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LING71-101: Approaches to Language Teaching January 2018 [Standard]

General information

This subject introduces the principles of teaching languages in diverse contexts. It focuses on the current language teaching methodologies. Students are encouraged to evaluate the suitability of language teaching methods in diverse educational contexts considering learner factors such as culture, educational background or learning purposes. The subject is suitable for students who specialise in language-related fields or are interested in language teaching and learning.

Changes due to Commonwealth Games: The University has marginally altered the timetable for the January semester of 2018 (181) to ensure that students have the opportunity to engage with the Commonwealth Games to be held in April 2018. The modified timetable has been designed to not impact on overall subject or program learning outcomes. Some subjects may be delivered in a slightly modified mode to accommodate the change. Specific arrangements will be included on the iLearn site for each subject. All changes to the class schedule have the full approval of University and Academic Unit administration and will not adversely affect student learning or assessment.


Academic unit:Faculty of Society & Design
Subject code:LING71-101
Subject title:Teaching English in Diverse Contexts
Subject level:Postgraduate
Semester/Year:January 2018
Credit points:10

Delivery & attendance

Delivery mode:


Workload items:
  • Lecture: x12 (Total hours: 24) - Weekly Lecture
  • Tutorial: x12 (Total hours: 12) - Weekly Tutorial
Attendance and learning activities: On-campus students must attend a minimum of 85% of the classes in order to pass the subject. Online students must either attend 85% of the online sessions or watch the recordings of these sessions at a convenient time that week(they are all recorded).


Prescribed resources:
  • Richards, J. and Rodgers, T. (2014). Approaches and methods in language teaching. Cambridge: Cambridge University Press
  • Harmer, J. (2012). Essential teacher knowledge. Harlow: Pearson
After enrolment, students can check the Books and Tools area in iLearn for the full Resource List.
[email protected] & Email:[email protected] is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.

To access these services, log on to the Student Portal from the Bond University website as

Enrolment requirements

Requisites: ?


Restrictions: ?


Assurance of learning

Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.

At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.

Program Learning Outcomes (PLOs)

Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.

Find your program

Subject Learning Outcomes (SLOs)

On successful completion of this subject the learner will be able to:
  1. Develop a body of knowledge about the principles of language teaching methodology which includes the understanding of principal theories and recent developments in the field;
  2. Develop the knowledge of research principles and research methods applicable to the study of teaching languages in diverse educational contexts;
  3. Develop cognitive skills to demonstrate the understanding of language teaching methodology and to reflect critically on its theoretical principles; to analyse and synthesise complex concepts related to language teaching approaches and methods and to apply them creatively to a variety of theoretical paradigms and professional teaching contexts;
  4. Develop skills enabling learners to initiate independent research in and further learning about approaches and methods in teaching languages in diverse contexts;
  5. Develop skills enabling the learners to communicate abstract concepts associated with language teaching principles and their practical applications in diverse professional and non-professional settings.


Assessment details

TypeTask%Timing*Outcomes assessed
Essay ^ Research Paper 35% Week 11 1, 2, 3, 4, 5.
*Seminar Presentation ^ Research Seminar 30% To Be Negotiated 1, 2, 3, 4, 5.
*Online Quiz ^ iLearn Online Quiz 35% Week 14* 1, 3, 5.
  • ^ Students must pass this assessment to pass the subject
  • * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
  • C = Students must reach a level of competency to successfully complete this assessment.

Assessment criteria

High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking.
Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas.
Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above.
Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment.
Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines.

Quality assurance

For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.

Study information

Submission procedures

Students must check the [email protected] subject site for detailed assessment information and submission procedures.

Policy on late submission and extensions

A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.

Policy on plagiarism

University’s Academic Integrity Policy defines plagiarism as the act of misrepresenting as one’s own original work: another’s ideas, interpretations, words, or creative works; and/or one’s own previous ideas, interpretations, words, or creative work without acknowledging that it was used previously (i.e., self-plagiarism). The University considers the act of plagiarising to be a breach of the Student Conduct Code and, therefore, subject to the Discipline Regulations which provide for a range of penalties including the reduction of marks or grades, fines and suspension from the University.

Bond University utilises Originality Reporting software to inform academic integrity.

Feedback on assessment

Feedback on assessment will be provided to students within two weeks of the assessment submission due date, as per the Assessment Policy.

Accessibility and Inclusion Support

If you have a disability, illness, injury or health condition that impacts your capacity to complete studies, exams or assessment tasks, it is important you let us know your special requirements, early in the semester. Students will need to make an application for support and submit it with recent, comprehensive documentation at an appointment with a Disability Officer. Students with a disability are encouraged to contact the Disability Office at the earliest possible time, to meet staff and learn about the services available to meet your specific needs. Please note that late notification or failure to disclose your disability can be to your disadvantage as the University cannot guarantee support under such circumstances.

Subject curriculum

This week, after an overview of teaching approaches, we will look at Grammar-Translation Method.

1, 2, 3, 4, 5.

In week 2, we will continue the discussion on traditional approaches to language teaching.

1, 2, 3, 4, 5.

In week 3, we will look into humanism in education and humanistic methods in language teaching.

1, 2, 3, 4, 5.

In week 4, we will explore the principles of communicative teaching and learning.

1, 2, 3, 4, 5.

In week 5, we will examine early communicative approaches.

1, 2, 3, 4, 5.

This week, we will explore Task-based language teaching and learning.

1, 2, 3, 4, 5.

In week 7, students will present group seminar on Content and Language Integrated Learning.

1, 2, 3, 4, 5.

In week 7, students will present a session on Cooperative Language Learning.

1, 2, 3, 4, 5.

This week, online teaching will be the focus of class discussion.

1, 2, 3, 4, 5.

In week 10, we will focus on the principles of Intercultural language teaching and learning.

1, 2, 3, 4, 5.

In week 11, we will examine the factors contributing to classroom diversity.

1, 2, 3, 4, 5.

In week 12, students will prepare short lesson based on the principles of Intercultural language teaching and learning.

1, 2, 3, 4, 5.
Approved on: Jan 10, 2018. Edition: 1.4