EUN103 Teaching EAL/D Learners

Unit Outline: Flexible Period - 06A 2024, Online (Start Date: 07 May 2024)

Overview

Diversity in the Australian population, including people from different religions, cultures, language and socio-economic backgrounds (including Aboriginal and Torres Strait Island peoples, migrants and refugees) collectively referred to as EAL/D, means teachers need specific knowledge, dispositions and skills to understand, engage and support those learning Standard Australian English. Curriculum is taught through English language and teachers are expected to understand the diverse abilities of learners. Teachers provide effective scaffolding to respond to the rich language environments of children and families, along with the language demands of specific discipline areas in school-based curriculum. This six week unit will equip you with effective strategies for teaching language aspects, including language development and skills of speaking, listening, reading, writing, vocabulary and grammar, with learners whose first language or dialect is not Standard Australian English.

Learning Outcomes

On successful completion of this unit you will be able to:

1. Demonstrating professional knowledge of the needs of EAL/D learners, including an awareness of recent developments in the learning areas of second language acquisition, learning and teaching (CLO1).
2. Reflecting critically on the ways in which educational theories of curriculum, teaching, and learning shape and inform pedagogical, planning and assessment practices in relation to EAL/D learners (CLO2).
3. Demonstrating the skills required to synthesise complex ideas about second language acquisition and learning to create inclusive and positive learning environments in discipline areas (CLO3).
4. Communicating effectively and professionally in all modes of scholarly and professional engagement to support EAL/D learners in discipline areas (CLO8).

Content

Learning Approaches

This unit uses a range of teaching strategies including lectures, tutorials, group work, discussions and self-directed, online learning activities for internal and online students. The teaching strategies modelled in the unit provide examples of teaching and learning strategies for developing confident and engaged EAL/D learners in early childhood, primary and secondary contexts.
Literacy and numeracy standards as required by the professional are an inherent requirement of this unit.

Feedback on Learning and Assessment

Assessment in this unit is both formative and summative. Feedback to you is provided through opportunities for reflection, discussion and peer-feedback in tutorials and in online activities to the cohort via QUT Canvas.

Assessment

Overview

Formative activities such as in-class and/or online tasks will support and develop your understanding of key concepts and pedagogies to support EAL/D learners.
You will complete one summative assessment item in this unit. This assessment item comprises a critique and modification of teaching resources. This assessment will be scaffolded, with formative feedback from both peers and the tutor as you engage in the process of developing your professional plan.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Critique (written)

Critique of teaching resources and activities in a learning area for EAL/D learners.

Relates to learning outcomes

Course learning outcomes: 1, 2, 3, 8

This is an assignment for the purposes of an extension.

Academic Integrity

Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.

Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.

You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.

Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.

Resources

Resource Materials

Other

ACARA. English as an Additional Language or Dialect Teacher Resource: EAL/D Learning Progression: Foundation to Year 10.
ACARA. English as an Additional Language or Dialect Teacher Resource: EAL/D overview and advice.
Commonwealth of Australia 2009, Being, belonging and becoming: the Early Years Learning Framework for Australia
Hammond, J., & Miller, J. (2015). Classrooms of possibility: Supporting at-risk EAL students. Newtown, NSW: PETAA
ACARA website

Risk Assessment Statement

There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.

Standards/Competencies

This unit is designed to support your development of the following standards\competencies.

Australian Professional Standards for Teachers

1 Professional Knowledge: Know students and how they learn

1. Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
   Relates to: Critique (written)
2. Strategies for teaching Aboriginal and Torres Strait Islander students
   Relates to: Critique (written)
3. Differentiate teaching to meet the specific learning needs of students across the full range of abilities
   Relates to: Critique (written)

2 Professional Knowledge: Know the content and how to teach it

1. Content and teaching strategies of the teaching area
   Relates to: Critique (written)
2. Content selection and organisation
   Relates to: Critique (written)
3. Curriculum, assessment and reporting
   Relates to: Critique (written)
4. Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
   Relates to: Critique (written)

3 Professional Practice: Plan for and implement effective teaching and learning

1. Plan, structure and sequence learning programs
   Relates to: Critique (written)
2. Use teaching strategies
   Relates to: Critique (written)
3. Select and use resources
   Relates to: Critique (written)

4 Professional Practice: Create and maintain supportive and safe learning environments

1. Support student participation
   Relates to: Critique (written)

5 Professional Practice: Assess, provide feedback and report on student learning

1. Assess student learning
   Relates to: Critique (written)

Course Learning Outcomes

EU30 Master of Teaching (Early Childhood)

1. Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
   Relates to: ULO1, Critique (written)
2. Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
   Relates to: ULO2, Critique (written)
3. Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
   Relates to: ULO3, Critique (written)
4. Communicative: Engage and communicate effectively and professionally.
   Relates to: ULO4, Critique (written)

EU40 Master of Teaching (Primary)

1. Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
   Relates to: ULO1, Critique (written)
2. Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
   Relates to: ULO2, Critique (written)
3. Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
   Relates to: ULO3, Critique (written)
4. Communicative: Engage and communicate effectively and professionally.
   Relates to: ULO4, Critique (written)

EU50 Master of Teaching (Secondary)

1. Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
   Relates to: ULO1, Critique (written)
2. Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
   Relates to: ULO2, Critique (written)
3. Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
   Relates to: ULO3, Critique (written)
4. Communicative: Engage and communicate effectively and professionally.
   Relates to: ULO4, Critique (written)