Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Jill Murray
Contact via 9850 9605
C5A 565
Flexible. Please email for an appointment.
Administration
Margaret Wood
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Credit points |
Credit points
4
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Prerequisites |
Prerequisites
Admission to MAppLing or PGDipAppLing 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 about language teaching and learning 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 | Hurdle | Due |
---|---|---|---|
Assignment 1 | 45% | No | Friday 1 September 2017 |
Assignment 2 | 50% | No | Friday 10 November 2017 |
Online Participation | 5% | No | throughout semester |
Due: Friday 1 September 2017
Weighting: 45%
Description of the contextual parameters of a teaching context, and evaluation of contextual affordances on learning
2000 words
Due: Friday 10 November 2017
Weighting: 50%
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]
3000 words not including references, data or appendices.
Due: throughout semester
Weighting: 5%
Participation in online tasks and web discussions
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:
It is expected that students in this unit will ….
NB: This unit is delivered in blended mode. Distance course materials are also available to internal students. Space permitting, external students may attend the on-campus sessions if they wish. All students are expected to participate in web discussions and complete online tasks.
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
On campus sessions will be recorded, but they will consist of student discussions and tasks rather than lectures. It is not essential for distance students to listen to these, but they are advised to download the slides available after the lecture sessions.
Week |
Topic |
1 |
Defining a social context |
2 |
Teacher cognition and practice |
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 |
Innovation in teaching: technological affordances |
12 |
Action research: Teacher initiated change |
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_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 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:
Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.
This graduate capability is supported by:
Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.
This graduate capability is supported by:
Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.
This graduate capability is supported by:
Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.
This graduate capability is supported by:
Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues
This graduate capability is supported by:
In line with the new assessment policy, changes have been made to the number and scope of assignments in this unit.