Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Olga Kozar
Olga Kozar
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Credit points |
Credit points
4
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Prerequisites |
Prerequisites
Admission to MAppLing or PGDipAppLing or MTransInterMAppLing or MAppLingTESOL or MTransInterMAppLingTESOL
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit is designed for language teachers, and focuses on internal and external social factors which influence both curriculum and classroom practice. The focus of the unit moves from consideration of individuals in a teaching–learning context, to the classroom as a site of learning and generation of a unique discourse, and then to the influence and impact of broader social and political concerns on curriculum and on all participants in the process. Factors that bring about and impede change are examined and their impact evaluated across a spectrum of learning environments. The focus is on TESOL but teachers of other languages will also find this unit relevant to their professional practice.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Name | Weighting | Due |
---|---|---|
Assignment 1 | 10% | Wed March 11 |
Assignment 2 | 35% | Sat Apr 11 |
Assignment 3 | 45% | Thursday June 11 |
Online Participation | 10% | throughout semester |
Due: Wed March 11
Weighting: 10%
Description of the contextual parameters of a teaching context, and identification of implications for learning.
1200 words
Due: Sat Apr 11
Weighting: 35%
Analysis of the assumptions underlying teaching materials or curriculum documents, and evaluation of their suitability for a specific context
2,000 words not including references or appendices.
Due: Thursday June 11
Weighting: 45%
The effect of contextual parameters on classroom discourse or curriculum design practice.
[There are several options available for this essay, and alternatives can be discussed with the unit convenor]
2.5-3000 words not including references or appendices.
Due: throughout semester
Weighting: 10%
Participation in online tasks and web discussions
APPL923 is a core unit for the TESOL specialisation of the MA in Applied Linguistics, and can also be taken as an elective in the General and LSP streams, and Diploma courses. In order to optimise the effectiveness of their teaching and the breadth and depth of their professional knowledge, teachers need an understanding of the micro and macro contextual forces that interact and influence the events in their classrooms. In order to implement and evaluate change at any level, they need to be able understand the roles of stakeholders and the forces that act upon them. This unit examines practice and provides theoretical bases for critical thought and action. It builds a foundation from which research may be undertaken as well as evaluated and applied. It promotes an ethical and sustainable approach to TESOL, and an awareness of its place in the contemporary world.
This unit is taught through: • Course notes (provided on i-learn) • Structured reading and reflection tasks • Web tasks and discussions It is expected that students in this unit will …. • Read the essential pre-reading before the lecture/seminars • Attend all of the lecture/seminar sessions • Participate in small group discussions and tasks in class • Download and read the powerpoints after each of the lecture/seminars • Access other readings from the unit website as well as journals and library resources. • Consult with the lecturer about any assessment or other issues that need clarification.
NB: Online course materials are also available to internal students. Participation in the web discussion is required for all students.
NB: As the lecture/seminars involve extensive student participation, no i-lecture recordings will be made for this unit.
There are no textbooks for this unit.
Reading material for this course consists of book chapters and some journal articles that can be found on e-reserve. Other journal articles can be accessed directly through the library catalogue. Detailed reading lists will be available on the i-learn site, which you can access from Monday Week 1. Reading guides and questions to consider are provided for the key readings.
For copyright reasons, some of the items on e-reserve may not be available for the entire period of the course. This means that students must download them when they are available and also that it is no cause for concern if readings do not appear until shortly before the corresponding module is due to commence.
i-learn will be used in the delivery of this unit. For more information: http://www.mq.edu.au/iLearn/ student_info/getting_started.htm
Week |
Topic |
1 | Defining a social context |
2 | Teachers’ thinking/ thinking teachers |
3 | English in the world |
4 | Communicative language teaching: origins and directions after the ‘post-method era’ |
5 | Approaches to curriculum design |
6 | The role of teaching materials: a critical approach |
7 | The classroom as a complex system |
8 | Researching classroom discourse 1 |
9 | Researching classroom discourse 2 |
10 | Curriculum innovation |
11 | Action research and teacher initiated change |
12 | Innovation in teaching: technological affordances |
13 | Review: Teachers, professional development, research and change |
See the unit i-learn site for weekly readings and tasks.
As well as the weekly topics there are general themes that go through this whole unit and provide a theoretical foundation for analysis of context as it operates at the level of individual, classroom and institution, and broad social context.
These are:
· Complexity theory, specifically the behaviour of complex adaptive systems
· Ecological linguistics
· Sociocultural theory and mediated learning
· Critical applied linguistics
· Discourse analysis
· Frameworks for the implementation of change
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://informatics.mq.edu.au/help/.
When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.
Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.
This graduate capability is supported by:
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This graduate capability is supported by: