| Effective Term: | 2025/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Languages Other Than English 1 |
| Unit ID: | EDMAS6013 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 070105 |
| Other Change: | |
| Brief description of the Unit |
This unit is designed to enable pre-service teachers to become skilled, confident and knowledgeable teachers of Languages Other Than English (LOTE) who will promote and advocate for LOTE. Students will consider and evaluate pedagogical approaches for teaching LOTE and will become familiar with strategies for teaching, learning and assessing languages. Students will develop competence in designing LOTE programs using curriculum frameworks and will consider ways to plan for diverse learners. Students will advocate for pedagogical approaches for teaching LOTE and for the way that LOTE programs are valuable in education. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | | | | | Advanced | | | | |  | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Recognise and critically reflect on the nature, context, purposes and central role of languages in our multicultural world. |
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| K2. | Understand the concepts, concept and structure of the languages curriculum and be able to use curriculum frameworks for planning. |
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| K3. | Critically evaluate theories of how languages are learned and the pedagogical approaches that may be used for teaching languages, including: task-based; grammar-based; inquiry learning; CLIL; immersion and communicative languages teaching. |
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| K4. | Demonstrate an ability to set challenging learning goals and to create authentic and meaningful opportunities for learning languages. |
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| K5. | Develop understanding of how to select, design, evaluate and scaffold conceptual, material, linguistic and technological resources to support student learning and understanding. |
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| K6. | Demonstrate strategies for catering diverse learners in LOTE and for supporting student learning |
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| K7. | Advocate for the role of LOTE in educational contexts and adopt a stance as a teacher of LOTE. |
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| Skills: |
| S1. | Develop skills in designing and selecting resources to support student learning in Languages. |
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| S2. | Apply knowledge of curriculum and assessment policies and frameworks to develop effective learning and teaching sequences and lesson plans. |
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| S3. | Develop understanding of pedagogical approaches and teaching strategies that support learning in Language classrooms. |
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| S4. | Demonstrate understanding of the role of verbal and non-verbal communication strategies in teaching and learning languages. |
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| S5. | Identify and cater for diverse learners in Languages classrooms. |
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| Application of knowledge and skills: |
| A1. | Design practical resource to assist students in learning the target language and present the resource to the group explaining how it supports student learning. |
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| A2. | Plan a learning sequence (3 lessons per week for 5 weeks) that draws from the Languages curriculum and which outlines key learning outcomes, success criteria, activities that are inclusive and engaging, resources (including ICT), and assessment strategies. A rationale and personal statement on why this unit of work is valuable, its outcomes and links to curriculum is also included. |
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| Unit Content: |
• The theories of first and second language acquisition and pedagogical approaches that support language learning.
• Strategies for using curriculum frameworks to design, plan and implement effective teaching and learning sequences.
• Selection and evaluation of resources, including ICT, to support student language learning.
• The nature, context, purposes and central role of languages in our multicultural world.
• Understand how to create challenging learning goals and select appropriate resources.
• An exploration of the relationship between language and culture and how to balance languages as code and as social practice in the curriculum. |
| Graduate Attributes: |
| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K2, K3, K5, K6, S1, S3, S4, S5, A2 APST 2.1, 2.5,3.3, 3.4, 3.5, 4.2 | Design a practical resource to assist students in learning the target language and present the resource to the group explaining how it supports student learning. | Presentation of Classroom Resource | 40% - 60% | | 2. | K2, K3,K4, K5, K6, S1,S2, S3, S4, S5, A3 APST 2.1, 2.2, 2.3, 2.5, 3.1, 3.2, 3.3, 3.4, 4.1, 5.1 | Plan a learning sequence (3 lessons per week for 5 weeks) that draws from the Languages curriculum and which outlines key learning outcomes, success criteria, activities that are inclusive and engaging, resources (including ICT), and assessment strategies. A rationale and personal statement on why this unit of work is valuable, its outcomes and links to curriculum is also included. | Curriculum Design | 40-60% |
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