All assignments must be submitted in order to pass the unit.

Observation and evaluation of video-recorded lessons

Assessment Type ¹: Report Indicative Time on Task ²: 30 hours Due: Week 10 Weighting: 30%

Observation of video-recorded English language lessons and evaluation based on a series of questions about the lesson.

On successful completion you will be able to:

• Identify factors that support and constrain effective second language teaching and learning through critically evaluating English language lessons.
• Critically evaluate TESOL methods and approaches and their suitability for your language teaching context.
• Reflect on a range of language teaching methods and approaches and identify their relevance for your context.

Analysis of language teaching methods and approaches

Assessment Type ¹: Case study/analysis Indicative Time on Task ²: 30 hours Due: Week 7 Weighting: 30%

Prepare a report that identifies and describes a particular language learning and teaching context, identifies key issues that impact teaching and learning in that context, and evaluates the suitability of specific language teaching methods and approaches for that context.

On successful completion you will be able to:

• Identify factors that support and constrain effective second language teaching and learning through critically evaluating English language lessons.
• Critically evaluate TESOL methods and approaches and their suitability for your language teaching context.
• Reflect on a range of language teaching methods and approaches and identify their relevance for your context.
• Communicate as a professional with peers in online professional development channels.

Your personal language teaching philosophy

Assessment Type ¹: Report Indicative Time on Task ²: 20 hours Due: Week 13 Weighting: 20%

Write a statement of your personal language teaching philosophy and prepare a plan for your professional learning for the next three years.

On successful completion you will be able to:

• Articulate your language teaching philosophy through interrogating your working theories of language, language learning and language teaching that you have developed during the course.
• Reflect on a range of language teaching methods and approaches and identify their relevance for your context.
• Articulate your professional learning needs and plan ongoing professional learning.

Discussion forum participation

Assessment Type ¹: Participatory task Indicative Time on Task ²: 20 hours Due: Throughout semester. Final comments due week 12. Weighting: 20%

A series of online discussion tasks of topics that are set in particular weeks. Students are required to actively discuss each other's posts.

On successful completion you will be able to:

• Articulate your language teaching philosophy through interrogating your working theories of language, language learning and language teaching that you have developed during the course.
• Reflect on a range of language teaching methods and approaches and identify their relevance for your context.
• Communicate as a professional with peers in online professional development channels.
• Articulate your professional learning needs and plan ongoing professional learning.

Requesting an extension to assignment due date

• On occasion, you may be in a situation when you aren't able to submit an assessment task on time. Extensions are only given in special circumstances, by completing a Special Consideration request. For more information on Special Consideration, see https://students.mq.edu.au/study/my-study-program/special-consideration  

Late submission of assignments

If you haven't been approved for an extension and you submit your assessment task late, penalties are applied. You should consult your unit convenor if you are in this position. Late submissions will receive a 5% per day penalty. If you submit the assessment task 10 days or more beyond the due date, without an approved extension, you will be awarded a maximum of 50% of the overall assessment marks. Weekends and public holidays are included. 

Generative AI

Please refer to instructions from your lecturer on the use and acknowledgement of use of Generative AI in your submitted assignments.

Further information about academic integrity is available in the Policies and Procedures section below.

¹ If you need help with your assignment, please contact:

• the academic teaching staff in your unit for guidance in understanding or completing this type of assessment
• the Writing Centre for academic skills support.

² Indicative time-on-task is an estimate of the time required for completion of the assessment task and is subject to individual variation

Participation 

This is a completely online unit, with no class times. Participation is through discussion in online forums and weekly activities, including video observations. Students are encouraged to reflect on their experiences of teaching and learning and theoretical ideas they have encountered throughout their course and critically evaluate their application to future teaching contexts throughout this unit.

Resources

The following core texts are required for this unit:

1) Harmer, J. (2015) The Practice of English Language Teaching. London: Pearson Longman (5th edition).

2) Scrivener, J. (2012). Classroom Management Techniques. Cambridge, UK: Cambridge University Press.

Other readings will be available on Leganto through the unit’s iLearn site.

Social inclusion at Macquarie University is about giving everyone who has the potential to benefit from higher education the opportunity to study at university, participate in campus life and flourish in their chosen field. The University has made significant moves to promote an equitable, diverse and exciting campus community for the benefit of staff and students. It is your responsibility to contribute towards the development of an inclusive culture and practice in the areas of learning and teaching, research, and service orientation and delivery. As a member of the Macquarie University community, you must not discriminate against or harass others based on their sex, gender, race, marital status, carers' responsibilities, disability, sexual orientation, age, political conviction or religious belief. All staff and students are expected to display appropriate behaviour that is conducive to a healthy learning environment for everyone.  

In the Faculty of Medicine, Health and Human Sciences, professionalism is a key capability embedded in all our courses.  

As an adult learner, we respect your decision to choose how you engage with your learning, but we would remind you that the learning opportunities we create for you have been done so to enable your success, and that by not engaging you may impact your ability to successfully complete this unit. We equally expect that you show respect for the academic staff who have worked hard to develop meaningful activities and prioritise your learning by communicating with them in advance if you are unable to attend a small group interactive session. 

Another dimension of professionalism is having respect for your peers. It is the right of every student to learn in an environment that is free of disruption and distraction. Please treat your fellow students with the utmost respect. If you are uncomfortable participating in any specific activity, please let the relevant academic know.