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Identifying EAL Students' Needs (EDUC90679)
Graduate courseworkPoints: 12.5Not available in 2017
Overview
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This subject explores the range of EAL students in Australian schools, and the linguistic, academic, emotional, and social needs they present as second language learners. Drawing on the Victorian DEECD AusVELS EAL Developmental Continuum as a framework, the subject will focus on how needs differ between different types of EAL learners (e.g., new arrivals, international students, Australian-born with language backgrounds other than English, etc), the process of second language acquisition, the nature of language, and issues for assessment.
Intended learning outcomes
On completion of the subject, students should be able to :
- Identify the language learning needs of EAL students;
- Identify the social, cultural and academic learning needs of primary EAL students;
- Describe assessment processes that facilitate teaching and learning with EAL students;
- Identify how the needs of EAL students relate to the wider school and local community context.
Generic skills
On completion of the subject, students should be able to:
·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.
·Articulate their knowledge and understanding in oral and written presentations.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
None
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
1.A 2,000 word essay due mid-course (40%).
2.A 3,000 word essay due at the end of the course (60%).
This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.
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
Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth, NH: Heinemann.
Last updated: 10 February 2024