Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Robyn Moloney
Contact via robyn.moloney@mq.edu.au
C3A810
lecturer
Susan Markose
Contact via email
convenor
Alice Chik
Contact via 98508766
X5B358
tutor
Diane Alperstein
|
---|---|
Credit points |
Credit points
3
|
Prerequisites |
Prerequisites
(39cp at 100 level or above) or admission to BEd(Sec)
|
Corequisites |
Corequisites
|
Co-badged status |
Co-badged status
|
Unit description |
Unit description
The aim of this unit is to extend knowledge of current theories, research and practice relevant to the teaching of literacy in multicultural contexts. The emphasis is on learners of all ages from diverse social and cultural backgrounds, including those who are experiencing reading and writing difficulties. It is therefore relevant to the teaching of students using English as a second language.
|
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:
When preparing your assignments, it is essential that:
Please follow these guidelines when you submit each assignment:
Draft Submissions & Turnitin Originality Reports
Final Submissions
Please note: GRADES for TASKS will be released through Grade Mark online in iLearn. An announcement will be made when your Grades and Comments are available.
http://www.mq.edu.au/iLearn/student_info/gradebook.htm This link provides guidance as to how you can access the Grades. |
Name | Weighting | Hurdle | Due |
---|---|---|---|
Essay | 35% | No | week 7 |
ESL literacy strategies | 35% | No | week 9 |
exam | 30% | No | exam period |
Due: week 7
Weighting: 35%
Ways of seeing Language.
Language can be seen as a problem, a right, or a resource. What attitudes may be embedded in the subconscious assumptions of teachers? What is my experience and attitude?
Reflect on your understanding of both theoretical and practical aspects of one or two of the 3 ways of seeing language, in multicultural/multilingual classrooms, globally and locally. Include reflection on your intercultural experience and attitude to language diversity.
Due: week 9
Weighting: 35%
You and a partner are conducting professional development for a school staff. You must explain to the staff in 10 minutes the literacy issues faced by ESL students in one Stage only, across the curriculum at that particular school. You suggest a range of ICT tools for differentiation and literacy support.
Due: exam period
Weighting: 30%
a 2hour exam assessing content knowledge and engagement with selected issues.
Delivery : Teaching and learning is delivered through two weekly lectures which are recorded on ECHO 360, and one weekly tutorial. External students must attend two one-day on-campus days.
Resources : all resources are available on ilearn
Technology: Students will need regular access to a computer and the internet. There are computers in C5C rooms 211,213, 217 and the TEL labs C5A 201,204 210. Students will need their own student username and password to log into ILearn.
What has changed? This unit has had changes made to lectures and assessments since its last offering, due to evaluation, student input and consultation.
Wk | Readings Due | Tentative Lecture Schedule | Tutorials |
1 | |||
2. | |||
3. | Haugen McIntosh; Olson; Welch | Introduction; Ways of seeing language; Australian context multiculturalism.DET ESL | Focus on Welsh reading |
4. | Bochner & Jones; Diaz & Harvey | First and second language development | analysis of readings |
5 | Markose; Sarra;Rose | Teacher strength; Aboriginal literacy issues | compulsory Essay scaffolding workshop |
6. | Dooley; Cope & Kalantzis | Multiliteracies; role of ICTs | Cope and Kalantzis |
7. | Gibbons | classroom discourse and intercultural enquiry; primary school literacies and ESL | Gibbons plus activities |
8. | Moloney | 1 lecture only role of teacher identity and modelling | activities |
9 | Cooper & Kiger | Reading difficulties | analysis Cooper & Kiger |
10 | Sitko | Focus on writing difficulties . Analysis of writing features | presentations Assessment 2 |
11 | ESL Scales | Overview of Reading and Writing | presentations ctd |
12 | Nieto | Anti-racism initiatives; teaching in an IEC(Intensive English Centre)Revision lectures | presentations ctd |
13 | no reading | Two revision lectures |
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_2016.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html
Disruption to Studies Policy (in effect until Dec 4th, 2017): http://www.mq.edu.au/policy/docs/disruption_studies/policy.html
Special Consideration Policy (in effect from Dec 4th, 2017): https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration
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://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by: