TESOL
Outcomes
At the conclusion of this designated program students should be able to:
- understand theoretical principles underlying language learning
- understand and apply pedagogical principles relevant to language teaching
- be familiar with current theoretical and pedagogical debates within TESOL
- develop knowledge of research that has been undertaken in the fields of TESOL
- be able to select, devise and use teaching materials appropriate to learners' needs.
Master of Education (TESOL)
To qualify for the award of Master of Education (TESOL) candidates must complete 8 units of study (48 credit points), including
- a minimum of 5 units of study (30 credit points) from this specialisation, comprising;
a minimum of 4 units of study (24 credit points) of core units; and
a minimum of 1 unit of study (6 credit points) of elective units from the table listed below; plus - a minimum of 1 units of study (6 credit points) of capstone units; and
- a maximum of 2 units of study (12 credit points) of postgraduate Education units which can be chosen from any designation within the Master of Education program.
Graduate Diploma in Educational Studies (TESOL)
To qualify for the award of Graduate Diploma in Educational Studies (TESOL) candidates must complete 6 units of study (36 credit points), including
- a minimum of 4 units of study (24 credit points) of core units; and
- a minimum of 1 unit of study (6 credit points) of elective units from the table listed below; plus
- a maximum of 1 units of study (6 credit points) of postgraduate Education units which can be chosen from any designation within the Master of Education program.
Graduate Certificate in Educational Studies (TESOL)
To qualify for the award of Graduate Certificate in Educational Studies (TESOL) candidates must complete 4 units of study (24 credit points), including
- a minimum of 2 units of study (12 credit points) of core units; and
- a maximum 2 unit of study (12 credit points) of elective units from the table below.
Course convenor
Dr Marie Stevenson
T 02 9351 3684
Room 814, Education Building, A35
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Units of study table
| Unit of study | Credit points | A: Assumed knowledge P: Prerequisites C: Corequisites N: Prohibition | Session |
|---|---|---|---|
TESOL |
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Core units |
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| EDPG5001 Language as Social Practice |
6 | Semester 1 |
|
| EDPJ5002 Second Language Acquisition |
6 | Semester 2 |
|
| EDPJ5013 Methodology and Language Teaching |
6 | Semester 2 |
|
| EDPJ5016 Grammar and the Language Classroom |
6 | Semester 1 |
|
| EDPJ5020 Literacy and Language Teaching |
6 | Semester 2 |
|
| EDPJ5021 Developments in English Lang Teaching |
6 | Semester 1 |
|
Elective units |
|||
| EDPJ5001 Intercultural Language Education |
6 | Semester 1 |
|
| EDPJ5018 English for Specific Purposes |
6 | Semester 2 |
|
| EDPJ5022 Research Methods in Language Learning |
6 | Semester 1 Semester 2 |
|
| EDPJ5023 Teacher Professional Development for EFL |
6 | Semester 2 |
|
| EDPJ5024 English in Academic Settings |
6 | Semester 1 Semester 2 |
|
| EDPJ5025 Bilingual Education |
6 | Semester 1 |
|
| EDPJ5026 Language Testing and Assessment |
6 | Semester 1 |
|
Capstone units |
|||
| EDPZ6720 Dissertation |
12 | P submit a proposal for dissertation and have it approved prior to enrolling Note: Department permission required for enrolment |
Semester 1 Semester 2 |
| EDPZ6724 Dissertation Part 1 |
6 | P submit a proposal and have it approved prior to enrolling Note: Department permission required for enrolment |
Semester 1 Semester 2 |
| EDPZ6725 Dissertation Part 2 |
6 | P EDPZ6724 Note: Department permission required for enrolment |
Semester 1 Semester 2 |
| EDPZ6730 Special Project 1 |
6 | P submit a proposal Approval is contingent upon a staff member with relevant interests being available to supervise the proposed project. |
Semester 1 Semester 2 |
Elective Units from Other Faculties |
|||
| Master of Education (TESOL) students may choose up to two units of study from the following listing | |||
Faculty of Arts and Social Sciences - Linguistics |
|||
| LNGS7002 Language, Society and Power |
6 | Semester 1 |
|
| LNGS7274 Media Discourse |
6 | Semester 1 |
|
| LNGS7301 Functional Grammar |
6 | Semester 1 |
|
Units of study listing
TESOL
Core units
EDPG5001 Language as Social Practice
Credit points: 6 Teacher/Coordinator: Professor Brian Paltridge Session: Semester 1 Classes: 1x1hr lecture/week, 1x1hr tutorial/week commecing week 2 Assessment: 1x1500wd written assignment (35%) and 1x3500wd written assignment (65%) Campus: Camperdown/Darlington Mode of delivery: Normal (lecture/lab/tutorial) Day
Language has no role outside of its social context. This unit considers the relationships between language and social context, and how this effects the production and interpretation of spoken and written discourse. Topics covered include discourse and society, discourse and pragmatics, discourse and genre, discourse and conversation, and critical discourse analysis. Implications for professional practice are also discussed.
EDPJ5002 Second Language Acquisition
Credit points: 6 Teacher/Coordinator: Dr Aek Phakiti Session: Semester 2 Classes: 1x1 hr lecture/week, 1x1 hr tutorial/week commencing week 2 Assessment: 1x1500wd critical review of an SLA research article in Language Learning (30%) 1x1500wd application of an SLA theory for teaching practice (30%); and 1x2500wd explaining second language learning through empirical data (40%) Campus: Camperdown/Darlington Mode of delivery: Normal (lecture/lab/tutorial) Day
This unit presents the major theoretical frameworks used to consider issues in pre-school language development, first language development during the school years and the learning of second and subsequent languages by children and adults. It will discuss the common features in language development and will also take into account issues of social opportunity, age-related factors and other individual factors which lead to differential language proficiency in learners.
EDPJ5013 Methodology and Language Teaching
Credit points: 6 Teacher/Coordinator: Dr Marie Stevenson Session: Semester 2 Classes: 1x1hr lecture/week, 1x1hr tutorial/week commencing week 2 Assessment: 1 lesson plan (40%); 1 teaching practice (10%) and 1 assignment (50%) Campus: Camperdown/Darlington Mode of delivery: Normal (lecture/lab/tutorial) Day
This core unit provides an introduction to language teaching methodology. It covers both theoretical and practical issues, but has a particularly practical focus. The unit will focus on key aspects of classroom practice and students will have the opportunity to practice these and to reflect on their own classroom practice. Students will learn about different approaches to language teaching, and in particular about the components of communicative language teaching (CLT) , the currently dominant approach. However, students will be encouraged to think crtically and creatively about which aspect of CLT might or might note be appropriate to apply to their teaching contexts.
EDPJ5016 Grammar and the Language Classroom
Credit points: 6 Teacher/Coordinator: Dr Marie Stevenson Session: Semester 1 Classes: 1x1hr lectures/week, 1x1hr tutorial/week commencing week 2 Assessment: 1 assignment (40%), 1 teaching practice (10%), and 1 assignment (50%) Campus: Camperdown/Darlington Mode of delivery: Normal (lecture/lab/tutorial) Day
This core unit focuses on building awareness of features of English grammar and also on the effective teaching of these features in the second/foreign language classroom. The unit has a strong pedagogical focus, as it examines key principles of grammar instruction, how to structure grammar lessons, and how to evaluate and use grammar teaching materials effectively. The unit also focuses on raising awareness of the language systems of English such as tense/aspect, modality and cohesion, and of how context influences grammatical choices. It also examines how texts can be used effectively in the classroom. This unit is intended for those who are or who are planning to be teachers of English as a second or foreign language. As the unit assumes some prior of grammar, those with little prior knowledge are advised to do some preparatory reading. Please consult the coordinator about this.
EDPJ5020 Literacy and Language Teaching
Credit points: 6 Teacher/Coordinator: Dr Marie Stevenson Session: Semester 2 Classes: 1x1hr lecture/week, 1x1hr tutorial/week commencing week 2 Assessment: 1 assignment (40%); and 1 assignment (60%) Campus: Camperdown/Darlington Mode of delivery: Normal (lecture/lab/tutorial) Day
In this core unit literacy and its relationship to language teaching is examined from a multiple perspectives. Reading, writing and the teaching of these in the English language classroom are examined. In addition, issues surrounding literacy as a broader social, cultural and technological phenomenon and the implications of these issues for language teaching are explored. The unit emphasises that literacy does not operate the same way in all societies or in all educational and social contexts. In an age of increasingly sophisticated information technologies and the spread of English as a global language, ideas about literacy are changing rapidly, and these changes are having consequences for language teaching.
EDPJ5021 Developments in English Lang Teaching
Credit points: 6 Teacher/Coordinator: Dr David Hirsh Session: Semester 1 Classes: 1x1hr lecture/week, 1x1hr tutorial/week commencing week 2 Assessment: 1x presentation (20%); 1x2000wd assignment (30%); 1x3000wd assignment (50%) Campus: Camperdown/Darlington Mode of delivery: Normal (lecture/lab/tutorial) Day
This unit examines contemporary developments in English language teaching such as issues in the teaching of listening, reading, writing and speaking, as well as teaching and learning grammar, pronunciation and vocabulary. Other issues that are currently being discussed in the TESOL literature will also be addressed.
Elective units
EDPJ5001 Intercultural Language Education
Credit points: 6 Teacher/Coordinator: Associate Professor Lesley Harbon Session: Semester 1 Classes: 1x1hr lecture/week, 1x1hr tutorial/week commencing week 2 Assessment: 1x1500wd assignment (30%) and 1x4500wd essay profile task (70%) Campus: Camperdown/Darlington Mode of delivery: Normal (lecture/lab/tutorial) Day
This unit is designed to allow students to develop their understandings of intercultural language education in second language education contexts. Students will engage with current theoretical and research-based principles of intercultural language education, with pedagogical understandings, with cases of practice, and with issues surrounding classroom implementation of, and evaluation of, intercultural language teaching and learning. There will be examination of cases from primary, secondary and tertiary classrooms, from within Australia and from other countries throughout the world. Students will be expected to critically analyse and make judgements about the theories and practices involved with this new investigative stance on teaching languages
Textbooks
Moran, PR (2001). Teaching culture: Perspectives in practice. Boston, Mass: Heinle & Heinle.
EDPJ5018 English for Specific Purposes
Credit points: 6 Teacher/Coordinator: Professor Brian Paltridge Session: Semester 2 Classes: 1x1hr lecture/week, 1x1hr tutorial/week commencing week 2 Assessment: group presentation (10%); course design outline (40%); and course design project (50%) Campus: Camperdown/Darlington Mode of delivery: Normal (lecture/lab/tutorial) Day
This unit will examine issues in the teaching of English for specific purposes (ESP). Topics covered include definitions and the history of ESP, English for academic purposes, English for business purposes, skills development and ESP, needs analysis, course design, materials development, program evaluation and assessment in ESP courses.
EDPJ5022 Research Methods in Language Learning
Credit points: 6 Teacher/Coordinator: Dr Aek Phakiti Session: Semester 1,Semester 2 Classes: 1x1hr lecture/week, 1x1hr tutorial/week commencing week 2 Assessment: assignment 1 (20%); assignment 2 (30%); assignment 3 (50%) Campus: Camperdown/Darlington Mode of delivery: Normal (lecture/lab/tutorial) Day
This unit introduces a range of approaches to research in the area of second language (L2) learning. The unit provides frameworks by which students can review and critique studies in the area of L2 learning, and provides students with a framework for writing a research proposal. This is a required module of study for students who wish to include a Dissertation in their MEd TESOL degree.
EDPJ5023 Teacher Professional Development for EFL
Credit points: 6 Teacher/Coordinator: Associate Professor Huizhong Shen Session: Semester 2 Classes: 1x1hr lecture/week, 1x1hr tutorial/week commencing week 2 - evening Assessment: 1x2000wd pair workshop presentation (40%) and 1x3000wd workshop plan (60%) Campus: Camperdown/Darlington Mode of delivery: Normal (lecture/lab/tutorial) Day
In this unit students identify the needs of language teachers in pre-service and in-service courses and explore different models of teacher development. In the light of these models, participants consider ways of leading teachers to a fuller appreciation of language teaching goals, methods and activities. Participants have the opportunity to design and conduct training sessions to meet particular goals and to provide self and peer critique on these training sessions.
Textbooks
Richards, J.C., & Farrell, T.S.C.,(2005). Professional development for language teachers: strategies for teacher learning. Cambridge: Cambridge University Press
EDPJ5024 English in Academic Settings
Credit points: 6 Teacher/Coordinator: Dr Lindy Woodrow and Dr David Hirsh Session: Semester 1,Semester 2 Classes: 1x1hr lecture/week, 1x1hr tutorial/week commencing week 2 Assessment: 1 written assignment (30%) and 1x2500wd written assignment (50%) and journal entries/homework tasks (20%) Campus: Camperdown/Darlington Mode of delivery: Normal (lecture/lab/tutorial) Day
This unit is designed for students from non-English speaking backgrounds who wish to improve their English as well as understand better the setting in which it is produced. The unit has two components: the development of personal academic skills, particularly writing, and an in-depth consideration of linguistic and non-linguistic aspects of communication in academic settings.
EDPJ5025 Bilingual Education
Credit points: 6 Teacher/Coordinator: Dr Ruth Fielding Session: Semester 1 Classes: 1x1hr lecture/week and 1x1hr tutorial/week commencing week 2 Assessment: 1 case sutdy (50%); 1 essay (50%) Campus: Camperdown/Darlington Mode of delivery: Normal (lecture/lab/tutorial) Day
This unit introduces and explores principles and issues surrounding bilingual education. Different models of bilingual education are introduced, and the isues surrounding the aims, rationale and goals of different models are explored. Issues surrounding bilingual education theory, the teacher in bilingual settings, family and community involvement in bilingual education, bilingualism and biliteracy, and issues of power and identify are examined. The unit focuses on current research surrounding bilingual education. This unit is suited to students who teach in bilingual or immersion contexts in addition to those more generally interested in catering for bilingual and multilingual students in all settings.
Textbooks
Baker, C. (2006). Foundations of Bilingual Education and Bilingualism. (4th Ed). Clevedon, NJ: Multilingual Matters.
EDPJ5026 Language Testing and Assessment
Credit points: 6 Teacher/Coordinator: Dr Aek Phakiti Session: Semester 1 Classes: 1x1hr lecture/week, 1x1hr tutorial/week commencing week 2 Assessment: a language test review (20%); 2 quizzes (20%); a portfolio assessment of a language test development (made up of 2 sub-assignments) (60%) Campus: Camperdown/Darlington Mode of delivery: Normal (lecture/lab/tutorial) Day
This unit provides a broad overiew of the major principles involved in second and foreign language testing and assessment. The focus of the unit is on both theoretical and practical issues in testing and assessment. The design of language tests and assessment appropriate to particular learning settings is addressed with reference to communicative language teaching methodology. Issues concerning the influence of testing on teaching and recent developments in research in testing and assessment will be considered.
Capstone units
EDPZ6720 Dissertation
Credit points: 12 Teacher/Coordinator: Dr David Hirsh Session: Semester 1,Semester 2 Classes: several meetings/discussions with supervisor. Prerequisites: submit a proposal for dissertation and have it approved prior to enrolling Assessment: 1x12000wd report (100%) Campus: Camperdown/Darlington Mode of delivery: Supervision
Note: Department permission required for enrolment
The Dissertation is a piece of academic writing of approximately 12,000 words and represents a substantial original work. The Dissertation serves two different purposes in a student's progress through a Masters degree program, being a way for a student to study an area of interest in depth, or as a path to further research. Students seeking progress into a research higher degree, such as a doctoral program, are required to complete an empirical study, drawing on primary data. Note that for direct entry into a doctoral degree, an average of at least 80% across the Masters degree is needed. Students not intending to progress to a higher research degree may choose from a range of types of study. The Dissertation must incorporate an appropriate form of critical analysis and have as its basis a clearly structured conceptual framework. It is recommended that students complete a Research Method unit of study prior to undertaking the Dissertation, which will support the proposal development.
EDPZ6724 Dissertation Part 1
Credit points: 6 Teacher/Coordinator: Dr David Hirsh Session: Semester 1,Semester 2 Classes: several meetings/discussions with supervisor Prerequisites: submit a proposal and have it approved prior to enrolling Assessment: satisfactory progress during semester; students then must enrol in EDPZ6725 Dissertation Part 2 the following semester. Campus: Camperdown/Darlington Mode of delivery: Supervision
Note: Department permission required for enrolment
The Dissertation is a piece of academic writing of approximately 12,000 words and represents a substantial original work. The Dissertation serves two different purposes in a student's progress through a Masters degree program, being a way for a student to study an area of interest in depth, or as a path to further research. Students seeking progress into a research higher degree, such as a doctoral program, are required to complete an empirical study, drawing on primary data. Note that for direct entry into a doctoral degree, an average of at least 80% across the Masters degree is needed. Students not intending to progress to a higher research degree may choose from a range of types of study. The Dissertation must incorporate an appropriate form of critical analysis and have as its basis a clearly structured conceptual framework. It is recommended that students complete a Research Methods unit of study prior to undertaking the Dissertation, which will support the proposal development. This unit is part one of the Dissertation which runs over two semesters; therefore, students must also enroll in EDPZ6725 Dissertation Part 2 in the following semester..
EDPZ6725 Dissertation Part 2
Credit points: 6 Teacher/Coordinator: Dr David Hirsh Session: Semester 1,Semester 2 Classes: several meetings/discussions with supervisor Prerequisites: EDPZ6724 Assessment: 1x12000wd report (100%) Campus: Camperdown/Darlington Mode of delivery: Supervision
Note: Department permission required for enrolment
The Dissertation is a piece of academic writing of approximately 12,000 words and represents a substantial original work. The Dissertation serves two different purposes in a student's progress through a Masters degree program, being a way for a student to study an area of interest in depth, or as a path to further research. Students seeking progress into a research higher degree, such as a doctoral program, are required to complete an empirical study, drawing on primary data. Note that for direct entry into a doctoral degree, an average of at least 80% across the Masters degree is needed. Students not intending to progress to a higher research degree may choose from a range of types of study. The Dissertation must incorporate an appropriate form of critical analysis and have as its basis a clearly structured conceptual framework. It is recommended that students complete a Research Methods unit of study prior to undertaking the Dissertation, which will support the proposal development. This unit is part two of the Dissertation which runs over two semester; therefore, students must have also enrolled in EDPZ6724 Dissertation Part 1 in the previous semester.
EDPZ6730 Special Project 1
Credit points: 6 Teacher/Coordinator: Dr David Hirsh Session: Semester 1,Semester 2 Classes: several sessions with supervisor Prerequisites: submit a proposal Assessment: 1x6000wd report (100%) Campus: Camperdown/Darlington Mode of delivery: Supervision
Note: Approval is contingent upon a staff member with relevant interests being available to supervise the proposed project.
Special Project is a capstone unit, semester length independent investigation of a personally chosen topic in an educational context, the result of which is a 'product' of approximately 6,000 words such as a written report, review, account of the development of a resource, analysis of action or critique of research. All 'products' should be demonstrably informed by relevant theory and research. The satisfactory completion of this unit provides an alternative to the regular face-to-face classroom unit of study for candidates enrolled in a graduate coursework award.
Elective Units from Other Faculties
Master of Education (TESOL) students may choose up to two units of study from the following listing
Faculty of Arts and Social Sciences - Linguistics
LNGS7002 Language, Society and Power
Credit points: 6 Teacher/Coordinator: Dr Ahmar Mahboob Session: Semester 1 Classes: 1x2-hr seminar/week Assessment: 1x5000wd assignment, including a group research project (100%) Campus: Camperdown/Darlington Mode of delivery: Normal (lecture/lab/tutorial) Day
Language is a symbolic currency: mastery of the standard language can buy institutional power, mastery of urban teenage slang can buy street cred. This course introduces students to key issues in sociolinguistics and language sociology such as the political economy of language, language variation and change, and critical discourse analysis. Members of the class will undertake empirical research.
Textbooks
Stockwell, P. (2007) 'Sociolinguistics: A resource book for students'. London: Routledge.
LNGS7274 Media Discourse
Credit points: 6 Teacher/Coordinator: Dr Monika Bednarek Session: Semester 1 Classes: 1x2-hr seminar/week Assessment: 1x500wd summary (5%), 1x1500wd image analysis (35%), 1x3000wd text analysis (60%) Campus: Camperdown/Darlington Mode of delivery: Normal (lecture/lab/tutorial) Day
"Sexy, healthy and 100% Australian-owned!" This unit examines linguistic approaches to media discourse. The language of news texts and television series will form a special focus of the unit, along with how images are used to construe meaning. We will explore general aspects of media institutions (news and television), the ways in which social identities are constructed in the media, differences between the language of various types of media texts, the rhetoric of persuasion and the discourses of popular culture.
LNGS7301 Functional Grammar
Credit points: 6 Teacher/Coordinator: Dr Ahmar Mahboob Session: Semester 1 Classes: 2x2-hr seminars/week Assessment: 1x4000-5000wd assignment on grammar analysis and its application to texts (100%) Campus: Camperdown/Darlington Mode of delivery: Normal (lecture/lab/tutorial) Day
This unit will focus on Halliday's functional grammar, including coverage of transitivity, mood, theme, clause-complexing and nominal group and verbal group structure (including functional structures and introductory accounts of the systems from which they derive). The unit will focus on English but include exemplification from other languages where appropriate. In addition the place of grammar in functional models of language will be considered, and critical aspects of system/structure theory introduced.