will use their knowledge of spoken language from the core modules to research, interpret, analyse and synthesise policy and practices specific to a selected context.
Core Modules
- Module 1. Oral language across contexts
- Comparisons of spoken and written language in school
- Spoken language and EALD students, including bilingualism, code-switching, and the phonology of English in comparison to other languages or dialects that may be spoken by EALD or Aboriginal and Torres Strait Islander students.
- Oral language across the curriculum
- Module 2. Talking to Learn in the Classroom
- Teacher talk for supporting literacy learning, including student nomination strategies
- Student interaction
- Metatalk and dialogic classrooms
- Module 3. Oracy
- Pedagogies for explicitly teaching oral language, listening and speaking.
- Assessment for oral language, speaking and listening.
Elective Modules (Oracy, Spoken language and pedagogy):
- Spoken English and primary years literacy and oracy
- Spoken English and secondary years literacy and oracy
- Spoken English in specific learning areas
- Spoken English in TESOL
- Spoken English in multimodal texts
Assessment strategy and rationale
In order to successfully complete this unit, postgraduate students need to complete and submit two graded assessment tasks. The assessment strategy offers opportunities for students to demonstrate their knowledge and skills with spoken language across contexts and in the classroom in relation to literacy and oracy, and involves a gradual transition from more closed exercises to more open learner choice and application.
The first task (50%) is related to the core modules and requires students to demonstrate their understanding of issues associated with spoken language in a particular context of their choice. The second task (50%) is related to the chosen elective module where students apply knowledge of spoken language to their specific context and develop a plan for curriculum change. In order to pass this unit, students are required to successfully complete both assessment tasks and achieve an overall score of 50% or above.
Overview of assessments
Assessment Task 1 Written Assignment (Core Module...
Assessment Task 1
Written Assignment (Core Module)
A discussion of issues associated with oral language in a particular classroom context. This will include an examination of the oral language demands of this classroom context, and oral language strategies for supporting student learning.
50%
Assessment Task 2 Written Assignment (Elective Mo...
Assessment Task 2
Written Assignment (Elective Module)
Apply an understanding of oral language to the development of pedagogy and assessment in a particular educational context, and develop a plan for curriculum change.
50%
Learning and teaching strategy and rationale
This unit is offered in multi-mode and will be supported by a unit Learning Management System (LMS) 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 teaching period, comprising directed tasks and self-study.
Mode of delivery: This unit will be offered in one or more of modes of delivery described below, chosen with the aim of providing flexible delivery of academic content.
- On Campus: Most learning activities or classes are delivered at a scheduled time, on campus, to enable in-person interactions. Activities will appear in a student’s timetable.
- Intensive: In an intensive mode, students require face-to-face attendance on weekends or any block of time determined by the school. Students will have face-to-face interactions with lecturer(s) to further their achievement of the learning outcomes. This unit is structured with required upfront preparation before workshops. The online learning platforms used in this unit provide multiple forms of preparatory and practice opportunities for you students to prepare and revise.
- Multi-mode: Learning activities are delivered through a planned mix of online and in-person classes, which may include full-day sessions and/or placements, to enable interaction. Activities that require attendance will appear in a student’s timetable.
- Online unscheduled: Learning activities are accessible anytime, anywhere. These units are normally delivered fully online and will not appear in a student’s timetable.
- Online scheduled: All learning activities are held online, at scheduled times, and will require some attendance to enable online interaction. Activities will appear in a student’s timetable.
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - HIGHLY ACCOMPLISHED
On successful completion of this unit, students should have gained evidence towards the following standards:
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - LEAD
On successful completion of this unit, students should have gained evidence towards the following standards: