James Cook University Subject Handbook - 2020

ED3443 - English as an Additional Language/Dialect

The mixed attendance mode is available only to RATEP students.

Subject Description

This subject reviews the theory and practice of teaching English to Indigenous children as a second language from birth to 18 years. It explores the implications for Indigenous students of widespread language shift away from traditional languages over to creoles and other new language varieties. It deals with the specific educational needs of Indigenous students with language backgrounds other than Standard Australian English (including contact languages), processes of second language acquisition and strategies for developing oral language and the explicit teaching of English in early learning settings and school contexts. The subject focuses on how education policy frameworks and curriculum relating to EAL/D learners has developed to respond to Indigenous language situations. It also introduces pre-service teachers to how educators in varying education contexts might identify and support Indigenous EAL/D learners through engagement with Indigenous families and their communities, and through the use of various planning and teaching models and specific assessment tools such as the EAL/D Bandscales.

Learning Outcomes

• critically reflect upon issues related to Indigenous language history and the cultural and linguistic backgrounds of Indigenous learners
• articulate and defend strategies for the effective teaching of oral language and literacy and numeracy skills to Indigenous children in both early learning and school contexts
• effectively implement EAL/D assessment tools to identify specific areas of grammar/language needed to develop in children from birth to five years old and for explicitly teaching English language to students from six to eighteen years of age
• develop and justify choices regarding language learning activities which support Indigenous learners' additional language or dialect acquisition
• apply an understanding of the Australian Professional Standards for Teachers and, in addition for Early Childhood Education students, an understanding of the relevant outcomes of the Early Years Learning Framework and the Capability Framework Teaching Aboriginal and Torres Strait Islander EAL/D Learners

Subject Assessment

• Online quiz - (20%)
• Non-Invigilated > Essays - (30%)
• Non-Invigilated > Assignments - (50%)

Note that minor variations might occur due to the continuous subject quality improvement process, and in case of minor variation(s) in assessment details, the Subject Outline represents the latest official information.

Special Assessment Requirements

It is a requirement of this subject that students achieve a pass grade in the essay.

Availabilities