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School of Literature, Languages and Linguistics · ANU College of Arts and Social Sciences
Language learning and teaching occurs in diverse ways across societies and communication modalities. The Teaching Languages course explores language teaching techniques and methods in a range of instructional contexts, from physical classrooms to technology-mediated or online environments. Students are encouraged to reflect critically on their own language learning and teaching experiences, including those they have during the course. They gain insight on their own and others’ learning and teaching styles and strategies in the process of developing skills as reflective practitioners. Active engagement with peers with diverse disciplinary and language backgrounds is part of this process. Course activities include teaching practice sessions, materials development and resource evaluation. These activities combine theory and research in applied linguistics with language skills and (cross)cultural knowledge to understand and design supportive learning environments for specific groups of learners. The Teaching Languages course develops the capacity for an informed, reflective and context-sensitive approach to language instruction.
Engagement tasks (e.g., quizzes, forums, interactive activities, peer responses)
Learning outcomes 1, 2, 3
Case study of a learner or learning context (1,000 words)
Learning outcomes 1, 2, 3, 5
Critical reflection on a technology-mediated language learning experience (1,000 words or equivalent)
Learning outcomes 1, 2, 3, 5
Practical portfolio, incorporating teaching practice, materials, rationale, and reflection with peer input (1,500 words)
Learning outcomes 1, 2, 3, 4, 5
130 hours of total student learning time made up from: a) 36 hours of contact over 12 weeks, and b) 94 hours of independent student research, reading and writing. Work Integrated Learning Other The 'Teaching Languages' course involves assessments in which students plan, deliver and reflect on teaching experience. It is a simulation because students teach each other, but it is a genuine workplace experience because the students are genuine learners of the language being taught. They experience all aspects of class planning, including developing a simulated institutional context and working to a curriculum and the needs of particular age groups. In other assessments, students evaluate teaching practice, e.g., online language courses. These activities are core in the course curriculum and thoroughly integrate theory and practice as they require students to link the practices they experience or observe with theory content from the course and academic literature.
Not applicable