SLAT7826-20974-7520 - Course profiles - The University of Queensland

Course overview

    
                Study period
                Semester 1, 2025 (24/02/2025 - 21/06/2025)
            
                Study level
                Postgraduate Coursework
            
                Location
                St Lucia
            
                Attendance mode
                In Person
            
                Units
                2
            
                Administrative campus
                St Lucia
            
                Coordinating unit
                Languages & Cultures School

Current approaches to TESOL & second language teaching in context of current understanding of second language acquisition.

Examine current approaches to TESOL and second language teaching in the context of the current understanding of second language acquisition. This is a Master of Arts class where it is encouraged to understand that theories help practice and practices help theory.

Teaching and learning modes and general information - Discussions, Lectures, Workshops, Cooperative Learning(Various Information Processing, Social, Personal, and Behavioural Teaching Models)

This is a two-unit course. You will be expected to be in class for 2 hours each week and spend 8 hours in preparation for the course per week on your own. It is important to read assigned texts and prepare yourself with the information so you can participate in class discussions and workshops. You should keep notes about what you read and write down questions that you might have. This is a postgraduate course, and students are expected to scholarly critique and discuss the issues read for class, not just repeat or memorise them. Punctuality and participation in class discussions and activities are encouraged and expected. As a courtesy to all human beings, electronic devices (e.g., phones, pagers, watch alarms) should be turned off during class sessions. Students will be asked to leave the class session if this rule is not followed.

Course requirements

Assumed background

The course assumes that students have participated in second language classrooms as either teachers or students (perhaps both). The course also assumes that traditional second language teaching and learning needs to be critiqued in light of applied linguistics, second language acquisition, and innovative educational issues. The course assumes to help promote both practical and theoretical issues in second language learning and teaching.

Incompatible

You can't enrol in this course if you've already completed the following:

SLAT6826

Course staff

Course coordinator

Dr Thao Nguyen

t.nguyen31@uq.edu.au

Dr Hao Tran

hao.tran@uq.edu.au

Lecturer

Dr Thao Nguyen

t.nguyen31@uq.edu.au

Dr Michael Atherinos

m.atherinos@uq.edu.au

Dr Annita Stell

a.stell@uq.edu.au

Dr Hien Hoang

hien.hoang@uq.edu.au

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 change into a suitable alternative class voluntarily. Please note: Teaching staff cannot access the timetabling system to help with class allocation.

Therefore, should you need help with your timetable and/or allocation of classes, please ensure to 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

To examine current approaches to TESOL and second language teaching in the context of current understanding of second language acquisition

Learning outcomes

After successfully completing this course you should be able to:

LO1.

consider reflective practice to understand theories and key concepts and to apply to your own teaching context.

LO2.

understand fundamental principles of communicative language teaching and other communication oriented approaches to teaching a language.

LO3.

review existing second language classroom activities and revise them to enhance discourse, grammatical, sociolinguistic, and strategic competences.

LO4.

develop awareness of issues concerning English as an International Language.

LO5.

justify communicative language teaching and other communication oriented approaches to teaching a language to oneself and other people (e.g., students, parents, colleagues, community-at-large, future employers).

Course overview

Assessment

Assessment summary

A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.

Assessment details

Reflection and Reading Assignment

Hurdle
Online

Mode

Written

Category

Reflection

Weight

10%

Due date

WEEK 2 - 3/03/2025 5:00 pm

WEEK 3 - 14/03/2025 5:00 pm

WEEK 5 - 24/03/2025 5:00 pm

WEEK 6 - 31/03/2025 5:00 pm

WEEK 7 - 7/04/2025 5:00 pm

WEEK 8 - 14/04/2025 5:00 pm

WEEK 9 - 28/04/2025 5:00 pm

WEEK 9 - 2/05/2025 5:00 pm

WEEK 10 - 6/05/2025 5:00 pm

WEEK 11 - 12/05/2025 5:00 pm

WEEK 12 - 19/05/2025 5:00 pm

WEEK 13 - 26/05/2025 5:00 pm

Due 5 pm on Mondays (except Week 1), Week 9 is due on Monday 28 April and Friday 2 May due to Week 3 rejigging.

Week 10 is due on Tuesday 6 May due to the Monday Public Holiday.

Learning outcomes

L01, L02, L04, L05

Task description

This assessment contains two sections: Reflection and Reading assignment.

Task 1 - Reflection

This task aims to link the theories and concepts of second language acquisition discussed in the course with your understanding and beliefs about how a second language is learnt in the classroom context.

We would like you to spend about 10 minutes after class answering a question specific to the course each week. Also, you can ask any questions and feedback on the activities.

Use the guiding question to write a critical reflection of 150-200 words. You should:

Explain your thoughts and feelings about your experiences;
Analyse and evaluate why you had these responses;
Conclude what influences your thinking, and
Create a plan of action for the future.

Task 2 – Reading assignment

The purpose of this task is to prepare for class each week. You will be asked to read the assigned reading and answer a few questions about the key concepts/main points in the reading. The questions will help you find where you should focus in preparing for class. Guided reading questions are available from the Slides, Questions and Handout folder in the Learning Resources folder in Blackboard. Some readings are available from the Class Readings folder in the Learning Resources Folder in Blackboard. For the readings which are not available in the folder, you will go to the High Use area in the library.

Each assignment is available weekly, over a seven-day period: from 5 pm on Tuesdays, and will be due at 5pm every Monday (except Week 1 and Week 10 due to Monday Public Holiday).

Statement on the use of Artificial Intelligence (AI) and Machine Translation (MT)

This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI) or Machine Translation (MT). Students are advised that using AI or MT technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.

Hurdle requirements

You must attempt all assessment tasks to pass this course for the following reasons. 1. Ensuring Comprehensive Learning – Each assessment task evaluates different aspects of the course content. Requiring students to attempt all tasks ensures they engage with all key learning outcomes rather than selectively focusing on certain areas. 2. Academic Integrity and Fairness – If students could pass without attempting all assessments, they might game the grading system by only completing tasks they find easier or more beneficial, leading to an unfair advantage over those who put in full effort. 3. Skill Development – Some assessments may be designed to build essential skills (e.g., writing, problem-solving, teamwork, practical application). Skipping certain tasks could result in missing out on crucial skill development for future studies or professional work. 4. Encouraging Student Effort and Engagement – Requiring all tasks to be attempted discourages disengagement and ensures students remain consistently involved throughout the course rather than only participating in selective parts. 5. Formative and Summative Assessment Balance – Some tasks may be formative assessments (designed to enhance learning) rather than just summative (final grading). Attempting all assessments helps students benefit from feedback and incremental learning.

Submission guidelines

Please submit via INSPERA. Assessment Link is available at 5 pm every Tuesday except Week 13.

Further IMPORTANT INFORMATION (PLEASE READ CAREFULLY)

Inspera will deliver this assessment. Inspera Assessment provides additional functionality to complement the existing suite of digital learning tools at UQ with a greater range of question types and accessibility provisions. Further details, including an introduction to Inspera functionality, practice opportunities, and where to go for support, will be provided on the Blackboard site for this course in Week 1 of the semester.
If a technical failure occurs when submitting your assignment on INSPERA (BEFORE the due date), please take clear screenshots of the issue and send them directly to the course coordinator and your instructor with an explanation of the problem. The course coordinator will advise accordingly.

Deferral or extension

You cannot defer or apply for an extension for this assessment.

No extensions are allowed for this series of tasks, as students are given seven days to complete them. Additionally, only the 10 best scores out of 12 assignments will be used to calculate the final mark for this assessment. Individual results and correct answers are automatically released every week. Timely engagement with these tasks supports this course's sequential learning.

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.

Online Discussions

Hurdle
Online

Mode

Written

Category

Participation/ Student contribution

Weight

20%

Due date

16/05/2025 5:00 pm

Students are expected to participate regularly in 2 Online Discussion Boards throughout the semester. Students' perfomance in this task will be assessed against marking criteria at the end of WEEK 11.

Learning outcomes

L02, L03, L04, L05

Task description

Students are expected to participate in two Online Discussion Boards throughout the semester:

1. Task Description

Online discussion 1 - WEEK 3 to WEEK 7
Online discussion 2 - WEEK 8 to WEEK 11

In order to participate in these discussions, students are expected to read 1-2 articles related to the course and discuss them on the Discussion Board with 5-6 classmates in a small group.

Initial questions relating to the articles will be posted to start the discussions rolling. These questions are only for GUIDANCE - take the discussion where you want it to go. The articles are available in PDF format below.
There will be 1-2 articles posted during each discussion period - starting on March 10, 2024 (Online Discussion 1) and April 15, 2025 (Online Discussion 2) and allowing approximately four weeks of discussion per article (check due date under Assessment Link). The idea is to get a very informal and free-flowing discussion going. You may need some time to do the reading so your group can decide when you start a discussion.
You need to discuss how to proceed with your group members, and you may like to nominate a chairperson who can monitor the progress and facilitate everyone's posting.
You are not required to submit a report or any form of text for marks, but your participation will be assessed as explained below.

2. Topic

Online Discussion 1 - Communicative Competence and CLT
Online Discussion 2 – Teaching English as an International Language

3. How to log onto the Group Discussion Board

Click Online Discussion.
Click ‘Online Discussion Group XX’ and then Group Discussion Board' under Group Tools.

4. Late Submission

This is group work, but your participation in the discussion will be assessed individually. If sick/absent, please inform your group first and then seek advice from the course coordinator before applying for an extension. This is because if you do not attend the discussion due to illness or other reasons, members of your group cannot discuss.

5. Your participation mark

Your participation in the two discussions will be assessed based on the assessment criteria.
There is a 10% (for each discussion, 20% in total) participation mark attached to the Discussion Board discussions to ensure that everyone has an equal chance of obtaining the full 10% for each discussion.

6. The use of AI or MT

Hurdle requirements

Submission guidelines

Send your posts via Online Discussion Board

Deferral or extension

You may be able to apply for an extension.

The maximum extension allowed is 7 days. Extensions are given in multiples of 24 hours.

This assessment fosters reflective engagement with weekly topics and class discussions, helping students progressively consolidate their understanding throughout the course. Given the collaborative nature of the group work and the importance of reflection, the maximum extension allowed for the discussion period is seven days. This timeframe provides flexibility for students facing unexpected challenges while maintaining the integrity of the course schedule. It also enables assessors to provide timely feedback before subsequent tasks are due, ensuring students stay on track with their learning progression.

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.

Activity sheets in TBLT curriculum

Hurdle
Online

Mode: Written
Category: Product/ Design
Weight: 35%
Due date: 28/04/2025 1:00 pm
Learning outcomes: L03, L05

Task description

1. Task Description:

This assessment demonstrates how students understand and implement ideas of four basic types of communicative competence (i.e., sociolinguistic, strategic, grammatical, and discourse competence), along with the key concepts of CLT and TBLT. It further seeks to challenge the student to review two original activities and then revise the two activities, which will be used in a Task-Based Language Teaching (TBLT) curriculum of your local context. (TBLT – a strong version of CLT)

2. Task Requirements:

Part 1: Description of context (750 words)

Describe in detail the context in which you will implement the activities you are developing for this assignment. Include information about the followings:

Target students – Who are they? What is their age level? What is their proficiency level? (Explain what this level means in more detail by providing examples) What is their purpose in learning the target language? Do you know what their personal interests might be?
Learning environment – Where are the target students studying? Are they studying at a school level, university level or language institute? What kind of learning facilities are available? What kind of materials and equipment are available? Who is their teacher?
Chosen Materials – Where are the materials selected for review from?
Additional information – Do you think any other useful information will help us understand your context better?

Part 2: Review of two original activities (500 words for each review)

Choose two available activities from commercial materials (both hard or online resources). Out of the four types of communicative competence, each selected activity should focus on a different type of competence.
Scan or add images of both activities to your reviews.
Review each activity by responding to the following questions:

To what extent can each activity be described as communicative? Justify your response and provide evidence from each activity.
How will learners' communicative competence be developed through this activity? Justify your response.
Discuss what principles of CLT and TBLT or features of CLT and TBLT methodology are and are not involved.
Discuss how each activity fulfils or does not fulfil the task criteria proposed by Ellis (2003)?

Part 3: Revise original activities for your context (No word count)

Revise the two activities as real-world tasks to be used in a TBLT-based curriculum in your context.
Remember to select different competencies to focus on for each of the two activities.
Along with including the revised activity sheet, please use the coversheet attached to provide additional information.

Part 4: Provide a rationale for your revised activities (500 words for each revised activity)

Explain and provide evidence from your revised activities about how they meet Ells' task criteria and CLT/TBLT principles.
Summarise your revision of the activities and explain how your adapted activities will enhance the particular competence and develop the other three competencies.

6. Other notes:

You are not allowed to use the tasks used in class.
It is important to refer to the research articles/ book chapters revised in class and cite them when referring to the features/ principles of CLT and TBLT and competencies.
You can look at examples of activity sheets done by students from previous years to learn how this assignment can be done. But don't consider them as perfect. We encourage you to be creative when making your activity sheets.
Please assess your work using the self-assessment sheet and include it in your submission.

3. Style and Presentation guidelines:

Include all four parts and your self-assessment sheet into one PDF document.
Format each part accordingly:
Part 1, 2 and 4 - APA style referencing
Font and font size - Times New Roman, 12pt
Margin – 2.5cm (left, right, top and bottom)
Spacing - 1.5 or double line spacing,
Part 3 – No style guidelines for activity sheet designs

4. Assessment criteria:

Description of your local context: 10%
Clarity and comprehension, application, analysis and synthesis of the coursework materials: 20%
Review of the activities (10 marks for each activity): 20%
Content of the activities (10 marks for each activity): 20%
The rationale of your revision (10 marks for each activity): 20%
Style and presentation: 10%

5. Use of AI (Artificial Intelligence)

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.

6. Submission:

Submit all four parts into one (1) PDF document to the FINAL Turnitin Submission Link via Blackboard.
Use the following file name: SLAT7826_Activity-sheets_[Surname]_[StudentID].pdf

Hurdle requirements

You must attempt all assessment tasks to pass this course for the following reasons. 1. Ensuring Comprehensive Learning – Each assessment task is designed to evaluate different aspects of the course content. Requiring students to attempt all tasks ensures they engage with all key learning outcomes rather than selectively focusing on certain areas. 2. Academic Integrity and Fairness – If students could pass without attempting all assessments, they might game the grading system by only completing tasks they find easier or more beneficial, leading to an unfair advantage over those who put in full effort. 3. Skill Development – Some assessments may be designed to build essential skills (e.g., writing, problem-solving, teamwork, practical application). Skipping certain tasks could result in missing out on crucial skill development for future studies or professional work. 4. Encouraging Student Effort and Engagement – Requiring all tasks to be attempted discourages disengagement and ensures students remain consistently involved throughout the course rather than only participating in selective parts. 5. Formative and Summative Assessment Balance – Some tasks may be formative assessments (designed to enhance learning) rather than just summative (final grading). Attempting all assessments helps students benefit from feedback and incremental learning.

Submission guidelines

Submit online

Deferral or extension

You may be able to apply for an extension.

The maximum extension allowed is 14 days. Extensions are given in multiples of 24 hours.

The maximum extension length ensures that assessors can provide timely feedback, supporting the progressive, sequential, and cumulative nature of language learning that underpins this course.

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.

English as an international language

Hurdle
Online

Mode: Written
Category: Essay/ Critique
Weight: 35%
Due date: 30/05/2025 1:00 pm
Learning outcomes: L03, L04, L05

Task description

1. Task Description:

Task - Argumentative Essay
Length - 2500 words (excluding references)
Topic - Choose one of the following topics. All topics must be discussed in the context of English as an International Language.

Issues of the native speaker in teaching English as an international language
Culture in teaching English as an international language in CLT curriculum
Assessing communicative competence
Teaching grammar in a CLT-based curriculum
Some aspects of TBLT

2. Instructions:

Please read the following instructions carefully before you start working on your essay.

This should be an argumentative essay that proves your argument or point of view about an issue related to one of the topics given above. Please note that the topics we give you are very broad; once you’ve picked a topic you’re interested in, you will need to narrow it down and decide on a more specific topic for your essay. To do this, you will need to understand and know the literature on the topic. For example, within topic 1 “Issues of the native speaker in teaching English as an international language,’ you might discuss the status of native and non-native English-speaking teachers in teaching English as an international language, or whether or not native speaker competence should be the model for English teaching and learning.
Once you have decided on a specific topic for your essay, create an outline for the essay. Relying upon literature, theories introduced in the course, and your experience, your essay should include:
An introduction paragraph that introduces the broad topic and the more specific topic. The intro should have a clear thesis statement that tells the reader clearly the key argument/viewpoint you want to prove/disprove in your essay. You may choose to agree or disagree or discuss both sides of a topic/issue. In this intro paragraph you may also specify how the essay is organised to provide optimal guidance to the reader.
The body of your essay should include:
Explanations/definitions of all key terms/concepts that you consider essential for the reader to understand your arguments. You need to rely on the literature related to your chosen topic to provide appropriate explanations of terms.
Several main arguments to support your thesis statement. For these arguments, you need to review findings from at least five empirical research papers that have been done on the topic you choose and use them to support your arguments. Also, do not just list these studies. Show your engagement with the literature on the chosen topic by discussing (where possible)
similarities and differences among the studies about your chosen topic
the conclusions or results obtained from these studies and how they might relate to the concepts/theories discussed in the course and your own understanding and experience of the topic.
A paragraph discussing what pedagogical implications you can draw from the above discussion of your chosen topic for teaching English or other second languages.
When you include your understanding and experiences, you should go beyond just your “personal thoughts” but rather explore and examine the topic as you have come to understand it from the materials provided in the course and your own journey in learning and teaching second languages. When appropriate, provide examples to support your arguments.
A concluding paragraph that summarises key points in the essay.
Some other notes:
Use of headings: You can use headings and subheadings in your essay to better guide the reader, but this is not compulsory. If you think the different parts of your essay flow together well without headings, that should be fine.

3. Submission:

Write the number of words at the end of your essay.
Fill in the self-assessment sheet (given in class and available in BB) and submit it online.
No hard copy is required.
Check the similarity score by submitting your draft essay to Turnitin TRIAL before submitting your final copy.
You must submit your final essay to Turnitin's FINAL site.
If you submit to the wrong site, your assessment will NOT be marked.

4. Use of AI (Artificial Intelligence)

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.

Hurdle requirements

Submission guidelines

Write the number of words at the end of your essay. Fill in the self-assessment sheet (given in class and available on BB) and submit online. No hardcopy is required.

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.

A maximum 28-day extension is allowed for this final assessment task. However, students should be aware that grades will not be available for assessments submitted with the 28-day extension, as it exceeds the grade submission deadline. This may pose challenges for students graduating at the end of the semester. Please discuss your course coordinator before submitting an extension request.

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. Course grade description: This grade results when the student does not meet the requirements of the subject, by failing to complete one or more of the assessment tasks (thereby lowering the overall mark to less than 50%). Student has either not turned the assignment in on time or has not turned in a complete assignment.
2 (Fail)	25 - 44	Minimal evidence of achievement of course learning outcomes. Course grade description: This grade results when the student does not meet the requirements of the subject, by failing to complete one or more of the assessment tasks (thereby lowering the overall mark to less than 50%). Student has either not turned the assignment in on time or has not turned in a complete assignment.
3 (Marginal Fail)	45 - 49	Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Completion of key tasks at an adequate level of performance in argumentation, documentation and expression. This grade may signal failing to meet certain requirement of the subject, but making up for this failure by a stronger performance in other requirements. Has attempted to address all of the criteria for the assignment (the assignment is "complete"), but all criteria lack clarity and accuracy.
4 (Pass)	50 - 64	Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Defined as "Understanding of key ideas, sound analytical skills, well presented, researched and documented." Fails to meet more than one of the criteria, or has a lack of clarity and accuracy on most of them.
5 (Credit)	65 - 74	Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Defined as "Average or better than average work, with solid research, perceptive analysis, effective preparation and presentation." Fails to sufficiently respond to one of the assignment criteria; or has a lack of clarity or accuracy on more than one.ﾠ
6 (Distinction)	75 - 84	Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Defined as "Scholarly presentation, thoroughly researched, well argued. Complex understanding of subject matter, subtle and inventive in argument and analysis." This grade signals that you are meeting the requirements of the subject with distinction. Meets all criteria for the assignment, but may have a minor lack of clarity, accuracy or originality for one of them.
7 (High Distinction)	85 - 100	Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Defined as "Superior analysis, comprehensive research, sophisticated theoretical or methodological understanding, impeccable presentation - work that is erudite, original, exciting or challenging." Meets all criteria for the assignment and shows evidence of original thinking and analysis (e.g., proposes a new way of analysing observation notes; constructs an original argument or makes an original point about an approach to evaluation).

Additional course grading information

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

All assessments have to be completed in order to receive ﾠthe course grades.
Task Requirements: as specified above, for each assignment.
Clarity of Communication: We will be looking for evidence that your explanations of the ideas from the class readings and your experience completing the assignment tasks are understandable (e.g., that you’ve not been vague, that you have arguments that make sense in the way that they are ordered and expressed).
Accuracy of Communication: We will be looking for evidence that you’ve described the content of the theory and practice from readings and tasks such that they are recognizable to the reader (i.e., that expressed in a way that reasonably matches my understanding of them or that leads me to a new, enlightened understanding).
Proper Attribution: that you follow a system for citations and references (APA 7th style) (if you’re not going to use the APA style—detailed examples provided in this manual—you must indicate on the cover sheet for your paper which style system you are following--with its name and a reference).

Supplementary assessment

Supplementary assessment is available for this course.

Additional assessment information

With regard to any assessment where the use of Turnitin is required: ﾠﾠﾠﾠﾠﾠﾠﾠﾠﾠﾠﾠﾠﾠﾠﾠﾠﾠﾠﾠﾠﾠﾠﾠﾠﾠﾠﾠﾠﾠﾠﾠﾠﾠﾠﾠﾠﾠﾠﾠﾠﾠﾠ

The student must upload their assignments to the official/ correct submission link via Blackboard and ensure that this assignment is their final draft.ﾠ The copy uploaded is to be taken as the final version submitted by the student

ﾠﾠﾠﾠﾠﾠﾠﾠﾠﾠﾠﾠ

Aims and outcomes

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.

Additional learning resources information

More references are available on the SLAT7826 blackboard site.

Selected readings that can be viewed from a master set in the Social Sciences and Humanities Library (High Use Area) and also in Blackboard

Celce-Murcia, M., Dornyei, Z., & Thurrell, S. (1995). Communicative competence: A pedagogically motivated model with content specifications. Issues in Applied Linguistics, 6 (2), 5-35.
Celce-Murcia, M., Dornyei, Z., & Thurrell, S. (1997). Direct approaches in L2 instruction: A turning point in communicative language teaching? TESOL Quarterly, 31 (1), 141-152.
Hall, J. K. (1998). The communication standards. In J. K. Phillips (Ed.), Foreign language standards: Linking research, theories, and practice (pp. 15-56). Lincolnwood, IL: National Textbook Company.
Hall, J. K. (2001). Methods for teaching foreign languages: creating a community of learners in the classroom. Pearson.
Jacob, G. M. & Farrell, T. S. (2003). Understanding and implementing the CLT(Communicative Language Teaching) paradigm. RELC Journal 34(1). https://doi.org/10.1177/003368820303400102
Richards, J. (2006). CommunicativeﾠLanguage TeachingﾠToday. New York: Cambridge University Press.
Sato, K., & Kleinsasser, R. C. (1999). Communicative language teaching (CLT): Practical understandings. Modern Language Journal, 83 (4), 494-517.
Shohamy, E. (1998). Evaluation of learning outcomes in second language acquisition: A multiplism perspective. In H. Byrnes (Ed.), Learning foreign and second languages: Perspectives in research and scholarship (pp. 238-261). New York: The Modern Language Association.

Helpful Texts (Available--Social Sciences and Humanities Library High Use Area)

Brown, H. D. (1994). Principles of language learning and teaching (3rd ed.). Englewood Cliffs, NJ: Prentice Hall Regents.
Brown, H. D., & Lee, (2015). Teaching by principles: An interactive approach to language pedagogyﾠ(Fourth ed.). White Plains, NY: Pearson Education.
Bullough, R. V. Jr., & Gitlin, A. (1995). Becoming a student of teaching: Methodologies for exploring self and school context. New York: Garland Publishing, Inc.
Bullough, R. V. Jr., & Gitlin, A. (2001). Becoming a student of teaching: Methodologies for exploring self and school context (2nd ed.). New York: Routledge Falmer.
Clark, C. M. (1992). Teachers as designers in self-directed professional development. In A. Hargreaves & M. G. Fullan (Eds.), Understanding teacher development (pp. 75-109). New York: Teachers College Press.
Hall, J. K. (2001). Methods for teaching foreign languages: Creating a community of learners in the classroom. Upper Saddle River, NJ: Merrill Prentice Hall.
Joyce, B., & Weil, M. (1986). Models of teaching (3rd ed.). Englewood Cliffs, NJ: Prentice-Hall, Inc. (See also subsequent editions).
Larsen-Freeman, D. & Anderson, M. (2011). Techniques and Principles in Language Teaching. Oxford: Oxford University Press.
Richards, J. & Rogers, T. (2001, 2014). Approaches and Methods in Language Teaching. Cambridge: CUP.
Richards, J. & Farrell, T. (2011). Practice teaching: a reflective approach. Cambridge: CUP.

Format Reference

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). Washington, DC: American Psychological Association.

ﾠ

Assessment

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

Tutorial

Clear filters

Learning period	Activity type	Topic
	Tutorial	Overview and Introduction of Subject No tutorial Readings - Richards (2006) Ch 1 and 2 Richards & Rogers (2014) Ch 14 Learning outcomes: L01, L02, L03, L05
	Tutorial	Communication and communicative competence Readings - Hall (2007) and Savignon (1997) Ch1 Learning outcomes: L01, L02, L03, L05
	Tutorial	Implementation of CLT (1) Task-based Language Teaching (TBLT) Part 1 Learning outcomes: L01, L02, L03, L05
	Tutorial	Implementation of CLT (3) Selection of materials and Shaping the curriculum Learning outcomes: L01, L02, L03, L05
	Tutorial	Implementation of CLT (2) Task-based Language Teaching (TBLT) Part 2 Learning outcomes: L01, L02, L03, L05
	Tutorial	Interpretation of CLT and paradigm shift in ELT Readings Hall (1998) Jacobs, G.M. & Farrell, T.S.C. (2003) Sato & Kleinsasser (1999) Learning outcomes: L01, L02, L03, L05
	Tutorial	Designing tasks in TBLT curriculum Readings: Erlam (2016), Shintani (2012) Learning outcomes: L01, L02, L03, L05
	Tutorial	Critique of CLT and CLT in the world No class will be held this week, but you are expected to watch a video lecture and participate in online discussion. Consultation will be available during the week. Learning outcomes: L01, L04, L05
	Tutorial	English as an International Language (2) Learning outcomes: L01, L04, L05
	Tutorial	English as an International Language (3) Learning outcomes: L01, L04, L05
	Tutorial	Testing Additional Reading: Shohamy (1998) Learning outcomes: L01, L04, L05
	Tutorial	English as an International Language (4) Learning outcomes: L01, L04, L05

Learning resources

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.

Learning activities

Teaching Languages in a Global Context (SLAT7826)

Course overview

Course requirements

Assumed background

Incompatible

Course staff

Course coordinator

Lecturer

Timetable

Additional timetable information

Aims and outcomes

Learning outcomes

Assessment

Assessment summary

Assessment details

Reflection and Reading Assignment

Task description

Hurdle requirements

Submission guidelines

Deferral or extension

Late submission

Online Discussions

Task description

Hurdle requirements

Submission guidelines

Deferral or extension

Late submission

Activity sheets in TBLT curriculum

Task description

Hurdle requirements

Submission guidelines

Deferral or extension

Late submission

English as an international language

Task description

Hurdle requirements

Submission guidelines

Deferral or extension

Late submission

Course grading

Additional course grading information

Supplementary assessment

Additional assessment information

Learning resources

Library resources

Additional learning resources information

Learning activities

Policies and procedures