Skip to menu Skip to content Skip to footer
Course profile

Learning, Using and Sharing Indigenous Languages (AUIL7202)

Study period
Sem 1 2025
Location
St Lucia
Attendance mode
In Person

Course overview

Study period
Semester 1, 2025 (03/02/2025 - 29/03/2025)
Study level
Postgraduate Coursework
Location
St Lucia
Attendance mode
In Person
Units
2
Administrative campus
St Lucia
Coordinating unit
Languages & Cultures School

Sharing and learning Indigenous languages occurs in a range of contexts, with learners spanning infants to adults, and settings ranging from creek beds to classrooms to kitchen tables. For many Indigenous learners, it involves reconnection with identity and ancestors, revisiting pain and beginning healing.

In this course, we explore these settings, goals and meanings for language learning, and the shared and differing demands they pose for language teachers and learners. Drawing on a growing national and international practitioner literature, this course supports students to develop mastery in planning and evaluating learning programs most suited to specific their context, including independent language learning.

Course requirements

Prerequisites

You'll need to complete the following courses before enrolling in this one:

AUIL7200

Course staff

Course coordinator

Lecturer

Timetable

The timetable for this course is available on the UQ Public Timetable.

Additional timetable information

Public holidays: 

Alternative arrangements for affected students will be announced through the Blackboard site. 

 Class allocation: 

In order to optimise the student experience, it may be necessary to reallocate students to a different class from their first choice. Before this happens, every effort will be made to enable students to voluntarily change into an alternative class that is suitable. Please note: Teaching staff do not have access to the timetabling system to help with class allocation. Therefore, should you need help with your timetable and/or allocation of classes, please ensure you email hass.mytimetable@uq.edu.au from your UQ student email account with the following details: 

  • Full name, 
  • Student ID, and 
  • the Course Code 

Additional information and support can be found here.

Aims and outcomes

This course aims to develop a comprehensive understanding of current methods and techniques sharing and learning for Indigenous language revitalisation, and the skills to plan and deliver a learning program in a culturally appropriate manner. 

Learning outcomes

After successfully completing this course you should be able to:

LO1.

Demonstrate understanding of the diversity of Indigenous language learning contexts. 

LO2.

Understand the impacts of colonisation on Indigenous languages loss and the activism to maintain and revitalize them.

LO3.

Articulate protocols, and ethical practices associated with teaching, learning and using Indigenous languages.

LO4.

Effectively plan and develop a unit within a language program or a learning plan, tailored to the needs of diverse learners, incorporating best practices from First Nations language teaching methodologies and contemporary second language acquisition strategies.

LO5.

Demonstrate high level communication skills including structuring and supporting an argument.

Assessment

Assessment summary

Category Assessment task Weight Due date
Paper/ Report/ Annotation Language learning plan
  • Online
40%

21/02/2025 5:00 pm

Essay/ Critique, Presentation, Reflection Rationale and reflection - Language Learning Plan
  • Identity Verified
  • Online
40%

28/02/2025 5:00 pm

Essay/ Critique Group article review
  • Team or group-based
  • Online
20%

7/03/2025 5:00 pm

Assessment details

Language learning plan

  • Online
Mode
Product/ Artefact/ Multimedia, Written
Category
Paper/ Report/ Annotation
Weight
40%
Due date

21/02/2025 5:00 pm

Other conditions
Student specific.

See the conditions definitions

Task description

In this assessment, you will work individually to develop a sequence of at least four language lessons or learning activities for a context that you choose.

For the Language learning plan, you will complete the following:

  1. Brief introduction including the context, aims and target learners for the sequence and their characteristics.
  2. Explanation of the teaching/learning approach underpinning the lessons, with reference to course materials, discussions and readings.
  3. A detailed description of each lesson.
  4. A discussion of resources (required and or/available) to support the learning plan.

 Expected length of the language learning plan is approximately 2000 words (+/- 10%, NO LONGER THAN 2200 words).

Statement on Generative AI & MT

Artificial Intelligence (AI) and Machine Translation (MT) are emerging tools that may support students in completing this assessment task. Students may appropriately use AI and/or MT in completing this assessment task must clearly reference any use of AI or MT in each instance.

A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.

Submission guidelines

Submit via Turnitin. If you have more than one document created in the same program or format (Word, PDF), please create a single document to submit.

Deferral or extension

You may be able to apply for an extension.

The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.

Late submission

A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.

Rationale and reflection - Language Learning Plan

  • Identity Verified
  • Online
Mode
Oral, Product/ Artefact/ Multimedia
Category
Essay/ Critique, Presentation, Reflection
Weight
40%
Due date

28/02/2025 5:00 pm

Other conditions
Student specific.

See the conditions definitions

Task description

In this assessment, you will work individually to record a short video presentation where you discuss the rationale behind your language learning plan developed for Assessment 2 and reflect on choices you made in developing the sequence of lessons or learning activities.

Maximum duration 10 minutes.

The presentation will include:

  • Introducing yourself
  • Background information on the language, including impacts of colonisation on numbers of speakers and efforts to revitalise the language
  • Overview of the intended audience and purpose of the language learning sequence
  • Describing an example of one of your learning activities or lessons:
  • What teaching or learning approaches or methodologies does it use, with reference to course readings and materials?
  • What background knowledge does it assume?
  • How will you know whether learners have learnt what you intended?
  • A critical reflection that evaluates the strengths and weaknesses of your language learning plan in meeting its intended purpose, including how it aligns with protocols or ethical practices.

You may use visual aids such as slides and images of your learning plan and resources to support the presentation.

If you consent, your presentation video will be shared with other students in this course for peer learning and discussion in the online session on 12 March, 2025.

Statement on Generative AI & MT

Artificial Intelligence (AI) and Machine Translation (MT) are emerging tools that may support you in completing this assessment task. However, given this task is designed to be your rationale and reflection, AI is unlikely to be very useful. Nevertheless, you may appropriately use AI and/or MT in completing this assessment task must clearly reference any use of AI or MT in each instance.

A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.

Submission guidelines

Please submit your video via the link to EchoVideo in the Assessment tab.

Deferral or extension

You may be able to apply for an extension.

The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.

Late submission

A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.

Group article review

  • Team or group-based
  • Online
Mode
Written
Category
Essay/ Critique
Weight
20%
Due date

7/03/2025 5:00 pm

Task description

In this assessment, you will work in a small group (2-4 students) to:

  • select two academic articles/book chapters/videos* on language teaching and/or learning methods
  • describe and evaluate the selected sources
  • compare and contrast selected sources.

*One source must be written unless negotiated with course coordinator.

Expected length of the review is approximately 1500 words (+/- 10%, NO LONGER THAN 1650 words).

Statement on Generative AI & MT

Artificial Intelligence (AI) and Machine Translation (MT) are emerging tools that may support students in completing this assessment task. Students may appropriately use AI and/or MT in completing this assessment task must clearly reference any use of AI or MT in each instance.

A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.

Submission guidelines

Submit via Turnitin. Each group member will submit the same review.

Deferral or extension

You may be able to apply for an extension.

The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.

Late submission

A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.

Course grading

Full criteria for each grade is available in the Assessment Procedure.

Grade Cut off Percent Description
1 (Low Fail) 0 - 24

Absence of evidence of achievement of course learning outcomes.

2 (Fail) 25 - 44

Minimal evidence of achievement of course learning outcomes.

3 (Marginal Fail) 45 - 49

Demonstrated evidence of developing achievement of course learning outcomes

4 (Pass) 50 - 64

Demonstrated evidence of functional achievement of course learning outcomes.

5 (Credit) 65 - 74

Demonstrated evidence of proficient achievement of course learning outcomes.

6 (Distinction) 75 - 84

Demonstrated evidence of advanced achievement of course learning outcomes.

7 (High Distinction) 85 - 100

Demonstrated evidence of exceptional achievement of course learning outcomes.

Additional course grading information

Marking criteria and/or marking rubrics are available in the ‘Assessment’ folder in Blackboard for this course.

Supplementary assessment

Supplementary assessment is available for this course.

Learning resources

You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.

Library resources

Find the required and recommended resources for this course on the UQ Library website.

Learning activities

The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.

Filter activity type by

Please select
Clear filters
Learning period Activity type Topic
Week 1

(03 Feb - 09 Feb)

Workshop

Intensive Day 1

Session 1

Introduction

Diversity of Indigenous language learning contexts

Diversity of goals for Language learning and Language revitalisation

Impacts of colonisation on Indigenous languages

  • Language shift and emotional experiences and responses such as grief, anger and shame.
  • Activism to maintain and revitalize languages and the shift towards hope, healing, empowerment and confidence

How are languages learnt?

  • Stages of first language (L1) acquisition – how babies learn the language/s around them
  • Formulaic language – repeating familiar phrases correctly
  • ‘Interlanguage’ or ‘learner language’ – contains productive and creative errors that are a positive sign of active learning
  • Differences between first language (L1) learning and second language (L2) learning

Session 2

Factors affecting second language (L2) acquisition (part 1)

  • Age
  • First language (L1) background (e.g. difficulties with sounds and sound combinations, transfer of meanings, difference or similarity of grammar)
  • Prior language experiences and explicit language learning
  • Prior literacy experiences (reading, writing, comprehension)

Session 3

Sharing your experience

Review of Assessments 1 & 2 and small group work

Workshop

Intensive Day 2

Session 1

Factors affecting second language (L2) acquisition (part 2)

  • Attitude and motivation (of the learner, the teacher, the school or learning centre, the community, etc.)
  • Personality - introverts, extroverts, risk-takers
  • Learning style – kinesthetic, visual, audio
  • Linguistic environments
  • Comprehensible input hypothesis
  • Sequencing language learning – an exemplar

Session 2

Introduction to language teaching approaches through hands-on activities

  • Behaviourist
  • Structuralist
  • Functional
  • Interactive

Planning for Assessment 2: Language learning plan

Session 3

Review and reflection – links to Assessments 1 & 2

Learning outcomes: L02, L04

Workshop

Intensive Day 3

Session 1

Language teaching approaches – Structured/Explicit

  • Explicit grammar teaching
  • Translation activities
  • Fill-in-the-blanks
  • Error correction
  • Opportunities for structured/explicit language learning through digital technologies

Session 2

Language teaching approaches – Functional

  • Task-based language for specific purposes, contexts and domains
  • Modelling and scaffolding
  • Role-play scenarios
  • Opportunities for functional language learning through digital technologies

Review and reflection

Session 3

Language teaching approaches – Interactive/Immersive

  • Implicit learning
  • Communication-centred
  • Group learning
  • Master-apprentice
  • ‘Immersion’ language learning in a language revitalisation context

Opportunities for interactive/immersive language learning through digital technologies

Learning outcomes: L02, L04

Workshop

Intensive Day 4

Session 1

Giving feedback to language learners

  • Explaining vs correcting
  • Describing vs prescribing
  • Real time feedback for language learning plan

Session 2

Age-appropriate pedagogies

  • Teaching demonstrations

Session 3

Learner's guides and developmental stages

  • How resources for adults sequence learning

Review readings and plan Assessment 3

Workshop

Intensive Day 5

Session 1

Protocols and ethical practices associated with teaching and learning Indigenous languages

  • Indigenous Cultural and Intellectual Property (ICIP)
  • Involvement of Elders
  • Communication and agreements between language speakers/owners and education providers
  • Protocols and ethics of being on country

Bringing it together - Planning for language teaching and learning

  • Constraints of the teaching and learning environment
  • Resources available
  • How to plan a sequence of lessons that build on each other
  • How to give feedback to learners

Session 3

Recap, review and assessments

Week 2

(10 Feb - 16 Feb)

Workshop

Post-Workshop Online session 1

  • Recap and review - Planning for language teaching and learning
  • Review Assessment 1

Week 3

(17 Feb - 23 Feb)

Workshop

Post-Workshop Online session 2

  • Critical reading - literature on learning for group review
  • Focus on Assessment 3

Week 4

(24 Feb - 02 Mar)

Workshop

Post-Workshop Online session 3

  • Critical reading - literature on learning for group review
  • Focus on Assessment 3

Week 5

(03 Mar - 09 Mar)

Workshop

Post-Workshop Online session 4

  • Links to AUIL7203
  • Review course materials and planning for assessment

Week 6

(10 Mar - 16 Mar)

Workshop

Post-Workshop Online session 5

  • Links to AUIL7203
  • Project planning

Policies and procedures

University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:

Learn more about UQ policies on my.UQ and the Policy and Procedure Library.