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ESL Across the Curriculum (EDUC90427)
Graduate courseworkPoints: 12.5Not available in 2017
Overview
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This subject is designed to provide learner teachers from areas other than ESL with an awareness of the issues that non-English speaking background students face in the mainstream classroom. Focusing on theory, principles, and practical methods for planning, teaching, and assessing ESL students across the curriculum, this subject develops the skills and knowledge necessary for all teachers to make their content areas accessible to students who are still mastering English as the medium for classroom instruction. The subject also includes a consideration of how mainstream teachers can work with ESL specialists and make productive partnerships that support the learning of ESL students in mainstream classes.
Intended learning outcomes
On completion of this subject, teacher candidates will have the knowledge, skills, and understanding to enable them to:
- Describe the experiences of second language learners in the mainstream classroom and reflect on the implications this carries for generalist or discipline teachers
- Plan and adapt mainstream materials, lessons, units of work, and assessment strategies that account for the needs of non-English speaking background students
Generic skills
On completion of this subject, teacher candidates will have the knowledge, skills, and understanding to enable them to:
- Be skilled communicators who can effectively articulate and justify their practices as knowledgeable agents of changes
- Be flexible and able to adapt to change through knowing how to learn
- Understand the significance of developing their practice on the basis of research evidence
- Work in teams with skills in cooperation, communication and negotiation
- Be independent of mind, responsible, resilient, self-regulating
- Have a conscious personal and social values base
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
Admission to the Master of Teaching (Secondary) or Master of Teaching (Primary)
Corequisites
None
Non-allowed subjects
None
Inherent requirements (core participation requirements)
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
Last updated: 10 February 2024
Assessment
Additional details
There are 2 assessment tasks:
- A case study (2000 words) due mid semester (50%)
- A reflective essay (2000 words) due end of semester)
There are 3 hurdle requirements:
- Completion of weekly readings;
- Brief weekly presentation
- 80% attendance requirement
Last updated: 10 February 2024
Dates & times
Not available in 2017
Time commitment details
170 hours
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
P. Gibbons (2002) Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom, Sydney, Heinemann.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Secondary)
Last updated: 10 February 2024