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Students will investigate and critically analyse aspects of language acquisition and learning research and consider their relevance to practices and problems in a particular educational setting.
In this course the students will gain a thorough overview of current research in the field of language acquisition and learning and develop an ability to analyse and evaluate critically findings and discussions in the literature on language acquisition pedagogy that inform the design and implementation of curricula for learning contexts. Students will compare and contrast a range of approaches to teaching additional languages, curriculum and syllabus design, and evaluating and designing appropriate materials to meet the diverse language learning needs of students in a range of educational settings. Students will investigate and critically analyse problematic aspects of language acquisition and learning research and consider their relevance to practices and problems in a particular educational setting.
Students completing the course will be able to:1. Demonstrate advanced knowledge of current issues in the application of first and second language acquisition research to language teaching and learning contexts.2. Critically assess research related to various national and international models and programmes for language teaching and learning including ESOL/TESOL, immersion, transitional bilingual programs, 1st language/heritage language maintenance, and language revitalization.3. Appraise and critically evaluate suggested curricula and language teaching and learning materials for various groups of learners, including text, multi-media and web-based, using appropriate criteria.4. Identify and explain teaching and learning strategies that support research-informed curriculum-based language learning and emergent bilingualism, regarding indigenous languages, heritage languages, English as an Additional Language and international languages;5. Research and critically analyse problematic aspects of language acquisition and learning and relate them to practices and problems in a particular educational setting 6. Analyse and explain the varied language needs of culturally and linguistically diverse students in a particular educational setting and compose a research-informed curriculum for their language learning.
Subject to approval of the Head of School. RP: EDEM631 or equivalent knowledge. Participants should have previously studied a language or completed teacher education or have experience teaching languages (including ESOL).
EDEM632
EDEM631 or equivalent knowledge. Participants should have previously studied a language or completed teacher education or have experience teaching languages (including ESOL).
Una Cunningham
Link to Course Information http://latl.ac.nz/courses/
Course outline/Key content• Critical exploration of contemporary issues in language acquisition and learning and their application to language teaching; • Examining national and international models and programmes for language teaching and learning including ESOL/TESOL, immersion, transitional bilingual programs, 1st language/heritage language maintenance, and language revitalization;• Examining teaching and learning strategies that support research-informed curriculum-based language learning and emergent bilingualism, regarding indigenous languages, heritage languages, English as an Additional Language and international languages;• Critical reading and evaluation of recent research in language teaching and language pedagogy;• Investigating and appraising curricula for language teaching and learning; • Analysing and assessing materials for language teaching and learning; • Analysing the varied language needs of culturally and linguistically diverse students in a particular educational setting; • Relating research findings to practices and problems related to language acquisition or learning in a particular educational setting; • Composing a research-informed curriculum for the language learning needs of culturally and linguistically diverse students in a particular educational setting
All forms of cheating and dishonest practice are taken seriously and penalties will result. Students should refer to Regulation J of the General Course and Examination Regulations.
As this course is based on a collaborative learning and teaching model, prepared participation by the student will be essential to meet the requirements of the course. Students will normally be expected to participate in online seminars in real time. Students who are unable to participate online in the real time classes will be asked to view recordings of the online seminars and complete engagement tasks.
The course will be informally evaluated on an ongoing basis, and formal course evaluations take place each year.
The course assessments will be subject to the usual moderation processes as per section 6 of the University of Canterbury Assessment Policy.
No work will be marked if it is handed in after the due date without an extension having been granted.
Students need to have access to a networked computer or tablet to participate in the online seminars. They will need a headset or equivalent audio equipment (microphone and earbuds) and a webcam.
Students are encouraged to plan their work so deadlines are met. Extensions are not granted automatically. Under exceptional circumstances (e.g. illness, accident, bereavement, tangi, or critical personal circumstances) individual students may be granted an extension up to two weeks from the due date of the assignment. An extension request should be made at least two full days before the due date of the piece of assessment in writing either by email or letter. Applications must be supported by relevant evidence (e.g. medical certificate, letter from counsellor). Extensions will not normally be granted because of pressure of university study, e.g. several pieces of work being due around the same time. Students will be notified of the outcome of their extension application via email.
Resubmissions are not normally permitted.
(students should refer to Regulation H of the General Course and Examination Regulations.)
Students will be expected to submit their assessments via the online assessment system in the Learn (Moodle) class site by 5.00 pm on or before the due date. The assessment system will normally automatically put assessment work through the software Turnitin, to check for plagiarism. It is the responsibility of the students to check their Internet access and ability to submit their work via the online system. Any technical difficulties should be notified well in advance of the due date so that assistance can be provided or alternative arrangements can be negotiated. (Students who have unreliable internet access are advised to attend to this early in the course to prevent last minute pressures). If you require assistance, please email ictservicedesk@canterbury.ac.nz, or phone 0800 763 676 ext 6060.
Domestic fee $1,740.00
International Postgraduate fees
* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.
For further information see School of Teacher Education .