Unit convenor and teaching staff |
Unit convenor and teaching staff
Breda Carty
Lena Karam
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Credit points |
Credit points
4
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Prerequisites |
Prerequisites
Admission to MDisabilityStud and permission by special approval
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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 introduces theoretical frameworks for sign bilingual education and develops practical competence in the use of signed language for pedagogical purposes. Fluency in Auslan is required for enrolment in this unit by Special Approval and the unit does not include tuition in Auslan.
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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:
Assessment Presentation and Submission Guidelines
Please follow these guidelines when you submit each assignment:
Draft Submissions & Turnitin Originality Reports
Please note:
Assignment extensions and late penalties
Requesting a re-assessment of an assignment
If you have evidence that your task has been incorrectly assessed against the grade descriptors you can request a re-mark. To request a re-mark you need to contact the unit convenor within 7 days of the date of return of the assignment and provide a detailed assessment of your script against the task criteria. Evidence from your assignment must be provided to support your judgements.
Note: Failed assessments cannot be re-marked as they are all double-marked as a part of the moderation process.
Please note: The outcome of a re-mark may be a higher/lower or unchanged grade. Grades are standards referenced and effort is NOT a criterion.
University policy on grading
Criteria for awarding grades for assessment tasks
Assignments will be awarded grades ranging from HD to F according to guidelines set out in the University's Grading Policy. The following descriptive criteria are included for your information.
Descriptive Criteria for awarding grades in the unit
In order to meet the unit outcomes and successfully pass this unit, students must make a genuine attempt at all assessment tasks. Where any submitted assessment task is considered to be unsatisfactory in this regard, the highest possible final grade that can be awarded for the unit will be 45.
Students will be awarded grades ranging from HD to F according to guidelines set out in the policy: https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/assessment-in-effect-from-session-2-2016
The following generic grade descriptors provide university-wide standards for awarding final grades.
Grade |
Descriptor |
HD (High Distinction) |
Provides consistent evidence of deep and critical understanding in relation to the learning outcomes. There is substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critical evaluation of problems, their solutions and their implications; creativity in application as appropriate to the discipline. |
D (Distinction) |
Provides evidence of integration and evaluation of critical ideas, principles and theories, distinctive insight and ability in applying relevant skills and concepts in relation to learning outcomes. There is demonstration of frequent originality in defining and analysing issues or problems and providing solutions; and the use of means of communication appropriate to the discipline and the audience. |
Cr (Credit) |
Provides evidence of learning that goes beyond replication of content knowledge or skills relevant to the learning outcomes. There is demonstration of substantial understanding of fundamental concepts in the field of study and the ability to apply these concepts in a variety of contexts; convincing argumentation with appropriate coherent justification; communication of ideas fluently and clearly in terms of the conventions of the discipline. |
P (Pass). |
Provides sufficient evidence of the achievement of learning outcomes. There is demonstration of understanding and application of fundamental concepts of the field of study; routine argumentation with acceptable justification; communication of information and ideas adequately in terms of the conventions of the discipline. The learning attainment is considered satisfactory or adequate or competent or capable in relation to the specified outcomes |
F (Fail) |
Does not provide evidence of attainment of learning outcomes. There is missing or partial or superficial or faulty understanding and application of the fundamental concepts in the field of study; missing, undeveloped, inappropriate or confusing argumentation; incomplete, confusing or lacking communication of ideas in ways that give little attention to the conventions of the discipline. |
Note: If you fail a unit with a professional experience component the fail grade will be on your transcript irrespective of the timing of the placement.
Results
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.
Name | Weighting | Hurdle | Due |
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Auslan linguistics quiz | 30% | No | 22/03/19 |
Teaching log | 40% | No | 17/05/19 |
Resource development | 30% | No | 07/06/19 |
Due: 22/03/19
Weighting: 30%
This quiz will assess students’ knowledge of the linguistic features of Auslan relevant to its use as a language of instruction
Due: 17/05/19
Weighting: 40%
Students will present written and videotaped teaching activities in a sign bilingual setting, with a log of reflective analysis based on class feedback. Presentation should include an overview of the theory and practice of sign bilingualism, demonstrating how proposed activities support good practice
Due: 07/06/19
Weighting: 30%
Students will develop a teaching resource utilising both Auslan and English, and will provide feedback on resources presented by other students. The assignment should give a brief overview of the range of educational settings in which sign bilingualism can be used, identifying the settings for which the resource is appropriate. It should also demonstrate how the resource can support assessment of Auslan development.
The unit is delivered online, with a three-day face-to-face campus conference. All learning materials will be available on iLearn.
The following outline shows details of the topics for study, and the readings which will support them.
The topics listed for Topics 6 to 13 (shaded below) will be covered during the Campus Conference (1-3 May).
The readings in BOLD text are required readings, all other readings listed are optional.
Date
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Topic |
Readings |
Topic 1 Week beginning 25 February |
Introduction to linguistic features of Auslan: Part 1
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Johnston & Schembri (2007), Ch 1 + 4. |
Topic 2 Week beginning 4 March |
Introduction to linguistic features of Auslan: Part 2
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Johnston & Schembri (2007), Ch 5 + 7
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Session 3 Week beginning 11 March
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Introduction to linguistic features of Auslan: Part 3
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Johnston & Schembri (2007), Ch 9. |
Assignment 1 – online quiz on linguistic features of Auslan – due Monday 21 March
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Topic 4 Week beginning 25 March
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Specific teaching techniques using signed language
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Easterbrooks & Baker (2002), Ch 5 + 6, Pagliaro, M.(2011)
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Session 5 Week beginning 8 April |
Code-switching between different types of sign communication
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Andrews & Rusher (2010), Johnston (2002) |
Session 6 1 May
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Specific teaching techniques using signed language
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Johnston & Schembri (2007), Easterbrooks & Baker (2002) |
Session 7 1 May |
Specific teaching techniques using signed language
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Johnston & Schembri (2007), Easterbrooks & Baker (2002) |
Session 8 2 May
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Translating texts between English and Auslan
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Conlon & Napier (2004) |
Session 9 2 May
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Assessing Auslan development
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Schembri et. al. (2002) |
Session 10 2 May |
Assessing English literacy in students who use signed language
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TBA |
Session 11 3 May |
Teaching and assessing aspects of spoken/written language skills for students who use signed language
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Narr & Cawthon (2011), Trezek, Wang & Paul (2010) |
Session 12 3 May
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Creating and adapting resources for sign language using students and classrooms
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TBA |
Session 13 3 May |
The reflective teacher: ongoing skill development for teachers in signed language environments
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Holcomb (2012), Meath-Lang (1998) |
Assignment 2 – Teaching Log – due Friday 17 May
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Assignment 3 – Development of Teaching Resource using Auslan + English – due Friday 7 June
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Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/student-conduct
Results published on platform other than eStudent, (eg. iLearn, Coursera etc.) 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 or if you are a Global MBA student contact globalmba.support@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.
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