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Semester 1 (Early-Start)
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This subject introduces Teacher Candidates to the theory and practice of teaching English to speakers of other languages (TESOL). With an emphasis on the nature of TESOL within Australian schools, and the Victorian education system in particular, this subject examines the needs of English as Additional Language/Dialect (EAL/D) learners in the secondary years of schooling. The curriculum frameworks utilised in this learning area derive from the Victorian Curriculum, VCE and VET.
TESOL 1 begins with a theoretical foundation based on contemporary research in second language education about how languages are acquired and presents a communicative framework for understanding language teaching and learning. The subject then focuses on practical implications related to planning for, developing, and assessing EAL/D learners’ communicative competence in English as a language in its own right, as well as a medium of instruction across the school curriculum.
TESOL 1 caters for the different teaching settings of EAL/D students in secondary schooling and includes exploration of different programs. These programs include teaching EAL/D in a mainstream school setting and language school/centre settings. In a language school setting this may include the teaching of mathematical concepts, number knowledge and teaching the meta language of mathematics. In a mainstream setting the teaching of numeracy includes the critical analysis of data through the study of media issues.
Intended learning outcomes
On completion of this subject, participants will have the knowledge, skills and understanding to enable them to:
Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers.
- begin to critically reflect on research into how students learn and understand the concepts, substance, structure and implications for effective teaching practice in TESOL, including the creation of effective learning environments (Graduate Standards 1.2, 2.1)
- understand how to design lesson plans and learning sequences in TESOL, using knowledge of student learning, curriculum, assessment, reporting as well as effective teaching resources (Graduate Standards 2.2, 2.3, 3.2)
- understand how to set learning goals in TESOL that provide achievable challenges for students of varying abilities and characteristics (Graduate Standards 3.1)
- select appropriate strategies to differentiate teaching to meet specific needs of students in TESOL, drawing on digital technologies and literacy and numeracy understandings in order to engage and empower students in their learning (Graduate Standards 1.5, 2.5, 2.6, 3.3, 3.4)
- identify assessment strategies including formal and informal diagnostic, formative and summative approaches to assess and to support students' learning in TESOL (Graduate Standards 5.1, 5.4)
This subject will develop the following set of key transferable skills:
- Clinical reasoning and thinking
- Problem solving
- Evidence based decision making
- Creativity and innovation
- Teamwork and professional collaboration
- Learning to learn and metacognition
- Responsiveness to a changing knowledge base
- Reflection for continuous improvement
- Linking theory and practice
- Inquiry and research
- Active and participatory citizenship
Last updated: 29 April 2020