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Semester 2 (Extended)
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TESOL 2 builds upon the theory and practice of teaching English to speakers of other languages (TESOL) established in TESOL 1. Moving beyond the fundamentals of methodology, this subject develops Teacher Candidates’ understandings of the needs of diverse groups of ESL learners in Australian school settings and develops an understanding of contemporary issues and debates on English language teaching and learning, and aims to develop Teacher Candidates’ capacity to become reflective practitioners of TESOL.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers.
- show a developed capacity 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)
- consolidate understanding of 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)
- show a developed capacity to set learning goals in TESOL that provide achievable challenges for students of varying abilities and characteristics (Graduate Standards 3.1)
- consistently 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)
- evaluate teaching programs relevant to subject TESOL in order to improve learning and to determine the effectiveness of strategies and resources (Graduate Standards 3.6)
- use 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)
- understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage (Graduate Standards 7.2)
MTeach graduates will develop the following set of key transferable skills:
•Clinical reasoning and thinking
•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: 30 July 2020