Students

APPL8290 – Evaluating Language Classroom Practice

2024 – Session 1, Online-flexible

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff
Melissa Reed
melissa.reed@mq.edu.au
Philip Chappell
philip.chappell@mq.edu.au
Credit points Credit points
10
Prerequisites Prerequisites
(APPL600 or APPL6000) and (APPL601 or APPL6010) or APPL 8001 and permission by special approval
Corequisites Corequisites
APPL8200
Co-badged status Co-badged status
Unit description Unit description

With the increased diversity of contexts for English language learning, language teachers need to develop competencies in evaluating and implementing appropriate language classroom practices for different contexts. This unit encourages you to consider different language learning and teaching contexts and appropriate methodologies for those contexts. You will complete classroom observation tasks of videorecorded lessons; evaluate a series of videorecorded lessons based upon principles of TESOL methodology, including planning and programming principles; and systematically compare and contrast different approaches to second language teaching and learning - all this across a variety of language teaching and learning contexts. A final task is to develop a language teaching philosophy and a professional learning plan for implementation in future years. The unit is aimed at students looking for a practical application of TESOL methodology without undertaking a Practicum. It is not intended as a replacement for the practical experience gained on a practicum such as Practicum in TESOL.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates

Learning Outcomes

On successful completion of this unit, you will be able to:

  • ULO1: Identify factors that support and constrain effective second language teaching and learning through critically evaluating English language lessons.
  • ULO2: Critically evaluate TESOL methods and approaches and their suitability for your language teaching context.
  • ULO3: Articulate your language teaching philosophy through interrogating your working theories of language, language learning and language teaching that you have developed during the course.
  • ULO4: Reflect on a range of language teaching methods and approaches and identify their relevance for your context.
  • ULO5: Communicate as a professional with peers in online professional development channels.
  • ULO6: Articulate your professional learning needs and plan ongoing professional learning.

General Assessment Information

All assessment tasks must be submitted in order to be eligible to pass this unit.

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. 

Use of Generative AI

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

Assessment Tasks

Name Weighting Hurdle Due
Observation and evaluation of video recorded lessons 30% No Week 10
Analysis of language teaching methods and approaches 30% No Week 7
Your personal language teaching philosophy 20% No Week 13
Discussion forum participation 20% No Throughout semester. Final comments due week 12.

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.

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

Delivery and Resources

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.

Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central (https://policies.mq.edu.au). Students should be aware of the following policies in particular with regard to Learning and Teaching:

Students seeking more policy resources can visit Student Policies (https://students.mq.edu.au/support/study/policies). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.

To find other policies relating to Teaching and Learning, visit Policy Central (https://policies.mq.edu.au) and use the search tool.

Student Code of Conduct

Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/admin/other-resources/student-conduct

Results

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 connect.mq.edu.au or if you are a Global MBA student contact globalmba.support@mq.edu.au

Academic Integrity

At Macquarie, we believe academic integrity – honesty, respect, trust, responsibility, fairness and courage – is at the core of learning, teaching and research. We recognise that meeting the expectations required to complete your assessments can be challenging. So, we offer you a range of resources and services to help you reach your potential, including free online writing and maths support, academic skills development and wellbeing consultations.

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

The Writing Centre

The Writing Centre provides resources to develop your English language proficiency, academic writing, and communication skills.

The Library provides online and face to face support to help you find and use relevant information resources. 

Student Services and Support

Macquarie University offers a range of Student Support Services including:

Student Enquiries

Got a question? Ask us via the Service Connect Portal, or contact Service Connect.

IT Help

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.

Unit information based on version 2024.01R of the Handbook