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.
-
Details
Academic unit: Faculty of Society & Design Subject code: LING71-101 Subject title: Teaching English in Diverse Contexts Subject level: Postgraduate Semester/Year: May 2019 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Online Workload items: - Lecture: x12 (Total hours: 24) - Weekly Lecture
- Personal Study Hours: x12 (Total hours: 96) - No Description
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 and complete a quiz for that week. -
Resources
Prescribed resources: Books
- Jack C. Richards, Theodore S. Rodgers (2014). Approaches and Methods in Language Teaching. 3rd, Cambridge University Press 419
iLearn@Bond & Email: iLearn@Bond 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 www.bond.edu.au
| Academic unit: | Faculty of Society & Design |
|---|---|
| Subject code: | LING71-101 |
| Subject title: | Teaching English in Diverse Contexts |
| Subject level: | Postgraduate |
| Semester/Year: | May 2019 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Online |
| Workload items: |
|
| 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 and complete a quiz for that week. |
| Prescribed resources: | Books
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond 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 www.bond.edu.au |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
|
| Restrictions: |
Nil |
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.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- 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;
- Develop the knowledge of research principles and research methods applicable to the study of teaching languages in diverse educational contexts;
- 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;
- Develop skills enabling learners to initiate independent research in and further learning about approaches and methods in teaching languages in diverse contexts;
- 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.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
-
Assessment details
Type Task % Timing* Outcomes assessed Project Report Project Part 2: Pedagogies in Specific Educational Contexts: Final Report 50.00% Week 10 1,2,3,4,5 Computer-aided Test (Open) Online Test: open and multiple-choice questions 35.00% Week 14* 1,2,3,4,5 Project Plan Project Part 1: Applying Pedagogies to Specific Educational Contexts: plan, proposal and references 15.00% Second on-campus block 1,2,3,4,5 - * 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
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.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Project Report | Project Part 2: Pedagogies in Specific Educational Contexts: Final Report | 50.00% | Week 10 | 1,2,3,4,5 |
| Computer-aided Test (Open) | Online Test: open and multiple-choice questions | 35.00% | Week 14* | 1,2,3,4,5 |
| Project Plan | Project Part 1: Applying Pedagogies to Specific Educational Contexts: plan, proposal and references | 15.00% | Second on-campus block | 1,2,3,4,5 |
- * 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 iLearn@Bond 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.
Academic Integrity
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.
Additional subject information
Subject curriculum
-
Overview and introduction to teaching methodologies
Overview of teaching approaches and introduction to traditional methods.
SLOs included
- 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;
- Develop the knowledge of research principles and research methods applicable to the study of teaching languages in diverse educational contexts;
- 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;
- Develop skills enabling learners to initiate independent research in and further learning about approaches and methods in teaching languages in diverse contexts;
- 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.
-
Communicative framework Part 1 & Part 2
Principles of communicative teaching and learning.
SLOs included
- 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;
- Develop the knowledge of research principles and research methods applicable to the study of teaching languages in diverse educational contexts;
- 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;
- Develop skills enabling learners to initiate independent research in and further learning about approaches and methods in teaching languages in diverse contexts;
- 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.
-
Task-based language teaching
Principles, techniques and applications of Task-based Language Teaching (TBLT).
SLOs included
- 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;
- Develop the knowledge of research principles and research methods applicable to the study of teaching languages in diverse educational contexts;
- 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;
- Develop skills enabling learners to initiate independent research in and further learning about approaches and methods in teaching languages in diverse contexts;
- 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.
-
Content and Language Integrated Learning
Principles, techniques and applications of Content and Language Integrated Learning (CLIL)
SLOs included
- 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;
- Develop the knowledge of research principles and research methods applicable to the study of teaching languages in diverse educational contexts;
- 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;
- Develop skills enabling learners to initiate independent research in and further learning about approaches and methods in teaching languages in diverse contexts;
- 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.
-
Intercultural language teaching and learning
Principles, techniques and applications of Intercultural Language Teaching and Learning (ILTL).
-
Project Part 1: Applying Pedagogies to Specific Educational Contexts: plan and references
Students present the plan of the Project they work on.
SLOs included
- 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;
- Develop the knowledge of research principles and research methods applicable to the study of teaching languages in diverse educational contexts;
- 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;
- Develop skills enabling learners to initiate independent research in and further learning about approaches and methods in teaching languages in diverse contexts;
- 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.
-
Traditional approaches to language teaching
Discussion on traditional approaches to language teaching methods and their role in current language teaching.
SLOs included
- 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;
- Develop the knowledge of research principles and research methods applicable to the study of teaching languages in diverse educational contexts;
- 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;
- Develop skills enabling learners to initiate independent research in and further learning about approaches and methods in teaching languages in diverse contexts;
- 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.
-
Early communicative approaches
Early communicative approaches and other influences in language teaching.
SLOs included
- 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;
- Develop the knowledge of research principles and research methods applicable to the study of teaching languages in diverse educational contexts;
- 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;
- Develop skills enabling learners to initiate independent research in and further learning about approaches and methods in teaching languages in diverse contexts;
- 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.
-
Humanism in education
Influence of humanism on language teaching.
SLOs included
- 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;
- Develop the knowledge of research principles and research methods applicable to the study of teaching languages in diverse educational contexts;
- 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;
- Develop skills enabling learners to initiate independent research in and further learning about approaches and methods in teaching languages in diverse contexts;
- 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.
-
Intercultural language teaching and learning
Peer-teaching based on the principles of ILTL.
SLOs included
- 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;
- Develop the knowledge of research principles and research methods applicable to the study of teaching languages in diverse educational contexts;
- 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;
- Develop skills enabling learners to initiate independent research in and further learning about approaches and methods in teaching languages in diverse contexts;
- 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.
-
Diversity in teaching and learning
Factors in language classroom diversity.
SLOs included
- 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;
- Develop the knowledge of research principles and research methods applicable to the study of teaching languages in diverse educational contexts;
- 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;
- Develop skills enabling learners to initiate independent research in and further learning about approaches and methods in teaching languages in diverse contexts;
- 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.