EUN644 Language Awareness for Second Language Teaching
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: | EUN644 |
|---|---|
| Equivalent(s): | LCN612, EUZ644 |
| Assumed Knowledge: | It is assumed that students understand educational practices in education settings and have practitioner experiences within a related education field or support profession. |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $592 |
| Domestic tuition unit fee | $3,468 |
| International unit fee | $4,740 |
Unit Outline: Semester 1 2026, Kelvin Grove, Internal
| Unit code: | EUN644 |
|---|---|
| Credit points: | 12 |
| Equivalent: | LCN612, EUZ644 |
| Assumed Knowledge: | It is assumed that students understand educational practices in education settings and have practitioner experiences within a related education field or support profession. |
| Coordinator: | Adon Berwick | ak.berwick@qut.edu.au |
Overview
In the context of teacher education, there is increasing acknowledgement of the importance of studying the relationships between language, pedagogy and society. This unit will provide you with understandings of these relationships and how they impact communities and educational settings in Australian and overseas contexts. The unit will also develop your ability to identify key grammatical features in authentic texts and plan for pedagogical approaches to teaching grammar in relation to specific sociolinguistic contexts. At a time of increasing migration and diversity, understanding the social and cultural influences on language use is crucial for ensuring educational access and social participation by all learners. It is also vital for understanding language choices and rights in multicultural, pluralistic societies.
Learning Outcomes
On successful completion of this unit you will be able to:
- Discuss and integrate key sociolinguistic concepts and scholarly research for professional practice in diverse teaching and learning contexts.
- Analyse conversations to explain language choices or experiences and the relevance of this to teaching second language users.
- Reflect on and reflexively analyse own language choices to improve professional practice.
- Critically analyse and evaluate authentic texts to identify key linguistic features and pedagogical implications in diverse sociocultural education contexts.
- Use academically appropriate oral and written communication forms to transmit knowledge, skills and ideas related to language awareness and second language teaching.
Content
This unit includes the following topics:
- The history and systems of English; Global English and learning it as a first/second/additional/foreign language or dialect;
- Languages, dialects, pidgins and creoles: Their origins and implications for education, includes Aboriginal English and Aboriginal and Torres Strait Islander creoles (e.g., Kriol, Yumplatok);
- Bilingualism, code-switching and translanguaging: What do they mean for classrooms?
- Language and social variables that influence how language is used:
- Key grammatical and discourse features of authentic texts;
- Pragmatics, politeness and other language-in-interaction considerations; and
- Pedagogical approaches to teaching grammar and discourse features in diverse sociocultural education contexts.
Learning Approaches
In this unit you will learn through engaging in the following:
- tutorials (online and on-campus)
- online learning activities
- readings
- modules to support research and writing skills
- authentic assessment tasks in which you will apply scholarly knowledge to real world scenarios and in your own context.
This unit employs interactive and discussion-based learning, case study based activities and critical reflection on the intersection of theory and experience.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- a range of formative exercises discussed and undertaken throughout the unit
- feedback from peers as you investigate and discuss issues raised throughout the unit
- self assessment through reflective practice
- comments about summative assessment work included with your grade
- general summative assessment feedback posted to the whole cohort via the unit Canvas site.
Assessment
Overview
There are two summative assessment tasks in this unit.
1. Understanding sociolinguistic choices - this task requires you to use foundational sociolinguistic concepts to analyse and explain the language choices of people in particular social contexts. Arguing for the relevance of the analysis to TESOL professional practice is a required part of the assessment.
2. Teaching resource critique - this task requires you to critically analyse and evaluate an authentic text to identify key linguistic features and pedagogical implications in diverse sociocultural education contexts. Building on the first assignment, the analysis and implications must consider relevant sociolinguistic concepts in your teaching context.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Understanding sociolinguistic choices
You will examine a conversation in English and apply relevant sociolinguistic concepts to explain people's language choices. A critical argument is then provided on the ways that these choices have relevance for TESOL and professional practice.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Teaching resource critique
You will critically analyse and evaluate an authentic text to identify key linguistic features including grammar, discourse and genre. You will then identify pedagogical implications with consideration of relevant sociolinguistic concepts in your teaching context. You will present your critique at a scheduled time and respond to questions.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
Some components of this assessment are eligible for the 48-hour late submission period and assignment extensions.
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
There are no resources that are required to be purchased for this unit. There is a recommended text that is referred to frequently in this unit. Other resources will be available in the unit's Canvas site.
Resource Materials
Recommended text(s)
Wardhaugh, R., & Fuller, J.M. (2021). An introduction to sociolinguistics (8th ed.). West Sussex, UK: Wiley Blackwell.
Risk Assessment Statement
There are no out of the ordinary risks associated with this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU60 Graduate Certificate in Education
- Discuss and evaluate advanced discipline-specific knowledge related to professional educational practice.
Relates to: ULO1, Understanding sociolinguistic choices, Teaching resource critique - Reflect on and reflexively analyse own practice to improve professional knowledge and practice.
Relates to: ULO3, Understanding sociolinguistic choices - Critically analyse and evaluate activities, contexts, and phenomena related to professional practice in the discipline of education.
Relates to: ULO2, ULO4, Understanding sociolinguistic choices, Teaching resource critique - Employ a range of communication modes to transmit knowledge, skills, and ideas to others.
Relates to: ULO5, Understanding sociolinguistic choices, Teaching resource critique
EU74 Master of Education
- Discuss, evaluate, and integrate advanced discipline-specific knowledge related to professional educational practice and research.
Relates to: ULO1, Understanding sociolinguistic choices, Teaching resource critique - Reflect on and reflexively analyse own practice, integrating theoretical frameworks to improve professional knowledge and practice.
Relates to: ULO3, Understanding sociolinguistic choices - Critically analyse and evaluate complex activities, contexts and phenomena related to professional practice and scholarship in the discipline of education.
Relates to: ULO2, ULO4, Understanding sociolinguistic choices, Teaching resource critique - Employ a range of communication modes to transmit knowledge, skills and ideas to specialist and non-specialist audiences in professional and scholarly contexts.
Relates to: ULO5, Understanding sociolinguistic choices, Teaching resource critique
Unit Outline: Semester 1 2026, Online
| Unit code: | EUN644 |
|---|---|
| Credit points: | 12 |
| Equivalent: | LCN612, EUZ644 |
| Assumed Knowledge: | It is assumed that students understand educational practices in education settings and have practitioner experiences within a related education field or support profession. |
Overview
In the context of teacher education, there is increasing acknowledgement of the importance of studying the relationships between language, pedagogy and society. This unit will provide you with understandings of these relationships and how they impact communities and educational settings in Australian and overseas contexts. The unit will also develop your ability to identify key grammatical features in authentic texts and plan for pedagogical approaches to teaching grammar in relation to specific sociolinguistic contexts. At a time of increasing migration and diversity, understanding the social and cultural influences on language use is crucial for ensuring educational access and social participation by all learners. It is also vital for understanding language choices and rights in multicultural, pluralistic societies.
Learning Outcomes
On successful completion of this unit you will be able to:
- Discuss and integrate key sociolinguistic concepts and scholarly research for professional practice in diverse teaching and learning contexts.
- Analyse conversations to explain language choices or experiences and the relevance of this to teaching second language users.
- Reflect on and reflexively analyse own language choices to improve professional practice.
- Critically analyse and evaluate authentic texts to identify key linguistic features and pedagogical implications in diverse sociocultural education contexts.
- Use academically appropriate oral and written communication forms to transmit knowledge, skills and ideas related to language awareness and second language teaching.
Content
This unit includes the following topics:
- The history and systems of English; Global English and learning it as a first/second/additional/foreign language or dialect;
- Languages, dialects, pidgins and creoles: Their origins and implications for education, includes Aboriginal English and Aboriginal and Torres Strait Islander creoles (e.g., Kriol, Yumplatok);
- Bilingualism, code-switching and translanguaging: What do they mean for classrooms?
- Language and social variables that influence how language is used:
- Key grammatical and discourse features of authentic texts;
- Pragmatics, politeness and other language-in-interaction considerations; and
- Pedagogical approaches to teaching grammar and discourse features in diverse sociocultural education contexts.
Learning Approaches
In this unit you will learn through engaging in the following:
- tutorials (online and on-campus)
- online learning activities
- readings
- modules to support research and writing skills
- authentic assessment tasks in which you will apply scholarly knowledge to real world scenarios and in your own context.
This unit employs interactive and discussion-based learning, case study based activities and critical reflection on the intersection of theory and experience.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- a range of formative exercises discussed and undertaken throughout the unit
- feedback from peers as you investigate and discuss issues raised throughout the unit
- self assessment through reflective practice
- comments about summative assessment work included with your grade
- general summative assessment feedback posted to the whole cohort via the unit Canvas site.
Assessment
Overview
There are two summative assessment tasks in this unit.
1. Understanding sociolinguistic choices - this task requires you to use foundational sociolinguistic concepts to analyse and explain the language choices of people in particular social contexts. Arguing for the relevance of the analysis to TESOL professional practice is a required part of the assessment.
2. Teaching resource critique - this task requires you to critically analyse and evaluate an authentic text to identify key linguistic features and pedagogical implications in diverse sociocultural education contexts. Building on the first assignment, the analysis and implications must consider relevant sociolinguistic concepts in your teaching context.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Understanding sociolinguistic choices
You will examine a conversation in English and apply relevant sociolinguistic concepts to explain people's language choices. A critical argument is then provided on the ways that these choices have relevance for TESOL and professional practice.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Teaching resource critique
You will critically analyse and evaluate an authentic text to identify key linguistic features including grammar, discourse and genre. You will then identify pedagogical implications with consideration of relevant sociolinguistic concepts in your teaching context. You will present your critique at a scheduled time and respond to questions.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
Some components of this assessment are eligible for the 48-hour late submission period and assignment extensions.
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
There are no resources that are required to be purchased for this unit. There is a recommended text that is referred to frequently in this unit. Other resources will be available in the unit's Canvas site.
Resource Materials
Recommended text(s)
Wardhaugh, R., & Fuller, J.M. (2021). An introduction to sociolinguistics (8th ed.). West Sussex, UK: Wiley Blackwell.
Risk Assessment Statement
There are no out of the ordinary risks associated with this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU60 Graduate Certificate in Education
- Discuss and evaluate advanced discipline-specific knowledge related to professional educational practice.
Relates to: ULO1, Understanding sociolinguistic choices, Teaching resource critique - Reflect on and reflexively analyse own practice to improve professional knowledge and practice.
Relates to: ULO3, Understanding sociolinguistic choices - Critically analyse and evaluate activities, contexts, and phenomena related to professional practice in the discipline of education.
Relates to: ULO2, ULO4, Understanding sociolinguistic choices, Teaching resource critique - Employ a range of communication modes to transmit knowledge, skills, and ideas to others.
Relates to: ULO5, Understanding sociolinguistic choices, Teaching resource critique
EU74 Master of Education
- Discuss, evaluate, and integrate advanced discipline-specific knowledge related to professional educational practice and research.
Relates to: ULO1, Understanding sociolinguistic choices, Teaching resource critique - Reflect on and reflexively analyse own practice, integrating theoretical frameworks to improve professional knowledge and practice.
Relates to: ULO3, Understanding sociolinguistic choices - Critically analyse and evaluate complex activities, contexts and phenomena related to professional practice and scholarship in the discipline of education.
Relates to: ULO2, ULO4, Understanding sociolinguistic choices, Teaching resource critique - Employ a range of communication modes to transmit knowledge, skills and ideas to specialist and non-specialist audiences in professional and scholarly contexts.
Relates to: ULO5, Understanding sociolinguistic choices, Teaching resource critique