Outline

Overview

Many primary aged students born in Australia or overseas need support in developing English language. The type of support depends on the learners' needs. For example, some young children entering school with fluency in their first language, but not English will need intensive classroom support in social and school English as will some older students who arrive in Australia during their school years. Some students may be fluent and literate in their first language but others may have missed several years of schooling and may not be literate in any language. The aim of this unit of study is to provide you with both a foundation and a framework for the successful teaching of English as an additional language in a mainstream classroom. You will be encouraged to build on what you are discovering about the development of literacy in English 1 K-6 and how you may build on this knowledge and make decisions about an appropriate pedagogy for supporting students learning English as an additional language or dialect (EALD).

Unit details and rules

Academic unit	Education
Credit points	4
Prerequisites ?	90 credit points including EDUP2005 and EDUP2008 and EDUP2009 and EDUP2010
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Jonnell Uptin, jonnell.uptin@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Analyzing and Teaching a Literary Text. Details of the assignement are in Canvas.	50%	Week 06 Due date: 31 Mar 2022 at 23:00 Closing date: 08 Apr 2022	1300 words
Outcomes assessed:
Assignment	Designing a Unit of Work Details of the assignment are in Canvas assignment page.	50%	Week 12 Due date: 20 May 2022 at 23:00 Closing date: 03 Jun 2022	1700 words
Outcomes assessed:
= group assignment ?

Assessment summary

Two assignments must be completed.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

As per university requirements.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	1. Introduction to the subject; 2. Multilingual learners, who are they? 3. The Australian context.	Lecture (1 hr)
Week 01	1. EAL/D learners - what we know?; 2. Organisation for assignments.	Tutorial (1 hr)
Week 02	Planning for language learning and language use.	Lecture (1 hr)
Week 02	1. An example and discussion around how to analyse children’s book to benefit EAL/D learners; 2. Activities to assist in building the field.	Tutorial (1 hr)
Week 03	Creating an interactive classroom.	Lecture (1 hr)
Week 03	Activities that encourage building an interactive classroom. Looking closer at building the field.	Tutorial (1 hr)
Week 04	Learning to read in an additional language.	Lecture (1 hr)
Week 04	Communicative activities that enhance high challenge and high support for reading	Tutorial (1 hr)
Week 05	What challenges can EAL/D learners confront learning across the curriculum?	Lecture (1 hr)
Week 05	Activities that enhance learning the language and concepts of Science, Mathematics, Geography, History, English and the Arts.	Tutorial (1 hr)
Week 06	The benefits of building The Arts and creativity into the classroom.	Lecture (1 hr)
Week 06	Using drama to explore and practice language use.	Tutorial (1 hr)
Week 07	IT for EAL/D learners.	Lecture (1 hr)
Week 07	Using IT for EAL/D learners in the classroom	Tutorial (1 hr)
Week 08	Writing; why is it the hardest task of all?	Lecture (1 hr)
Week 08	Activities that scaffold the writing process.	Tutorial (1 hr)
Week 09	Learning to write in an additional language	Lecture (1 hr)
Week 09	Activities that can scaffold learning to write	Tutorial (1 hr)
Week 10	1. Evaluating student learning; 2. Assessment of EAL/D students	Lecture (1 hr)
Week 10	Using assessment resources to evaluate language acquisition	Tutorial (1 hr)
Week 11	Focusing on students from refugee backgrounds	Lecture (1 hr)
Week 11	Activities for teaching writing	Tutorial (1 hr)
Week 12	Differentiating the curriculum	Lecture (1 hr)
Week 12	Looking at units of work and how they can move along the mode continuum	Tutorial (1 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 4 credit point unit, this equates to roughly 80-100 hours of student effort in total.

Required readings

All readings for this unit can be accessed through the Library eReserve, available on Canvas.

Hertzberg, M., & Freeman, J. (2012). Teaching English language learners in mainstream classes. Newtown, N.S.W.: Primary English Teaching Association Australia (PETAA).

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. demonstrate knowledge of current educational theory, research and curriculum documents as they relate to teaching EAL/D students.
LO2. design a variety of oral language and literacy tasks that promote English language development in the context of linguistically diverse classrooms (these tasks are designed in particular to meet the language and learning needs of students learning English as an additional language and Aboriginal and Torres Strait Island students)
LO3. design staged sequences of learning from a sociocultural perspective that emphasise challenge, engagement, assisted performance and handover in the context of linguistically and culturally diverse classrooms
LO4. develop an intercultural competence to include teaching methods and materials that celebrate diversity.
LO5. identify and assess student learning needs demonstrated in the selection of appropriate strategies and the development of materials.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.5.1. (Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas. 2.6.1. (Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. 3.3.1. (Graduate) Include a range of teaching strategies. 3.4.1. (Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. 3.6.1. (Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 3.5.2. (Proficient) Use effective verbal and non-verbal communication strategies to support student understanding, participation, engagement and achievement. 6.3.2. (Proficient) Contribute to collegial discussions and apply constructive feedback from colleagues to improve professional knowledge and practice.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 1.4.1. (Graduate) 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. 1.5.1. (Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 2.5.1. (Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas. 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. 5.1.1. (Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 1.4.1. (Graduate) 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. 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 2.5.1. (Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas. 3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 3.3.1. (Graduate) Include a range of teaching strategies.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.4.1. (Graduate) 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. 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 5.1.1. (Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 3.3.1. (Graduate) Include a range of teaching strategies. 3.4.1. (Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. 5.3.1. (Graduate) Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.

Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1.1		(Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
1.2.1		(Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
1.3.1		(Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds.
1.4.1		(Graduate) 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.
1.5.1		(Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
2.1.1		(Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
2.2.1		(Graduate) Organise content into an effective learning and teaching sequence.
2.3.1		(Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
2.4.1		(Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
2.5.1		(Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
2.6.1		(Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
3.1.1		(Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
3.2.1		(Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
3.3.1		(Graduate) Include a range of teaching strategies.
3.4.1		(Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
3.5.1		(Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
3.6.1		(Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
3.7.1		(Graduate) Describe a broad range of strategies for involving parents/carers in the educative process.
4.1.1		(Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
4.2.1		(Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

No changes have been made sice this unit was last offered.

Additional information

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

EDUP3003: Teaching in Multilingual Classrooms

Semester 1, 2022 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect