Humanities - TESOL & ESL
4295 TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES 1
This unit provides a practical introduction to teaching English to speakers of other languages. Topics include: teaching English to speakers of other languages (TESOL) in Australia today; English teaching around the world; a brief history of language teaching approaches and philosophies; major current approaches and methodologies, and their strengths and weaknesses; application of adult education principles to TESOL; cross-cultural awareness in the classroom; sensitivity to the personal needs and backgrounds of students; initial assessment of student needs and language levels; the range of commercial TESOL materials – determining need and selecting appropriate materials; the four macro-skills in language learning; basic teaching methods for the four macro-skills; developing a timetable for TESOL; using a textbook selectively and creatively as a curriculum guide; developing resources – reading, taped dialogues and teacher-made materials; and planning a lesson. While the unit generally focusses primarily on teaching adults or teenagers, it may be adapted to cater for those who teach children.
4395 TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES 2
This unit enables students to extend their skills in teaching English to speakers of other languages (TESOL), emphasising assessment, error analysis and curriculum design. Topics include most or all of the following: curriculum design in language teaching; situation and needs analysis; objectives and competency-based approaches to curriculum; lesson planning, timetabling and delivery; a competency framework for adult English language, literacy and numeracy; formative and summative evaluation; assessment and placement; error analysis; recent research in TESOL and in language learning, including studies of first and second language acquisition, interlanguage and classroom practice; teaching adult literacy and writing; and employment or voluntary TESOL work at home and abroad, including considerations in starting small tutoring programs or TESOL classes.
4287 LINGUISTICS AND LANGUAGE LEARNING 1
This unit introduces students to general and applied linguistics, and will assist them in language learning or language teaching. An introduction to most or all of the following is provided: reasons for language learning; language as a valuable cultural heritage; the world’s language families and writing systems; introduction to linguistics and its practical applications and various branches, with special reference to sociolinguistics and psycholinguistics; the nature of language; common fallacies about language; basic linguistic terminology; problems in translating and guidelines for speaking through an interpreter; practical strategies for language learning; linguistics and language teaching; linguistics and hermeneutics, with special attention to biblical interpretation; revision of English grammar as required; the hierarchy of language; phonology, including points and modes of articulation of sounds, vowel and consonant charts, the International Phonetic Alphabet, CV patterns, phonetics and phonemics, prosodic features and tone; morphology – identifying and listing morphemes in various languages and difficulties in defining a word; syntax – analysing and expressing in simple formulae several common types of sentences, clauses and phrases; lexicon and semantics – the contextual and social aspects of semantics and barriers to communication; pragmatics; and discourse analysis.
4387 LINGUISTICS AND LANGUAGE LEARNING 2
This unit builds on each of the areas covered in Linguistics and Language Learning 1 (4287), and extends students’ understanding of modern linguistics, especially in the fields of textual analysis (including discourse analysis) and sociolinguistics/anthropological linguistics. It helps prepare students to learn a new language, to analyse texts (including the Bible) from various perspectives, and/or to teach English or other languages. Topics include: phonology, morphology and syntax, and their relation to language learning; textual analysis, including discourse analysis, from both a linguistic and a sociolinguistic perspective. Attention is given to the role of language in society, including its role in multicultural Australia. In all the above areas, some attention is given to English. The unit also seeks to develop students’ critical skills in analysing the socio-political dimensions of a variety of texts and discourses. Students learn how language is often used to convey bias, to position and manipulate the reader or listener, and to promote particular ideologies. Some attention is given to discovering hidden assumptions behind language, and also to the use of inclusive language. Students interested in the application of linguistics to a particular field of endeavour will be encouraged to direct some of their reading and assignments in that direction.
5111 ENGLISH GRAMMAR
This unit enables students to review the basic grammatical terminology and the structure of the English language both from traditional and modern linguistic perspectives. This is undertaken with more depth and breadth than in the basic Language Skills modules, and includes a linguistic approach. The emphasis is on preparation for Teaching English to Speakers of Other Languages and studying Greek, Hebrew, modern languages or linguistics.
