General Information
Practice of Language Teaching is the most practical subject in the TESOL program, where you employ the knowledge and skills previously gained in order to develop and cement your practical teaching skills and strategies. You will learn from experienced teachers in action, through focused observations and evaluating aspects of language lessons, learning and teaching. Students develop planning skills for delivering lessons in various educational contexts.
This subject also gives students a unique opportunity to undertake a Teaching Practicum (minimum 35hrs), during which they work with language students, under the supervision of an experienced teacher, in a real language learning and teaching institution. Depending on their prior qualifications, students will work in schools or language centres, augmenting their capacities for the most appropriate and relevant educational settings. Through reflective and collaborative practice, students gain on-going skills needed for becoming a dynamic teaching professional. This subject is typically completed at the final stages of your TESOL program.
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Details
Academic unit: Faculty of Society & Design Subject code: LING71-102 Subject title: Practice of Language Teaching Subject level: Postgraduate Semester/Year: May 2020 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 be assessed (one intensive day). Absences beyond 6 hours require a medical certificate. Online students must either attend the online sessions or watch the recordings of these sessions at a convenient time. -
Resources
Prescribed resources: Books
- Jeremy Harmer (2015). The Practice of English Language Teaching Book with DVD Pack. n/a, Harlow, England Pearson Education ESL 446
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: | LING71-102 |
| Subject title: | Practice of Language Teaching |
| Subject level: | Postgraduate |
| Semester/Year: | May 2020 |
| 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 be assessed (one intensive day). Absences beyond 6 hours require a medical certificate. Online students must either attend the online sessions or watch the recordings of these sessions at a convenient time. |
| 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:
- Classify, compare and explain aspects of the English language in pedagogical contexts.
- Individually and in small teams, evaluate key principles of language learning and teaching for diverse educational contexts.
- Formulate a personalised teaching philosophy, which will prepare you for the teaching of the English language at different levels and educational contexts.
- Employ the knowledge and pedagogical skills gained in the subject to becoming an active and independent educator in the global teaching diverse communities.
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.
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Assessment details
Type Task % Timing* Outcomes assessed *Webinar Presentation Portfolio Part 1: Evaluating Language Lessons: Observation Tasks: Seminar Presentation 25.00% Week 6 1,2,3,4 Journal Portfolio Part 2: Reflective Report on the Teaching Practice (Due week 11, Monday, 5pm) 25.00% Week 11 1,2,3,4 Workplace Performance Report Portfolio Part 3: Practicum evaluation and lesson planning. /We organise placements for the Teaching Practicum at Bond University College. Students who would prefer to undertake their Practicum elsewhere will need to make their own arrangements before they enrol in the program. Let us know the details by week 3 so that we can make appropriate arrangements with the institution of your choice./(Due week 11, Monday, 5pm) 50.00% Week 11 1,2,3,4 - * 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.
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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 |
|---|---|---|---|---|
| *Webinar Presentation | Portfolio Part 1: Evaluating Language Lessons: Observation Tasks: Seminar Presentation | 25.00% | Week 6 | 1,2,3,4 |
| Journal | Portfolio Part 2: Reflective Report on the Teaching Practice (Due week 11, Monday, 5pm) | 25.00% | Week 11 | 1,2,3,4 |
| Workplace Performance Report | Portfolio Part 3: Practicum evaluation and lesson planning. /We organise placements for the Teaching Practicum at Bond University College. Students who would prefer to undertake their Practicum elsewhere will need to make their own arrangements before they enrol in the program. Let us know the details by week 3 so that we can make appropriate arrangements with the institution of your choice./(Due week 11, Monday, 5pm) | 50.00% | Week 11 | 1,2,3,4 |
- * 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
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What makes good teachers and good learners?
Knowledge and skills contributing to developing good learners and becoming good teachers.
SLOs included
- Classify, compare and explain aspects of the English language in pedagogical contexts.
- Individually and in small teams, evaluate key principles of language learning and teaching for diverse educational contexts.
- Formulate a personalised teaching philosophy, which will prepare you for the teaching of the English language at different levels and educational contexts.
- Employ the knowledge and pedagogical skills gained in the subject to becoming an active and independent educator in the global teaching diverse communities.
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What is CEFR?
The Common European Framework of Reference for Languages. Concepts and scales to assess language proficiency.
SLOs included
- Classify, compare and explain aspects of the English language in pedagogical contexts.
- Individually and in small teams, evaluate key principles of language learning and teaching for diverse educational contexts.
- Formulate a personalised teaching philosophy, which will prepare you for the teaching of the English language at different levels and educational contexts.
- Employ the knowledge and pedagogical skills gained in the subject to becoming an active and independent educator in the global teaching diverse communities.
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How to teach language?
How to teach language, lesson elements and their purpose.
SLOs included
- Classify, compare and explain aspects of the English language in pedagogical contexts.
- Individually and in small teams, evaluate key principles of language learning and teaching for diverse educational contexts.
- Formulate a personalised teaching philosophy, which will prepare you for the teaching of the English language at different levels and educational contexts.
- Employ the knowledge and pedagogical skills gained in the subject to becoming an active and independent educator in the global teaching diverse communities.
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To plan or not?
Lesson sequencing and lesson planning.
SLOs included
- Classify, compare and explain aspects of the English language in pedagogical contexts.
- Individually and in small teams, evaluate key principles of language learning and teaching for diverse educational contexts.
- Formulate a personalised teaching philosophy, which will prepare you for the teaching of the English language at different levels and educational contexts.
- Employ the knowledge and pedagogical skills gained in the subject to becoming an active and independent educator in the global teaching diverse communities.
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How to manage your lessons?
Effective classroom management, correction and feedback.
SLOs included
- Classify, compare and explain aspects of the English language in pedagogical contexts.
- Individually and in small teams, evaluate key principles of language learning and teaching for diverse educational contexts.
- Formulate a personalised teaching philosophy, which will prepare you for the teaching of the English language at different levels and educational contexts.
- Employ the knowledge and pedagogical skills gained in the subject to becoming an active and independent educator in the global teaching diverse communities.
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How to develop listening skills?
Developing intensive and extensive listening skills.
SLOs included
- Classify, compare and explain aspects of the English language in pedagogical contexts.
- Individually and in small teams, evaluate key principles of language learning and teaching for diverse educational contexts.
- Formulate a personalised teaching philosophy, which will prepare you for the teaching of the English language at different levels and educational contexts.
- Employ the knowledge and pedagogical skills gained in the subject to becoming an active and independent educator in the global teaching diverse communities.
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How to develop speaking skills?
Developing skills and strategies for speaking.
SLOs included
- Classify, compare and explain aspects of the English language in pedagogical contexts.
- Individually and in small teams, evaluate key principles of language learning and teaching for diverse educational contexts.
- Formulate a personalised teaching philosophy, which will prepare you for the teaching of the English language at different levels and educational contexts.
- Employ the knowledge and pedagogical skills gained in the subject to becoming an active and independent educator in the global teaching diverse communities.
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How to teach reading?
Developing skills and strategies for intensive and extensive reading.
SLOs included
- Classify, compare and explain aspects of the English language in pedagogical contexts.
- Individually and in small teams, evaluate key principles of language learning and teaching for diverse educational contexts.
- Formulate a personalised teaching philosophy, which will prepare you for the teaching of the English language at different levels and educational contexts.
- Employ the knowledge and pedagogical skills gained in the subject to becoming an active and independent educator in the global teaching diverse communities.
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How to develop writing skills?
Developing skills and strategies for writing.
SLOs included
- Classify, compare and explain aspects of the English language in pedagogical contexts.
- Individually and in small teams, evaluate key principles of language learning and teaching for diverse educational contexts.
- Formulate a personalised teaching philosophy, which will prepare you for the teaching of the English language at different levels and educational contexts.
- Employ the knowledge and pedagogical skills gained in the subject to becoming an active and independent educator in the global teaching diverse communities.
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How to teach language authentically?
Teaching integrated skills in a context.
SLOs included
- Classify, compare and explain aspects of the English language in pedagogical contexts.
- Individually and in small teams, evaluate key principles of language learning and teaching for diverse educational contexts.
- Formulate a personalised teaching philosophy, which will prepare you for the teaching of the English language at different levels and educational contexts.
- Employ the knowledge and pedagogical skills gained in the subject to becoming an active and independent educator in the global teaching diverse communities.