Supervised Observation (Second Language) (EDUC90096)

Students undertake a structured program of teaching observation comprising on-campus workshops before, during, and after 2 x 2-day on-site placements in settings relevant to language teaching. Within the context of a plurilingual framework for understanding language teaching, the focus of observations include teaching in the target language; the design, implementation, and evaluation of lessons and units of work for students at a variety of language levels; the use and adaptation of materials to meet student needs and interests; and the assessment and reporting of students' language development. Learning includes self-reflection, peer discussion, and critical evaluation of links between observed practice and the knowledge base of additional language teaching.

NOTE:

• This subject has a TESOL and Modern Languages Education focus, according to the course within which the student is enrolled.

• This subject has a quota and places are limited. Students must meet all prerequisites, including a current average of H2A (75%) or above. Students who do not meet this requirement will be removed from the subject and will need to select an alternative elective. Eligible students will be contacted by the Faculty of Education Academic Support Office by the end of the first week of the Semester to discuss placements.

• Due to the nature of this elective subject, students are encouraged to carefully consider the ability to commit to the in-person off-campus placement requirements before enrolling. Students can contact the course coordinator to discuss alternative elective subjects that do not include placement, but which are still beneficial to the program of study. 

Intended learning outcomes

On completion of this subject students should be able to:

• Explain how planning supports teacher implementation of plurilingual classroom strategies in practice
• Evaluate whether lesson outcomes were achieved
• Argue how examples of practice reflect a reliable model of target language instruction (both spoken and written) in ways appropriate to the classroom and student's level of proficiency
• Reflect on how teacher's assessment of student language development informs the teaching cycle
• Evaluate resources used to inform plurilingual practice and support student learning
• Evaluate and defend their own professional development, drawing on insights from observation, peer discussion, and relevant theory.

Generic skills