Dr Samantha Disbray
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
Dr Samantha Disbray
Mr Desmond Crump
Ms Cassandra Nancarrow
Ms Tahlia Burchill-O’Brien
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
|
40% |
21/02/2025 5:00 pm |
| Essay/ Critique, Presentation, Reflection |
Rationale and reflection - Language Learning Plan
|
40% |
28/02/2025 5:00 pm |
| Essay/ Critique |
Group article review
|
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.
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:
- Brief introduction including the context, aims and target learners for the sequence and their characteristics.
- Explanation of the teaching/learning approach underpinning the lessons, with reference to course materials, discussions and readings.
- A detailed description of each lesson.
- 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.
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
| 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
How are languages learnt?
Session 2 Factors affecting second language (L2) acquisition (part 1)
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)
Session 2 Introduction to language teaching approaches through hands-on activities
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
Session 2 Language teaching approaches – Functional
Review and reflection Session 3 Language teaching approaches – Interactive/Immersive
Opportunities for interactive/immersive language learning through digital technologies Learning outcomes: L02, L04 |
|
Workshop |
Intensive Day 4 Session 1 Giving feedback to language learners
Session 2 Age-appropriate pedagogies
Session 3 Learner's guides and developmental stages
Review readings and plan Assessment 3 |
|
Workshop |
Intensive Day 5 Session 1 Protocols and ethical practices associated with teaching and learning Indigenous languages
Bringing it together - Planning for language teaching and learning
Session 3 Recap, review and assessments |
|
Week 2 (10 Feb - 16 Feb) |
Workshop |
Post-Workshop Online session 1
|
Week 3 (17 Feb - 23 Feb) |
Workshop |
Post-Workshop Online session 2
|
Week 4 (24 Feb - 02 Mar) |
Workshop |
Post-Workshop Online session 3
|
Week 5 (03 Mar - 09 Mar) |
Workshop |
Post-Workshop Online session 4
|
Week 6 (10 Mar - 16 Mar) |
Workshop |
Post-Workshop Online session 5
|
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:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.