EUN643 Theory and Practice of Second Language Teaching and Learning
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUN643 |
|---|---|
| Equivalent(s): | LCN638, EUZ643 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $578 |
| Domestic tuition unit fee | $3,216 |
| International unit fee | $4,344 |
Unit Outline: Semester 1 2025, Kelvin Grove, Internal
| Unit code: | EUN643 |
|---|---|
| Credit points: | 12 |
| Equivalent: | LCN638, EUZ643 |
| Coordinator: | Ronan Kelly | ronan.kelly@qut.edu.au |
Overview
At a time of increasing migration, educational institutions are experiencing growing enrolments of students from diverse cultural and linguistic backgrounds. In domestic contexts students are learning through English as an additional language (EAL) or through Standard Australian English as an additional dialect (EAD). In overseas settings, the focus is English as a foreign language (EFL). For teachers, school leaders and policy-makers as well as Teaching English to Speakers of Other Languages (TESOL) professionals, knowledge and skills in promoting learning in second language contexts is crucial. This unit introduces you to foundational knowledge about language; the integral role of language in teaching and learning; and practical teaching methods and techniques for learners using English as an additional language. A key focus of the unit is the integration of theory and practice, that is, applying TESOL principles to promote improvement in your teaching.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate knowledge and understanding of second language teaching and learning principles (CLO1.1, CLO2.1).
- Apply your knowledge of second language teaching and learning principles to explain existing teaching practice (CLO1.1, CLO2.1).
- Reflect critically on principles and research in the field in order to develop improvements in teaching practices for second language learners in your context (CLO2.2, CLO2.4, CLO3.1).
- Demonstrate capabilities in expressing second language teaching and learning principles in academically-appropriate written and spoken forms with argument about relevance to context, practice and learners (CLO2.3, CLO3.1).
Content
This unit includes the following topics:
- Theories of language and second language acquisition and their implications for practitioners in diverse contexts;
- Second language learners and issues of autonomy, strategy use, and motivation, as well as different language learning settings and curricula requirements;
- Classroom talk and scaffolding learning: Teacher questioning and corrective feedback;
- Current approaches, methods and techniques for teaching the macroskills of speaking, listening, reading and writing as well as vocabulary and grammar;
- Second language teaching and learning in specific contexts including schools, workplaces, higher education and community settings; and
- Critical reflection for the purposes of recognition and improvement in practice.
Learning Approaches
This unit adopts a critical, reflective and participatory approach which will require you to engage extensively with the readings and activities provided in both face-to-face and online sessions. Seminars and workshops including micro-teaching will facilitate a collaborative approach to learning and building of TESOL capability. You will be encouraged to relate your reading and assessment tasks to your teaching context and to participate actively with others in discussing the theoretical and practical dimensions of the topics covered. A focus of the unit is real-world application of TESOL principles to practice.
Feedback on Learning and Assessment
Both formative and summative feedback are provided in the unit. Summative feedback is provided by the academic on assessment tasks. Formative assessment facilitates learning and is provided by the academic during class sessions and in written feedback on assignments. It is also provided by peers during unassessed small-group presentations. The assessment tasks require self-reflection and evaluation of practice.
Assessment
Overview
There are two summative assessment tasks for this unit. The tasks are designed to build on each other so that the knowledge acquired in one contributes to the other. Key principles in the assessment are that tasks promote learning and are linked to real-world TESOL practice. The first piece of assessment is retrospective and asks you to demonstrate knowledge and understanding of second language teaching and learning principles, and to apply these to existing teaching practice. The application is a form of reflection, identifying existing strengths and areas for improvement.The second assessment task is prospective in that it requires you to identify an issue or innovation that you would like to apply in your future teaching. Again, the principles relevant to practice need to be canvassed and a plan presented on how you will address the issue or innovation in order to improve your second language teaching practice.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Understanding and reflecting on second language teaching practice
This assessment task requires you to provide a critical literature review on teaching a macroskill or grammar or vocabulary. You can draw on either your own experience in teaching or if you are new to teaching, you can draw on your experience of being a language learner or you can access examples of language teaching online. You will need to write a 30-minute sequence of steps for teaching the selected macroskill or grammar or vocabulary.
Part A: Literature Review: The literature review will draw on recent research studies into second language teaching and learning which will provide the basis of your rationale for the approach you adopted in your teaching of the selected macroskill or grammar or vocabulary.
Part B: Critique: You will also use the literature to inform reflection on and critique of what worked well in your teaching - for whom in the particular context; what needs improvement; and how these changes can be implemented. This application of theory to practice for the purposes of reflection and improvement will be an outcome of the assignment which will be beneficial in your ongoing practice.
If you are new to teaching, refer to a language lesson you have experienced as a learner or to one that you have sourced online that shows the teaching of a macroskill, grammar or vocabulary. You will review the relevant literature and use it to develop an explanation of the approach and methodology in the teaching. This explanation will in turn, form the basis for the critique of teaching effectiveness and improvement which you will discuss with an experienced second language teaching practitioner. This means that you will need to make contact with a second language teacher to discuss and receive feedback on your critique. The assignment is aimed at introducing you to second language teaching and learning principles and practices.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
CLOs - 1.1, 2.1, 2.2, 2.3, 2.4, 3.1
Assessment: Informing innovation in second language teaching practice
This task is practice-oriented and requires you to develop an informed proposal for innovation in a second language teaching setting. The innovation will be accompanied by the relevant principles from the TESOL literature. The focus of the assignment is prospective-looking, that is, applying TESOL principles for improvements in future practice.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
CLOs - 1.1, 2.1, 2.2, 2.3, 2.4, 3.1
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
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.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
As a Master of Education unit, EUN643 orientates to becoming masterful in the field of TESOL and second language education. This means engaging with the literature on research and debates in the field. Extensive resources are provided online including readings on the topics covered each week.
Resource Materials
Recommended text(s)
Harmer, J. (2015). The practice of English language teaching. (5th Ed.). Harlow, England: Pearson.
Horwitz, E.K. (2013). Becoming a language teacher: A practical guide to second language learning and teaching. Boston & London: Pearson.
Spiro, J. (2013). Changing methodologies in TESOL. Edinburgh: Edinburgh University Press.
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.
Unit Outline: Semester 1 2025, Online
| Unit code: | EUN643 |
|---|---|
| Credit points: | 12 |
| Equivalent: | LCN638, EUZ643 |
Overview
At a time of increasing migration, educational institutions are experiencing growing enrolments of students from diverse cultural and linguistic backgrounds. In domestic contexts students are learning through English as an additional language (EAL) or through Standard Australian English as an additional dialect (EAD). In overseas settings, the focus is English as a foreign language (EFL). For teachers, school leaders and policy-makers as well as Teaching English to Speakers of Other Languages (TESOL) professionals, knowledge and skills in promoting learning in second language contexts is crucial. This unit introduces you to foundational knowledge about language; the integral role of language in teaching and learning; and practical teaching methods and techniques for learners using English as an additional language. A key focus of the unit is the integration of theory and practice, that is, applying TESOL principles to promote improvement in your teaching.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate knowledge and understanding of second language teaching and learning principles (CLO1.1, CLO2.1).
- Apply your knowledge of second language teaching and learning principles to explain existing teaching practice (CLO1.1, CLO2.1).
- Reflect critically on principles and research in the field in order to develop improvements in teaching practices for second language learners in your context (CLO2.2, CLO2.4, CLO3.1).
- Demonstrate capabilities in expressing second language teaching and learning principles in academically-appropriate written and spoken forms with argument about relevance to context, practice and learners (CLO2.3, CLO3.1).
Content
This unit includes the following topics:
- Theories of language and second language acquisition and their implications for practitioners in diverse contexts;
- Second language learners and issues of autonomy, strategy use, and motivation, as well as different language learning settings and curricula requirements;
- Classroom talk and scaffolding learning: Teacher questioning and corrective feedback;
- Current approaches, methods and techniques for teaching the macroskills of speaking, listening, reading and writing as well as vocabulary and grammar;
- Second language teaching and learning in specific contexts including schools, workplaces, higher education and community settings; and
- Critical reflection for the purposes of recognition and improvement in practice.
Learning Approaches
This unit adopts a critical, reflective and participatory approach which will require you to engage extensively with the readings and activities provided in both face-to-face and online sessions. Seminars and workshops including micro-teaching will facilitate a collaborative approach to learning and building of TESOL capability. You will be encouraged to relate your reading and assessment tasks to your teaching context and to participate actively with others in discussing the theoretical and practical dimensions of the topics covered. A focus of the unit is real-world application of TESOL principles to practice.
Feedback on Learning and Assessment
Both formative and summative feedback are provided in the unit. Summative feedback is provided by the academic on assessment tasks. Formative assessment facilitates learning and is provided by the academic during class sessions and in written feedback on assignments. It is also provided by peers during unassessed small-group presentations. The assessment tasks require self-reflection and evaluation of practice.
Assessment
Overview
There are two summative assessment tasks for this unit. The tasks are designed to build on each other so that the knowledge acquired in one contributes to the other. Key principles in the assessment are that tasks promote learning and are linked to real-world TESOL practice. The first piece of assessment is retrospective and asks you to demonstrate knowledge and understanding of second language teaching and learning principles, and to apply these to existing teaching practice. The application is a form of reflection, identifying existing strengths and areas for improvement.The second assessment task is prospective in that it requires you to identify an issue or innovation that you would like to apply in your future teaching. Again, the principles relevant to practice need to be canvassed and a plan presented on how you will address the issue or innovation in order to improve your second language teaching practice.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Understanding and reflecting on second language teaching practice
This assessment task requires you to provide a critical literature review on teaching a macroskill or grammar or vocabulary. You can draw on either your own experience in teaching or if you are new to teaching, you can draw on your experience of being a language learner or you can access examples of language teaching online. You will need to write a 30-minute sequence of steps for teaching the selected macroskill or grammar or vocabulary.
Part A: Literature Review: The literature review will draw on recent research studies into second language teaching and learning which will provide the basis of your rationale for the approach you adopted in your teaching of the selected macroskill or grammar or vocabulary.
Part B: Critique: You will also use the literature to inform reflection on and critique of what worked well in your teaching - for whom in the particular context; what needs improvement; and how these changes can be implemented. This application of theory to practice for the purposes of reflection and improvement will be an outcome of the assignment which will be beneficial in your ongoing practice.
If you are new to teaching, refer to a language lesson you have experienced as a learner or to one that you have sourced online that shows the teaching of a macroskill, grammar or vocabulary. You will review the relevant literature and use it to develop an explanation of the approach and methodology in the teaching. This explanation will in turn, form the basis for the critique of teaching effectiveness and improvement which you will discuss with an experienced second language teaching practitioner. This means that you will need to make contact with a second language teacher to discuss and receive feedback on your critique. The assignment is aimed at introducing you to second language teaching and learning principles and practices.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
CLOs - 1.1, 2.1, 2.2, 2.3, 2.4, 3.1
Assessment: Informing innovation in second language teaching practice
This task is practice-oriented and requires you to develop an informed proposal for innovation in a second language teaching setting. The innovation will be accompanied by the relevant principles from the TESOL literature. The focus of the assignment is prospective-looking, that is, applying TESOL principles for improvements in future practice.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
CLOs - 1.1, 2.1, 2.2, 2.3, 2.4, 3.1
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
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.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
As a Master of Education unit, EUN643 orientates to becoming masterful in the field of TESOL and second language education. This means engaging with the literature on research and debates in the field. Extensive resources are provided online including readings on the topics covered each week.
Resource Materials
Recommended text(s)
Harmer, J. (2015). The practice of English language teaching. (5th Ed.). Harlow, England: Pearson.
Horwitz, E.K. (2013). Becoming a language teacher: A practical guide to second language learning and teaching. Boston & London: Pearson.
Spiro, J. (2013). Changing methodologies in TESOL. Edinburgh: Edinburgh University Press.
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.