Course coordinator
Mrs Jemima Rillera Kempster
Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
In this course, pre-service teachers will develop a basic understanding of teaching students from a multilingual background, including non-standard varieties of English. Through a recognition of the linguistic funds of knowledge multilingual students bring to a classroom, the course will explore how teachers can enable students from diverse linguistic backgrounds to develop academic English language capacity, whilst drawing on first language resources. This will entail engaging pre-service teachers with some understanding of the linguistic and cultural demands of academic English. Drawing from theories that inform language teaching pedagogy, the course will also involve the exploration of strategies that both scaffold the learning of standard Australian English in the classroom and create an inclusive school environment.
Australia is characterised by its diverse multicultural and multilingual population, and in every classroom there will be students who bring multilingual skills and knowledge as they engage with the Australian curriculum. These students will be required to learn in and through English as they learn how to understand and produce academic English. As teachers, you will be in a position to acknowledge, value and utilise the bilingual capacity of these students as you support them in the English language learning journey. To support you in building these important skills, we will be exploring current theoretical understandings of bilingualism and multilingualism, the teaching and learning theories which support English language learning for multilingual students, and current policy and practice for the teaching of students who speak English as an additional language or dialect (EAL/D). Within a framework which examines the teaching of key language macroskills, we will consider practical ways of embedding activities which support listening and speaking, reading and writing. We will also draw on current school-based assessment tools to better understand the second language acquisition processes of EAL/D students as they acquire academic English. We will examine what a whole-of-school response might look like, in responding to multilingual needs. Current global approaches to the embedding of a language pedagogy will be reviewed as we consider more broadly multilingualism and its impact on education.
Course requirements
Restrictions
Entry to the Bachelor of Education (Primary) program
Course contact
Course staff
Lecturer
Mrs Jemima Rillera Kempster
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
This course has three primary aims:
1. To explore contemporary theories of bilingual education which shape language teaching pedagogy and support the equitableﾠprovision of education for multilingual students.
2. To build capacity in language pedagogy to enable teaching responses which enhance the languageﾠ and content learning opportunities of multilingual students.ﾠﾠﾠ
3. To apply theoretical, pedagogical and systemic understandings of multilingualismﾠ in order to build professional expertise as a member of a teaching community.ﾠ
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Demonstrate knowledge of contemporary research into multilingualism in a globalised world. (APSTs 1.3, 1.4)
LO2.
Demonstrate knowledge of contemporary theories of language learning with the context of school and language teaching. (APSTs 1.3, 1.4, 3.7, 5.1)
LO3.
Analyse and interpret the linguistic and cultural demands of academic English in the classroom. (APSTs 1.3, 1.4, 4.1)
LO4.
Critically reflect on and demonstrate the processes at school, classroom and interpersonal level which support the English language development of multilingual learners. (APSTs 1.3, 1.4, 3.7)
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Quiz |
Weekly online quiz based on class readings
|
20% Weekly Quiz |
Online Quiz 1 10/03/2025 Online Quiz 2 17/03/2025 Online Quiz 3 24/03/2025 Online Quiz 4 31/03/2025 Online Quiz 5 7/04/2025 Online Quiz 6 14/04/2025 Online Quiz 7 28/04/2025 Online Quiz 8 6/05/2025 Online Quiz 9 12/05/2025 Online Quiz 10 19/05/2025 |
| Essay/ Critique | Language analysis and tasks for a classroom text | 40% 2,000 words |
6/05/2025 2:00 pm |
| Paper/ Report/ Annotation |
Response to a school-based scenario
|
40% 1700 words |
26/05/2025 2:00 pm |
Assessment details
Weekly online quiz based on class readings
- Online
- Mode
- Written
- Category
- Quiz
- Weight
- 20% Weekly Quiz
- Due date
Online Quiz 1 10/03/2025
Online Quiz 2 17/03/2025
Online Quiz 3 24/03/2025
Online Quiz 4 31/03/2025
Online Quiz 5 7/04/2025
Online Quiz 6 14/04/2025
Online Quiz 7 28/04/2025
Online Quiz 8 6/05/2025
Online Quiz 9 12/05/2025
Online Quiz 10 19/05/2025
- Learning outcomes
- L01, L02, L03, L04
Task description
Each week you will be allocated reading relevant to the topic or theme of that week. To support your comprehension and critical reading of these materials, you will participate in a weekly online quiz, aimed at highlighting the key important ideas and themes in the text. The weekly quiz will be available on Blackboard, and will consist of 7 questions for each of the 10 quizzes. The quiz will open on Monday of the week it covers, and will close on the following Monday at 5 pm. The quiz addresses the reading for the week.
Australian Professional Standards for Teachers:
Focus/Descriptor
1.3 Students with diverse linguistic, cultural, religious and socioeconomic background/Demonstrate knowledge of teaching strategies that are responsive
to the learning needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students/Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds
3.7 Engage parents/carers in the educative process/Describe a broad range of strategies for involving parents/carers in the educative process.
5.1 Assess student learning/Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
Note that these standards have been addressed because of the alignment between weekly reading and the course content.
Submission guidelines
Submitting your work via Turnitin
Assignments for this course will be submitted electronically via Blackboard and using Turnitin. Before submitting any assignments for this course, you must ensure you have completed UQ's compulsory online Academic Integrity Tutorial. The module can be found at: https://www.uq.edu.au/integrity
In uploading an assignment via Turnitin you are certifying that it is your original work, that it has not been copied in whole or part from another person or source except where this is properly acknowledged, and that it has not in whole or part been previously submitted for assessment in any other course at this or any other university. In some cases, resubmission may be part of the requirements for the course assessment.
When you successfully submit your assessment to Turnitin you should receive a confirmation page as a digital receipt. You will receive this information via your student e-mail account. If you do not receive a submission ID you should regard your submission as unsuccessful.
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 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Language analysis and tasks for a classroom text
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 40% 2,000 words
- Due date
6/05/2025 2:00 pm
- Learning outcomes
- L02, L03
Task description
It is expected that all young students at primary schools, including language learners, will engage with typical texts used to teach curriculum (for example, science, history, maths) but these might present particular challenges for students with an EAL/D background. Your assignment requires that you show how you would help EAL/D students understand a typical text used to teach curriculum (for example explanations and descriptions of natural phenomena in science; or recounts of events in history; or story writing in English; and many more) and what this text is asking students to do. For that, you need to analyse the text by identifying new or difficult vocabulary used in the text, language expressions, text structure and so on. You then need to develop activities that allow all students to learn about the language and the purpose of the text.
Work through the following steps:
1) Choose a text for your students
Based on your understanding of language pedagogy and our course workshops, choose a text appropriate to teach a topic in any subject area of the primary curriculum.
To do this, go to the UQ library and search for Scootle (registration is required, if this is your first time using Scootle. Follow the instructions by entering your UQ email address and you will need to create a password as well. Note this for future visits.) Scootle is a huge database of teaching materials and it is linked to the Australian Curriculum. Browse by Australian Curriculum, choose from English, Maths, Science or F-6/7 HASS, select a year level and a strand. For example, Year 3 Science Understanding, Biological sciences, then view the matching resources.
2) Write an analysis of the language and cultural demands of the text you have chosen (600 words)
You will need to analyse the linguistic and cultural demands within the text. To complete the analysis, you will identify the following:
- Source: curriculum subject area, topic or theme, and relevant year level
- Type of text: written, aural, visual, webpage, video, multimodal or other
- Cultural knowledge: contained within the text, both explained or defined, and assumed
- Language and literacy demands: consider vocabulary, grammatical features, idioms, use of visuals, diagrams, or other modalities.
3) Design two language teaching activities based on language pedagogy(1,000 words)
Using language teaching ideas from Chapters 5, 6 and 7 in your textbook (Gibbons 2015) and Chapters 9 and 10 in Coelho (2012):
- Create one new activity based on listening or reading, which supports learning the content of the text (don't use existing Scootle activities)
- Create one new activity based on speaking or writing, which supports students demonstrating some knowledge of the text (don't use existing Scootle activities)
- Present these activities in the order they should be taught for effective teaching and learning and to scaffold the students’ understanding of your chosen curriculum text.
4) Write a critical reflection (400 words)
For the final section of the analysis, write a critical reflection of the relationship between the cultural and language features of the text, and the teaching activities you have designed. Explain how these would support language learning, relevant to the content of the text and with reference to language pedagogy, for example, theories of language acquisition, academic register of school, sociocultural theory of learning, zone of proximal development, scaffolding, high challenge/high support, comprehensible input and output, message abundancy.
Total approximate length: 2,000 words.
Australian Professional Standards for Teachers:
Focus/Descriptor
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds/Demonstrate knowledge of teaching strategies that are responsive to the learning needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
4.1 Support student participation/Identify strategies to support inclusive student participation and engagement in classroom activities.
Submission guidelines
Submitting your work via Turnitin
Assignments for this course will be submitted electronically via Blackboard and using Turnitin. Before submitting any assignments for this course, you must ensure you have completed UQ's compulsory online Academic Integrity Tutorial. The module can be found at: https://www.uq.edu.au/integrity
In uploading an assignment via Turnitin you are certifying that it is your original work, that it has not been copied in whole or part from another person or source except where this is properly acknowledged, and that it has not in whole or part been previously submitted for assessment in any other course at this or any other university. In some cases, resubmission may be part of the requirements for the course assessment.
When you successfully submit your assessment to Turnitin you should receive a confirmation page as a digital receipt. You will receive this information via your student e-mail account. If you do not receive a submission ID you should regard your submission as unsuccessful.
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 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Response to a school-based scenario
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 40% 1700 words
- Due date
26/05/2025 2:00 pm
- Other conditions
- Student specific.
- Learning outcomes
- L01, L02, L03, L04
Task description
Information Brochure
You are to develop an information brochure that supports a typical primary school integrating a new group of students from a refugee background. You have to select, hyperlink and explain suitable on-line resources for EAL/D learners, their families and the whole school community that will enable a whole school approach to integration. Please select from online resources like websites, articles, e-books, pdfs on relevant websites, online games and activities, and anything else you can find online. Throughout the semester, we will upload links to online resources on Blackboard. You are allowed to use any of these resources for your assignment as well.
There is no need to create your own resources.
1) Background scenario
There is going to be a large group of students from the same refugee background, enrolling at the regional primary school where you teach because their families have moved to the area for employment and settlement. The families will need help becoming part of the community including English language support to be able to access the curriculum and to settle into the school. The principal has allocated some funds to support and welcome these new students and their families into the school and has asked you to take a leadership role in this. Drawing on all of the content we have covered in this course, consider resources for English language support and community integration. Find at least one on-line resource that would help each of the groups listed here:
- New students with an EAL/D background
- Fellow teachers who have little or no experience with students who are learning English as an additional language
- School support staff who will have regular contact with these students, for example at the office, in the tuckshop, in the library or in the playground. You can choose a resource for one or more of these support staff areas.
- The parent-citizen association, who need resources for including the new families in the parent and citizen community, helping new families understand the role of P&C associations in a school.
- The parents of the new families as they engage with the school for the first time
- The existing student population, including those with an EAL/D background
- What kinds of information, processes, and supports will ensure that the school community and new families are able to work together for safe and good settlement and educational outcomes?
2) The task
Create an information brochure for your school community in response to this scenario. The reason for this brochure is to support EAL/D learners and their families, by providing resources not just for them, but for others at the school who wish to understand the newcomers. The whole school plays a role in this and the information brochure needs to cater for the EAL/D students and their families as well as the whole school community.
In your introductory page, you should provide a synthesis of key understandings of multilingualism (500 words), referencing readings from our course and beyond, and expressed in language that is accessible to the diverse target audience. This brochure should reflect the ideas and content you have engaged with across the duration of this course. It is anticipated that you would commence this task early in the semester, and work on it across the semester, as you engage with new and relevant content.
For the rest of the brochure, develop a section for each group listed above and include 1-2 hyperlnks to online resources that are relevant for each of the groups.You need to provide written explanations for each of the online resources you include. Please write a maximum of 200 words for the 1-2 links you have included for each group section.
Please target the 200 word (max) explanation at the specific audience of that page. In other words, think about how to present the information to each particular audience, and consider different modalities for this purpose (e.g. images, diagrams, colour, font size and style). Across the different sections in your brochure, we expect that how you communicate your written explanations will vary, depending on your target audience (i.e. you will communicate differently with teachers, compared to when your audience is students or parents). Resources might support English language learning as well as processes at school (typical daily routines and practices etc), classroom (teaching approaches etc) and interpersonal (friendships etc) level. In your 200 word explanation, refer to course concepts and theories from our course and include references from our readings and additional literature, to link your explanations of why these resources are useful for particular audiences to research evidence. In a final page of the brochure, list all references used across your whole brochure, applying APA 7th . In your text in the introductory page and the individual group sections, include references briefly like this: (Smithering, 2009), following the APA 7th in-text referencing conventions. Full references of these in-text references should then be provided on the separate final page that has a references list of ALL references used in your information brochure. You DO NOT have to provide references for the resources you have linked to your individual group sections, as the links are already there. Please provide a separate reference list for all images, diagrams etc you might have used in your information brochure.
There is a general rule of plus/minus 10% for word count requirements.
3) Submission
Submit your information brochure as word document to TurnItIn, through the link provided in Blackboard under Assessment.
Submission guidelines
Submitting your work via Turnitin
Assignments for this course will be submitted electronically via Blackboard and using Turnitin. Before submitting any assignments for this course, you must ensure you have completed UQ's compulsory online Academic Integrity Tutorial. The module can be found at: https://www.uq.edu.au/integrity
In uploading an assignment via Turnitin you are certifying that it is your original work, that it has not been copied in whole or part from another person or source except where this is properly acknowledged, and that it has not in whole or part been previously submitted for assessment in any other course at this or any other university. In some cases, resubmission may be part of the requirements for the course assessment.
When you successfully submit your assessment to Turnitin you should receive a confirmation page as a digital receipt. You will receive this information via your student e-mail account. If you do not receive a submission ID you should regard your submission as unsuccessful.
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 1 grade for each 24 hour period from time submission is due will apply 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 | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: The final grades are determined by consideration of the weighting of individual assessment items, through the use of a weighting formula (below) and the profile of individual grades across accumulated assessment tasks. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: The final grades are determined by consideration of the weighting of individual assessment items, through the use of a weighting formula (below) and the profile of individual grades across accumulated assessment tasks.ﾠ |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: The final grades are determined by consideration of the weighting of individual assessment items, through the use of a weighting formula (below) and the profile of individual grades across accumulated assessment tasks. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: The final grades are determined by consideration of the weighting of individual assessment items, through the use of a weighting formula (below) and the profile of individual grades across accumulated assessment tasks. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: The final grades are determined by consideration of the weighting of individual assessment items, through the use of a weighting formula (below) and the profile of individual grades across accumulated assessment tasks.ﾠ |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: The final grades are determined by consideration of the weighting of individual assessment items, through the use of a weighting formula (below) and the profile of individual grades across accumulated assessment tasks.ﾠ |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: The final grades are determined by consideration of the weighting of individual assessment items, through the use of a weighting formula (below) and the profile of individual grades across accumulated assessment tasks.ﾠ |
Additional course grading information
Determining final grades: The final grades are determined by consideration of the weighting of individual assessment items, through the use of weighting formula and the profile of individual grades across accumulated assessment tasks.
An exemplar to show calculation of the final grade
All three assignments in this course will be provided a grade out of 7.ﾠ The final grade will be calculated using the weighting and the individual assignment grades as follows.
Example:
A student receives the following three grades
Assignment 1 (A1): grade of 6 at 20% weighting
Assignment 2 (A2): grade of 5 at 40% weighting
Assignment 3 (A3): grade of 6 at 40% weighting
The final grade for this student taking into account the weighting of each assignment would be:
ﾠ ﾠ (A1)ﾠ ﾠ ﾠ+ﾠ ﾠ ﾠ(A2)ﾠ ﾠ ﾠ +ﾠ ﾠ ﾠ(A3)
(0.2ﾠx 6) + (0.4ﾠx 5) + (0.4ﾠx 6) = 1.2ﾠ+ 2ﾠ+ 2.4ﾠ= 5.6
The final grade would be rounded up to the nearest whole number; in this case the grade would be 6.ﾠ
In the case where the final grade is 0.5 or above, the grade will be rounded up to the nearest whole number (e.g. 5.5 would become 6). In the case where the final grade is 0.49 or below, the grade will be rounded down to the nearest whole number (e.g. 6.49 would become 6).
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
The following applies to all assessments in this course:
Marking criteria and/or marking rubrics are available in the 'Assessment' folder in Blackboard for this course.
Release of assessment item marks and feedback
In addition to the grade awarded, feedback will be provided in a timely manner to enable students to apply the feedback to further tasks within the course or program and/or plan for supplementary assessment, requests for re-mark, or re-enrolment. However, as per UQ Policy and Procedures Library under the Assessment Policy, results for the final assessment item are to be released only after the final grade for the course has been released. Time frames for applications for assessment re-mark are indicated under the Assessment Procedure.
Re-mark policy
After each assessable item, students will be given the opportunity to view their assessment and so satisfy themselves that a marking or administrative error has not occurred. The formal process of querying a course result (requesting a remark on academic grounds) is set out in the UQ Policy and Procedures Library under the Assessment Procedure.
Use of AI/MT to support or inform assessment
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
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 (24 Feb - 02 Mar) |
Workshop |
Introduction Introduction to the course and key issues in multilingualism and education. Learning outcomes: L01 |
Week 2 (03 Mar - 09 Mar) |
Workshop |
Bilingualism and multilingualism An introduction to bilingualism and multilingualism in society. Learning outcomes: L01 |
Week 3 (10 Mar - 16 Mar) |
Workshop |
A sociolinguistic view of language Theories of language learning and language pedagogy. Learning outcomes: L02 |
Week 4 (17 Mar - 23 Mar) |
Workshop |
Policy for EAL/D students National and State policy and practice for EAL/D learners. Learning outcomes: L02, L04 |
Week 5 (24 Mar - 30 Mar) |
Workshop |
Teaching Language An introduction to the teaching of language underpinned by functional grammar and how this approach sits with other traditional approaches to grammar. Learning outcomes: L02, L03 |
Week 6 (31 Mar - 06 Apr) |
Workshop |
From speaking to writing The mode continuum of language learning, and how to move students from oral (spoken) texts to academic writing. Learning outcomes: L02 |
Week 7 (07 Apr - 13 Apr) |
Workshop |
Teaching reading and listening Theories of reading and listening and how to teach reading and listening for language learners Learning outcomes: L02, L03 |
Week 8 (14 Apr - 20 Apr) |
Workshop |
Assessment of EAL/D Learners We explore issues associated with the classroom assessment of EAL/D learners. We provide an introductory guide to the Bandscales State Schools (Queensland) for English as an additional language or dialect (EAL/D) learners. We will be using Bandscales (supplied) APST 1.3, 1.4, 5.1 Learning outcomes: L02, L03 |
Mid-sem break (21 Apr - 27 Apr) |
No student involvement (Breaks, information) |
Mid-semester break |
Week 9 (28 Apr - 04 May) |
Workshop |
Focus on Assignment 2 Language Analysis and Design This week and next we will focus on assignment 2, the Language Analysis and Task Design. APST 1.3, 4.1, 7.1, 7.3 Learning outcomes: L02, L03 |
Week 10 (05 May - 11 May) |
Workshop |
Whole school approaches to mutilingualism This week we consider how schools can create inclusive learning environments for multilingual students. APST 1.3, 4.1, 7.1, 7.3 Learning outcomes: L02, L04 |
Week 11 (12 May - 18 May) |
Workshop |
CLIL: Content and Language Integrated Learning This week we bring contemporary second language pedagogy into the EAL/D field and consider CLIL, English as Mode of Instruction (EMI) and translanguaging. Learning outcomes: L01, L02, L03, L04 |
Week 12 (19 May - 25 May) |
Workshop |
Engaging multilingual familes whole school context We examine how to support family-school partnerships for multilingual families and start looking at the final assignment, the Information Brochure. Learning outcomes: L04 |
Week 13 (26 May - 01 Jun) |
Workshop |
Review In this final week, we will review and reflect on multilingualism in the broader global society and implications for education. We will also focus on the final assignment. APST 1.3 Learning outcomes: L01, L02, L04 |
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.