LAN6271 2021

Edith Cowan University

School of Education

Master of Education (TESOL)

LAN6271
Teaching ESL Learners

Unit Plan

2021

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CONTENTS

TEACHING ESL LEARNERS.................................................................................................... 1

CONTENTS ....................................................................................................................... 2
UNIT LEARNING OUTCOMES ............................................................................................... 3
STUDENT INFORMATION & STUDY ADVICE SERVICES ................................................ 4
TEACHING TEAM .............................................................................................................. 5
IMPORTANT DATES ......................................................................................................... 6
UNIT OUTLINE .................................................................................................................. 7
PROFESSIONALISM ......................................................................................................... 7
ATTENDANCE................................................................................................................... 7
BLACKBOARD .................................................................................................................. 7
UNIT AND TEACHING EVALUATION (UTEI) SURVEY ..................................................... 7
RECORDING OF LECTURES ............................................................................................ 7
ACADEMIC MISCONDUCT ............................................................................................... 8
SCHEDULE ....................................................................................................................... 9
LECTURE TOPICS AND ACTIVITIES ..................................................................................... 13
ESSENTIAL READINGS...................................................................................................... 13
TEXTBOOK ...................................................................................................................... 14
WEBLINKS ...................................................................................................................... 14
ASSESSMENT................................................................................................................. 15
ASSESSMENT SCHEDULE ................................................................................................. 16
PARTICIPATION ............................................................................................................... 16
LEARNING ACTIVITIES ...................................................................................................... 16
READING ACTIVITIES........................................................................................................ 16
COMMUNICATION SKILLS .................................................................................................. 17
PEER REVIEW ................................................................................................................. 17
REFLECTIVE PRACTICE .................................................................................................... 17
ASSESSMENT 1: CASE STUDY .......................................................................................... 17
ASSESSMENT 2: THEORY AND PRACTICE ........................................................................... 20
DEFINITION OF KEY TERMS AND ACRONYMS FOR ASSESSMENT ............................................. 22
HOW TO SUBMIT ASSESSMENTS ........................................................................................ 23
LATE SUBMISSION............................................................................................................ 23
EXTENSIONS ................................................................................................................... 23
EXTENSION REQUEST FORM: ........................................................................................... 23
FEEDBACK ...................................................................................................................... 23
MODERATION .................................................................................................................. 23
ECU STUDENT CHARTER .............................................................................................. 24

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This unit focusses on the theories, principles, and approaches of second language
teaching and learning. It develops language teaching knowledge, techniques, and lesson
planning skills. You will develop the skills and knowledge needed to understand, identify,
and address the language learning needs of learners in a wide range of contexts.

Unit Learning Outcomes

1. Apply, communicate and reflect on knowledge of language learning and language

teaching theories, research, principles, and approaches.

2. Critically analyse the needs of language learners considering the different factors
affecting second language acquisition including age and proficiency.

3. Synthesise, communicate and reflect on practical knowledge and understanding of

needs analysis, lesson planning, and language learning theories and approaches.

4. Evaluate, select, apply and reflect on a range of lesson planning approaches and
teaching strategies to meet the needs of different groups of learners.

Teaching statement
This unit adopts an inductive teaching approach. Expect to use your prior knowledge to
complete activities throughout the course and before engaging with new ideas. Expect to
learn from and with your peers and lecturer. I believe that we need to be cognitively and
emotionally engaged to learn. In the unit expect to be challenged and to reflect on how you
feel and how this influences your learning. I emphasise the emotional aspects of learning.
As a teacher educator, I see myself as a facilitator of learning not a transmitter of knowledge
or a “truth-teller”. I will share what I have learned as a teacher and researcher, but I withhold
my views on the ideas we explore to avoid constraining or restricting you. My approach can
cause emotional disruption and dissonance at times, but all emotions teach us; so paying
attention to, and staying with, our feelings can enhance learning.

All the best

Dr Maggie McAlinden
TESOL Program Coordinator Edith Cowan University
LAN6172/LST6282 Unit Coordinator/Lecturer
Email: m.mcalinden@ecu.edu.au

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STUDENT INFORMATION & STUDY ADVICE SERVICES

COURSE INFORMATION HUB

Course Information Advisors can assist with course planning, advanced standing and more.
Website: https://intranet.ecu.edu.au/student/my-studies/course-advice

Campus Room Phone Email Office Hours

Joondalup Building 18
office Room 18.103
134 328 courseadvice@ecu.edu.au
Mt Lawley Building 13
8.30am – 5.00pm
office Room 13.148
South West Building 1
9780 7777 student.central.bu@ecu.edu.au
office Reception

ACADEMIC SUPPORT

The Centre for Learning and Teaching (CLT) Learning Advisers offer Education students a range of support:
• English language workshops – develop writing and grammar skills
• Academic Skills and Numeracy Workshops – review generic skills for university students
• Academic Skills Drop-In Sessions – “drop-in”, work on your assignments, and receive individual
assistance from a learning adviser (10 minutes)

To make a longer appointment (30 minutes) with a Learning Adviser follow this link:
https://askus2.ecu.edu.au/s/article/000001642

•
The School of Education’s learning advisers’ contact details and the schedules for the above activities are
available on the Academic Skills Centre site under “My Communities” on your Blackboard Home page.

Please talk to your unit coordinator/lecturer/tutor first if you have any questions about
assignments or need help to get started.

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TEACHING TEAM

Lecturers and Tutors Email

Dr Maggie McAlinden m.mcalinden@ecu.edu.au
Dr Peter Wignall p.wignell@ecu.edu.au

Please email me to make an appointment if there is anything you need to discuss in

private.

Dr Peter Wignall may be marking assignments in this unit.

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IMPORTANT DATES
Enrolment, Withdrawal, Financial and Academic Penalty Dates are available at:
http://intranet.ecu.edu.au/student/dates-and-events/important-dates

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UNIT OUTLINE
You can view and download a copy of your unit outline by clicking onto the Unit outline link
on the unit’s Blackboard site which can be accessed from the Student Portal.

PROFESSIONALISM
This unit is designed to provide students with a broad range of skills through engagement
with the professional knowledge described in this unit outline. This will be facilitated through
reading, discussion and reflection. Therefore, it is the student’s responsibility to engage in
these experiences in a manner which reflects a sound attitude and commitment to the
profession and which enables the student to take ownership of his/her learning. Students
will support and help to contribute to a professional and collegiate group culture.

ATTENDANCE
Please note that attendance is crucial for successful completion of your units. Poor
attendance puts you at risk of failing individual units and can compromise your progression
in the course.

BLACKBOARD
This unit is supported by the Blackboard Web learning environment. All learning materials
will be supplied through BlackBoard and assessments will be submitted via BlackBoard. Unit
outlines, notices, lesson outlines, additional reading material and web links are accessible
on this site.

Students can start discussion threads through blackboard to make comments and ask
questions about content, assignments, and other unit related issues. It is expected that all
students enrolled in this unit will use this site to engage in teaching and learning activities,
submit assessments and communicate with peers and teaching staff. BlackBoard is your
one stop shop for this unit.

Turning in work: Submit the two major assignments using the Turnitin link found in the
Assessment tab. Please read the due date information carefully to avoid incurring a late
penalty. The assessment dates have been negotiated to fit in with other units you are
taking and cannot be changed. You can apply for an extension if your personal
circumstances mean that you cannot complete the assessments on time.

Discussion Board: Learning and Reading Activities need to be posted on the Discussion
Board before class starts.

UNIT AND TEACHING EVALUATION (UTEI) SURVEY

http://intranet.ecu.edu.au/student/my-studies/surveys/unit-and-teaching-evaluation-
instrument-utei
Recent changes on this unit include updates to readings, assessment tasks and the
introduction of a participation mark.

RECORDING OF LECTURES
Students should be aware that recorded lectures may contain copyright material owned by
ECU, the relevant lecturer and/or other third parties. If students wish to record lectures in

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this unit, they must contact their lecturer to obtain the express written consent, and follow
any conditions, of the relevant lecturer or performers.

Where written consent is obtained, students must not reproduce, communicate, modify,
adapt, broadcast or distribute their recording of this lecture and should be aware that such
acts may constitute infringement of copyright and/or performer’s rights. Students must not
record any third party (including other students) or third party works (including music) which
may be comprised in, or incidental, to the lecture unless express permission to the contrary
is provided by a person with the legal right to do so. Neither Edith Cowan University nor any
of the lecturers in this unit provide any warranties or representations in relation to the
ownership or non-infringement of any intellectual property.

ACADEMIC MISCONDUCT
Students must comply with ECU’s Academic Misconduct Rules (Students)

The Misconduct Rules consider any form of plagiarism, unauthorised collaboration, cheating
in assessment tasks, theft of another student’s work, any other dishonest or unfair conduct
relating to academic work to be Academic Misconduct. Plagiarism means knowingly or
unknowingly presenting as one’s own work the ideas or writings of another without
appropriate acknowledgment or referencing. A student engaging the services of another
individual to complete an assessment task on their behalf is both plagiarising and cheating.

ECU takes all incidents of Academic Misconduct seriously and if, following an investigation,
it is established that a student’s conduct amounts to Academic Misconduct then ECU may
impose penalties upon the student under the Misconduct Rules.

The Misconduct Rules are available online at:

http://www.ecu.edu.au/__data/assets/pdf_file/0010/378316/academic_misconduct_rules_s
tudents.pdf

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SCHEDULE

Monday March 1

VN Time Activity Location Instructions

Welcome and Collaborate bring a copy of the unit plan

8:00 - 8.30
Introduction Course Room and a song to share
Learning Discussion
8.30 - 9.00 post before class
Activity 1 Board

9.00 - 9.30 Break

Collaborate
9.30 - 10.30 Lecture 1 bring a notebook
Course Room

10.30 - 11.00 Break

Reading Group
11.00 - 11.30 post before class
Activity 1 Collaborate
Collaborate
11.30 -11.45 Question time come with your questions
Course Room

Tuesday March 2

Collaborate
8:00 - 9.30 Lecture 2
Course Room
Learning Discussion
9.30 - 10.00
Activity 2 Board

10.00 - 10.30 Break

Reading Discussion
10.30 - 11.00 post before class
Activity 2 Board
Assessment 1 Collaborate
11.00 - 11.15 bring a copy of the unit plan
Overview Course Room

11.15 - 11.30 Break

Peer Feedback Collaborate

11.30 - 11.45 come with your questions
Question time Course Room

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Wed March 3

Collaborate
8:00 - 9.30 Lecture 3 bring a notebook
Course Room
Reading Group
9.30 - 10.00 post before class
Activity 3 Collaborate

10.00 - 10.30 Break

Learning Discussion
10.30 - 11.00 post before class
Activity 3 Board
Academic Collaborate
11.00 - 11.30 bring the unit plan
Integrity Course Room
Collaborate
11.30 - 11.45 Question time come with your questions
Course Room

Friday 5 March

Collaborate
8:00 - 9.30 Lecture 4
Course Room
Learning Discussion
9.30 - 10.00
Activity 4 Board

10.00 - 10.30 Break

Reading Group
10.30 - 11.00 post before class
Activity 4 Collaboration
Assessment 1 Collaborate
11.00 - 11.15 bring the unit plan
Questions Course Room

11.15 - 11.30 Break

Question time Collaborate

11.30 - 11.45 come with your questions
Peer Review Course Room

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Monday March 8

VN Time Activity Location Instructions

Collaborate Course
8:00 - 9.30 Lecture 5
Room
Learning
9.30 - 10.00
Activity 5

10.00 - 10.30 Break

Reading Activity
10.30 - 11.00 Discussion Board post before class
5
Assessment 2 Collaborate Course bring a copy of the unit
11.00 - 11.15
Overview Room plan

11.15 - 11.30 Break

Question time Collaborate Course

11.30 - 11.45 come with your questions
Academic style Room

Tuesday March 9

Collaborate Course
8:00 - 9.30 Lecture 6
Room
Learning
9.30 - 10.00
Activity 6

10.00 - 10.30 Break

Reading Activity
10.30 - 11.00 Discussion Board post before class
6
Assessment 2 Collaborate Course bring a copy of the unit
11.00 - 11.15
questions Room plan

11.15 - 11.30 Break

Question time Collaborate Course

11.30 - 11.45 come with your questions
Reflection Room

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Wed March 10 Activity Location Instructions

Collaborate Course
8:00 - 9.30 Lecture 7 bring a notebook
Room
Reading Activity
9.30 - 10.00 Group Collaborate post before class
7

10.00 - 10.30 Break

Learning
10.30 - 11.00 Discussion Board post before class
Activity 7
Reflective Collaborate Course
11.00 - 11.15 bring the unit plan
writing Room

11.15 - 11.30 Break

Collaborate Course
11.30 - 11.45 Question time come with your questions
Room

Friday March 12

Collaborate Course
8:00 - 9.30 Lecture 8
Room
Learning
9.30 - 10.00 Discussion Board
Activity 8

10.00 - 10.30 Break

Reading Activity Group

10.30 - 11.00 post before class
8 Collaboration
Collaborate Course
11.00 - 11.15 Assessments bring the unit plan
Room

11.15 - 11.30 Break

Collaborate Course
11.30 - 11.45 Farewell come with a song to share
Room

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Lecture Topics and Activities

Lecture Focus *Participation Readings *Textbook Readings

How are first languages (L1) learned? Berko (1958)

1 Chapter 1
First language acquisition VanPattern et al (2020)

How are second languages (L2) learned? Ellis (2020)

2
L2 theories Lightbown & Spada (2006)

What teaching approaches work? Sauvignon (2018) Chapter 3

3
Communicative approaches Cook (2008)

What do language teachers need to know? De Costa & Norton (2017) Chapter 4
4
Principles of second language acquisition (SLA) Ellis (2005)
Chapter 6
What do learners need? Ehrman, Leaver & Oxford (2003)
5
Individual Learner Differences (ILDs) Wolff (2011)
Chapter 5
What helps learners to learn? Larsen-Freeman (2017)
6
Learner agency and motivation Al-Hoorie (2019)
Little (2007) Chapter 7
How does teaching differ across levels?
7 Read (2019)
Models of language proficiency
Sato (2010) Chapter 10
What’s behind lesson planning frameworks?
8 Carless (2009)
From PPP to TBLT

* Brown, H. D., & Lee, H. (2015). Teaching by principles: an interactive approach to language
pedagogy (Fourth). Pearson. https://ecu.on.worldcat.org/oclc/898029377

Essential Readings
You can locate these articles and book chapters in the Reading Activities folder in the
Learning Area on BlackBoard. Please read the Assessment Information to learn more about
the reading requirements for this unit.

1A Berko, J. (1958). The child's learning of English morphology. Word, 14(2-3), 150-177.

1B VanPatten, B., Williams, J., Keating, G. D., & Wulff, S. (Eds.). (2020). The nature of theories. In Theories in
second language acquisition: An introduction. Routledge.

2A Lightbown, P., & Spada, N. (2006). Explaining second language learning. In How languages are learned, 28-
51. Oxford University Press.

2B Ellis, R. (2020). A short history of SLA: Where have we come from and where are we going? Language
Teaching, 1-16.

3A Savignon, S. J. (2018). Communicative competence. The TESOL encyclopedia of English language

teaching, 1-7.

3B Cook, V. (2013). Second language learning and language teaching styles. In Second language learning and
language teaching. Routledge.

4A Ellis, R. (2005). Principles of instructed language learning. System, 33(2), 209-224.

4B De Costa, P.I. and Norton, B. (2017), Introduction: Identity, Transdisciplinarity, and the Good Language
Teacher. The Modern Language Journal, 101: 314

5A Ehrman, M. E., Leaver, B. L., & Oxford, R. L. (2003). A brief overview of individual differences in second
language learning. System, 31(3), 313-330.

5B Long, M. (2014). Task-based needs and means analysis. In Second language acquisition and task-based
language teaching. John Wiley & Sons.

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6A Larsen–Freeman, D. (2019). On Language Learner Agency: A Complex Dynamic Systems Theory

Perspective. The modern language journal, 103(S1), 61-79.

6B Al-Hoorie, A. H. (2017). Sixty Years of Language Motivation Research:Looking Back and Looking Forward.
SAGE Open, 7(1), 2158244017701976.

7A Little, D. (2007). The Common European Framework of Reference for Languages: Perspectives on the
Making of Supranational Language Education Policy.The Modern Language Journal, 91(4), 645-655.

7B Read, J. (2014). The influence of the Common European Framework of Reference (CEFR) in the Asia-
Pacific region. LEARN Journal: Language Education and Acquisition Research Network, 33-39.

8A Carless, D. R. (2009). Revisiting the TBLT versus PPP debate: Voices from Hong Kong. Asian Journal of
English Language Teaching.

8B Sato, R. (2010). Reconsidering the effectiveness and suitability of PPP and TBLT in the Japanese EFL
classroom. JALT journal, 32(2), 189-200.

Textbook
It is recommended that you read the chapters outlined in the schedule.

Brown, H., & Lee, H. (2015). Teaching by principles: An interactive approach to language
pedagogy (Fourth ed.). White Plains, NY: Pearson Education.
https://ecu.on.worldcat.org/oclc/898029377

Weblinks
The following is a list of reputable websites and publishers of TESOL teaching resources,
materials, and research publications:

Journals Teaching websites

https://academic.oup.com/eltj
https://www.etprofessional.com/
https://ojs.deakin.edu.au/index.php/tesol
https://onlinelibrary.wiley.com/journal/19493533
https://www.journals.elsevier.com/system
https://www.abc.net.au/education/learn-english/
https://www.abc.net.au/btn/
https://www.teachingenglish.org.uk/resources/secondary
http://www.bbc.co.uk/learningenglish/english/
https://www.tesol.org/connect/tesol-resource-center

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ASSESSMENT

The Course and Unit Delivery and Assessment Policy is available by following this direct
link http://www.ecu.edu.au/GPPS/policies_db/policies_view.php?rec_id=0000000387

The assessment processes in this unit include participation activities and two major
written assessments that involve peer review and reflection. Read the guidelines carefully
including the marking criteria.

If you have any questions about the assessments, please post on the Discussion Board
at least two weeks before the assessment due date.

To pass this unit, you must score a minimum of 50% overall. Your final score is calculated
by adding all the assessment scores together.

The unit learning outcomes listed and assessments tasks outlined below are aligned with
the Australian Professional Standards for Teachers (AITSL) and the Australian
Qualifications Framework (AQF) Levels 8 (Graduate Certificate) and 9 (Master Degree).

Graduates at AQF Level 8 will have advanced cognitive, technical and communication
skills to select and apply methods and technologies to:

• analyse critically, evaluate and transform information to complete a range of

activities
• analyse, generate and transmit solutions to complex problems
• transmit knowledge, skills and ideas to others.

Graduates at AQF Level 9 will have expert, specialised cognitive and technical skills in a
body of knowledge or practice to independently:

• analyse critically, reflect and synthesise complex information, problems, concepts

and theories
• research and apply established theories to a body of knowledge or practice
• interpret and transmit knowledge, skills and ideas to specialist and non-specialist
audiences.

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Assessment Schedule

Assessment Type Marks Instructions

Participation Learning and 10 You are required to complete all the learning and reading activities.
Reading Marks are deducted for submission after the deadline.
Activities No extensions are possible as these assessments are time
sensitive.

Submit to the Discussion Board before class.

Assessment 1 Case study 40 This assessment includes an opportunity for peer and lecturer
feedback, review, and reflection.

Submit Part A through Turnitin no later than 5pm WST March 12

Submit Part B through Turnitin no later than 5pm WST March 19

Assessment 2 Theory and 50 This assessment includes an opportunity for peer feedback, review,
Practice and reflection.

Submit Part A through Turnitin no later than 5pm WST March 26

Submit Part B through Turnitin no later than 5pm WST April 2

Participation
The aim of these activities is to activate and share your prior knowledge and provide you
with the opportunity to engage with current ideas. The activities are in folders on the
Learning Area on BlackBoard. Participation includes completing and reflecting on the
activities and giving and receiving feedback. 0.25 marks are deducted for each activity that
is not completed before the deadline. You will be able to use the ideas from these activities
in your major assessments.

No extensions are allowed as these are time-sensitive assessments as per the

Assessment Procedures.

Learning Activities
Spend no more than 30 minutes on each Learning Activity. Complete the Learning Activity
for each module and post your response on the Learning Activities Forum on the
Discussion Board by the due date. You need to elaborate on your responses, give
feedback to other students, and discuss your work with other students and your lecturer.
You should use what you know and can do when completing the activities - do not do any
further research into the topic before or while completing it or discuss with anyone. These
activities include self and peer review, discussion, and reflection on your work. Marks are
deducted for each activity that is not completed.

Reading Activities
Spend no more than 60 minutes on each Reading Activity. Complete the Reading Activity
for each module and post your response on the Reading Activities Forum on the
Discussion Board by the due date. Read the text for your group (A or B) and answer the
questions below:

1. Identify a key idea that has implications for your teaching practice.

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2. Make a note of something surprising or controversial.

3. Make a note of something that you don't think is true, even if there is evidence to
support the idea.
4. Make a note of an idea that really resonated with you - this is an idea that you
understand, feel in common with or can sense without further explanation. It creates
an immediate and unquestioned feeling that requires no further explanation.
5. Make a list of one or two concepts from the reading that you have never come across
before.

You will be assigned to a group at the start of semester. If you are in Group A, read only
the readings marked A. If you are Group B, read only those marked B.

Complete the reading and post a concise summary of your responses to the questions on
the Reading Activities Forum on the Discussion Board. You will elaborate on your
responses when you discuss your ideas with other students in pairs or groups of 4 or more
in class or online.

Communication skills
You will be assessed on your use of academic language, reflective and academic writing
and referencing skills in both major assessments. Feedback for this is incorporated into the
marking rubrics. Language and content are intertwined, some argue they are inseparable,
so be mindful that the quality of your writing will affect your level of achievement in the
assessments.

Follow the APA 7th Style Manual for citing, referencing, formatting and as a style guide to
writing your assignments. You do not need to follow every element of APA 7th, but you
must be consistent. For further help see Referencing Guide, Academic Writing, Report
Writing and Reflective Practice, Marking Guides.

Peer Review
Everyone has the capacity to give useful feedback. All your assessments include peer
review which involves giving and receiving feedback. You will be allocated two peer review
to complete for each assessment. If you do not complete your designated reviews in the
timeframe or your reviews were not complete, 5 marks will be deducted from your
assessment results.

Reflective Practice
You will engage in reflective practice and writing for both major assignments. Reflective
practice requires you to critically reflect on the assumptions that underlie your intentions,
values, beliefs, feelings, behaviours, and responses as a learner. You will do this through
the process of thinking and writing about your learning experiences, especially the peer
review process.

Assessment 1: Case Study

This assessment addresses the following course learning outcomes:

1. Apply, communicate and reflect on knowledge of language learning and language

teaching theories, research, principles, and approaches.

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2. Synthesise, communicate and reflect on practical knowledge and understanding of

needs analysis, lesson planning, and language learning theories and approaches.

This assignment gives you an opportunity to critically evaluate second language

acquisition theories, methods, approaches, and principles, and apply your understanding
to a group of learners. You will also give and receive feedback, revise your work, and
reflect on your learning as a part of this assessment.

Guiding Question: What theories, methods, approaches will be helpful in addressing

the language learning needs of the case? What principles will guide you?
In this assessment you will focus on a case of a group of language learners and be asked
to discuss the theories, methods, approaches, and principles that underpin how you
would teach these learners. You will be given a case or can choose your own case in
consultation with your lecturer.
Part A: Consider the language teaching theories, approaches and methods that are best
suited to meet the needs of the learners. Discuss how these theories and methods are
related. Refer to principles where relevant and show how they relate to the theories,
methods, and approaches you discuss. Begin with a description of the case that you can
elaborate on as needed. Refer to the case in the assessment to make the link between
the theory and the case. Key factors about the group of learners and their learning
context need to be taken into account such as what areas of language should be a
priority, barriers or enhancements to language learning they may encounter, possible
learning preferences and other critical issues that will influence learning (these are just
suggested not prescribed aspects to consider). (1800 words)

Part B: Submit your completed work for peer and lecturer review, revise your work and
write a reflection on this process before submitting the completed assessment to Turnitin.
(800 words)

Advice
• Refer to the case as if they were a real group of learners and show how well you understand how
these learners might learn a second language. Consider the challenges they may face and the
realities and issues of learning a language for these learners.
• There is no right way to organize this assessment, you do not need to separate the parts according
to the criteria. Ideally you should aim to integrate the different elements into the paper to make it an
engaging and enjoyable read. There is no need to have a separate section for the theories, and
methods/approaches. A separate section for the reflection is recommended.
• Cite the relevant unit readings as well as some other sources. Show that you have engaged with,
and understand, the relevant unit content. Stick to sources from the fields of Language Teaching
and Applied Linguistics such as the journals listed in the resources area of this unit plan. Do not use
general education sources.
• Write your assessment following academic and reflective writing conventions, cite and reference
following APA7th. See Style and Formatting guidelines for assessments on Blackboard.
• Samples of similar assessments are available on Blackboard to help you understand what work that
meets the pass standard looks like for this unit. These are not examples of the actual assessment,
so do not use them to guide what to include in your assessments.

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ASSESSMENT ONE MARKING CRITERIA

Excels in some, exceeds all Exceeds threshold requirements Meets threshold requirements Not yet demonstrating
7-10 6-7.75 5-5.75 0-4.75
Evaluates relevant second language Discusses relevant theories of second Describes or explains relevant Work on:
discussion of

acquisition theories. Understanding language acquisition in relation to the theories of second language - Explaining theory
theories 10

and knowledge of the key theories is case. Understanding and knowledge of acquisition in relation to the case. - Engaging with the unit
critical and very well-supported by key theories is well-supported by Understanding and knowledge of key content
significant evidence and argument. evidence and argument. Discusses theories is supported by evidence. - Critical thinking
Integrates teaching principles. teaching principles. Outlines teaching principles.

Analyses approach/methods critically. Explains approach/methods clearly. Describes approach/methods clearly. Work on:
choice of approach

Justifies choice of approach/methods. Explains how methods/approach related Connects methods/approach to

Demonstrates an evidence-based to theories. Demonstrates theories. Shows understanding of the - Connect theories
understanding of the learners and understanding of the learners and the learners and learning context with - Explaining teaching
learning content. Provides evidence- learning context. Provides sound some limitations. Provides reasoning methods and approaches
10

based reasoning for choice of teaching reasoning for choice of teaching for choice of methods and approach. - Understanding of case
methods and approach. Reflects on methods and approach. Integrates own Relates to own second language
and synthesizes own second language second language teaching principles teaching principles. - Defining principles
teaching principles into discussion. into discussion.

Uses academic language Uses academic language appropriately Uses academic language Work on:
communication

appropriately and accurately to and accurately to good effect. Ideas appropriately and accurately. Ideas - Use of language
enhance ideas. Ideas synthesized presented in a logical order. Edited, presented in a logical order. Edited, - Academic style
seamlessly. Edited, proofread, and proofread, and formatted to a proofread, and formatted to a - Organization
10

formatted to a professional standard professional standard with some professional standard but with - Editing and proofing
with only occasional inconsistences. repeated inconsistencies. noticeable and repeated - Referencing
inconsistencies. - Formatting

Participates sincerely with review and Participates well with the review and Participates in the review and Work on:
feedback process and learns from feedback process and learns from feedback process but may resist - Engagement with process
reflective practice

process. Makes critical changes where process. Makes appropriate and relevant learning from process. Makes some - Taking feedback on board
needed. Provides sincere reflection on changes. Connects emotions to new changes based on feedback. - Reflecting on emotions
own emotional response to the learning. Responds well to the Mentions the role of emotions in this - Addressing feedback
10

process. Makes full use of the opportunity to revise work and learn from process. Outlines this experience in a - Writing style
opportunity to revise work and learn feedback. Describes this experience clear and appropriate reflection. - Writing conventions
from feedback. Analyses this clearly and fully in the reflection.
experience in detail in the reflection.

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Assessment 2: Theory and Practice

This assessment addresses the following course learning outcomes:

1. Synthesise, communicate and reflect on practical knowledge and understanding of

needs analysis, lesson planning, and language learning theories and approaches.

2. Evaluate, select, apply and reflect on a range of lesson planning approaches and
teaching strategies to meet the needs of different groups of learners.

This assessment will provide you with the opportunity to demonstrate how well you
understand and can plan lessons to address the needs of language learners. You will also
give and receive feedback, revise your work, and write a reflection on this process for this
assessment.

Guiding questions: Which lesson framework would suit these learners and why? How
would you meet the needs of these learners in your lessons?

In this assessment you will be given a profile of a group of language learners and be
asked to design two detailed lesson plans and write a formal rationale which discusses the
lesson design and teaching approach in relation to the learner’s needs. Include a short
learner profile and learning sequence in your assignment. Your assessment should include
the following. Word counts are suggested.

Class Profile (400 words): Imagine the institution, the classroom, the learners, and write a profile of
the learners and the learning context. In your profile, you can include:

• Institution (size, organization plan, ability grouping, scheduling patterns, policies,

etc.)
• Physical layout of the classroom(s), whether it is dedicated or shared space,
availability of technology and other resources.
• Classroom atmosphere and any issues.
• Specific class profile and an overview of the individual differences that are relevant
to the case such as age, context, level of proficiency, sociolinguistic background etc.
(2.5 marks)

Learning Sequence (400 words): Write an overview and outline of a unit of work where the lesson
plans fit. This can be in the form of a table. (2.5 marks)

Lesson Plans (4 pages): Using a TESOL lesson proforma and lesson framework of your choice,
design two sample lessons for the group of learners that would fit within your proposed learning
sequence. The lessons should address the anticipated needs of the learners based on research
into key individual learner differences (ILDs) and align with an appropriate teaching approach and
lesson framework. Materials can be included in the appendices or integrated into the lesson plans.
(15 marks)

Rationale (1800 words): Justify and discuss the lesson plans, learning sequence, lesson
framework and proforma used (PPP, TBLT, ESA, TTT, CAP etc) and the language teaching
approach (CLT, TBLT, TSLT etc) in relation to the anticipated learning needs. (20 marks)

Reflection (800 words): Submit your work for peer and lecturer review. Revise your work and
reflect on this process by writing a reflection.

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 LAN6271 2021

LAN6271 ASSESSMENT 2 MARKING CRITERIA

50 Excels in many requirements Excels in some requirements Exceeds minimum requirements Meets minimum requirements Working towards

Participates fully with review and feedback Participates well with review and feedback Participates well with review and feedback Participates in the review and feedback Work on:
process. Makes critical changes where process. Makes appropriate and relevant process. Makes appropriate and relevant process. Makes some changes based on - Engagement with the process
needed to improve own work. Critically changes. Analyses work in the light of changes. Reviews work in the light of feedback. Reviews work and identifies - Taking feedback on board
Reflection 10

evaluates work recognizing where feedback recognizing where feedback recognizing where areas where changes can be made. - Reflecting on emotions
improvements can be made. Provides improvements can be made. Provides improvements can be made. Connects Mentions the role of emotions in this - Addressing feedback
honest and insightful evaluation of own sincere analysis of own emotional emotions to new learning. Does not resist process. Responds to the opportunity to - Writing style
emotional responses to the process. response to the process. Makes full use of learning from feedback. Responds well to revise work and learn from feedback but - Writing conventions
Embraces the opportunity to revise work the opportunity to revise work and learn the opportunity to revise work and learn may resist learning from feedback.
and learn from feedback. Evaluates from feedback. Analyses this experience from feedback. Describes this experience Outlines this experience in a clear and
experiences in depth and detail in the in detail in the reflection. clearly and fully in the reflection. appropriate reflection.
reflection.
Evaluates the learner needs, lesson Analyses the learner needs, lesson Explains the learner needs, lesson Describes the learner needs, lesson Work on:
design, and teaching approach with design, and teaching approach with design, and teaching approach with design, and teaching approach with
reference to the literature. Provides critical reference to the literature. Provides reference to the literature. Provides sound reference to the literature. Provides - Providing evidence
reasoning for the lesson design and evidence-based reasoning for the lesson reasoning for the lesson design and reasoning for lesson design and teaching - Reading sources
teaching approach. Critically evaluates design and teaching approach. Analyses teaching approach. Explains how the approach. Describes how the lesson - Key ideas
Rationale 20

how the lesson design addresses the how the lesson design addresses the lesson design addresses the learning design addresses the learning needs of - Supporting ideas
learning needs of the case. Critiques learning needs of the case. Compares needs of the case. Explains key ideas the case. Uses some ideas from the - Teaching approach
ideas from the literature to support ideas. ideas from related literature to support with support from the literature. Use of literature. Use of academic writing - Lesson framework
Use of academic writing conventions such ideas. Use of academic writing academic writing conventions such as conventions such as referencing, and - Academic conventions
as referencing, and citation is accurate, conventions such as referencing, and referencing, and citation is accurate, citation is accurate, consistent, and
consistent, and appropriate. Adheres to all citation is accurate, consistent, and consistent, and appropriate. Adheres to appropriate. Adheres to most basic
expectations and conventions regarding appropriate. Adheres to most basic expectations regarding the expectations regarding the formatting and
formatting and presentation of work. expectations and conventions regarding formatting and presentation of work. presentation of work.
formatting and presentation of work.
Lesson plans align seamlessly with Lesson plans align clearly with framework Lesson plans align mainly with framework Lesson plans align minimally with Work on:
framework and teaching approach and teaching approach discussed in and teaching approach discussed in selected framework and teaching
discussed in rationale. Lesson aims, rationale. Lesson aims, processes and rationale. Lesson aims, processes and approach discussed in rationale. Lesson - Alignment with framework
Lessons 15

processes and procedures combine
seamlessly to create highly appropriate
learning experiences. Lesson aims and
content align seamlessly with teaching
approach and framework. Materials are
very effective.
procedures combine to create appropriate procedures combine to create mainly aims, processes and procedures combine - Alignment with approach
learning experiences. Lesson aims and appropriate experiences. Lesson aims to create minimally appropriate learning - Lesson aims
content align fully with teaching approach and content align with teaching approach experiences. Lessons include relevant - Lesson processes
and framework. Materials are effective. and framework. Materials are suitable. aims and content. Materials are suitable. - Suitability of materials

Learning sequence is very detailed, clear Learning sequence is detailed, clear and Learning sequence is mainly clear and Learning sequence is minimally clear and Work on:
2.5

and appropriate. appropriate. appropriate. appropriate. - Organisation/Content

Class profile is detailed and includes Class profile is detailed includes Class profile includes enough information Class profile includes enough information Work on:
essential information needed to plan a information needed to plan a learning needed to plan a learning sequence and needed to plan a learning sequence and - Key information
2.5

learning sequence and lessons. sequence and lessons. lessons. lessons.

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 LAN6271 2021

Definition of key terms and acronyms for assessment

Acronyms Simple Glossary

CLT: communicative language teaching
CA: the communicative approach
TBLT: task-based language teaching
TSLT: task-supported language teaching
PPP: presentation – practice - production
ESA: engage – study - activate
TTT: teach – test – teach
CAP: context – analysis – practice
Describe: to give a written or spoken account of what
something is like
Justify: show or prove to be appropriate or reasonable.
Explain: make something clear to someone by describing it in
more detail.
Discuss: write about something in detail, considering different
issues or ideas.
Analyse: examine something methodically and in detail to
explain and interpret it.

Evaluate: form an idea of the value or significance of

something.

Describe and Explain: A description will include some of the properties or features of a thing (concept,
process, theory, etc.), but an explanation will relate the thing to a larger context that makes it “more
understandable” to a third party. The context can refer to the situation of the learners or to the field of study
for example. We can offer a description of something, without explaining what it means or making the context
clear.

Analyse: Analysing comes before evaluating. For you to decide why something is better or worse, you have
to identify the elements and examine each part. You need to show you are aware of important debates and
evidence and look at the arguments for and against a particular approach or theory etc. What does the
evidence suggest to you? Use it to adopt a position and make choices, ensuring you don’t simply describe
the arguments.

Justify: When you justify you explain and defend your reasoning and choices using evidence and argument.

Discuss: A discussion involves examining the various reasons for and against some claim, or a multi-
faceted exploration of a topic or issue. It should be a balanced consideration of a topic, looking at it from
various sides. This involves rather more than reciting facts or describing something. It is closer to evaluation,
only it does not expect you to come down on one side of the issue.

Evaluate: An evaluation is similar in complexity to a discussion, the primary difference being that evaluations
will make use of criteria for deciding whether one thing is better or worse than another, whether some
practice or theory for example is more effective than another. For example, we can use evidence-based
principles to evaluate if a teaching method is likely to be effective.

Critically evaluate: To critically evaluate, you must provide your opinion on a theory, argument, or set of
research findings. This should be done in as critical a manner as possible. Provide your opinion on the extent
to which a statement or research finding is true. A critical evaluation of a subject will warrant an assertive
response that details the extent to which you agree with a set of findings, a theory, or an argument. Your
evaluation is judged on the strength of the argument and evidence you refer to.

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How to submit assessments

You can submit the two major assignments using the Turnitin link found in the Assignments
tab. Please read assignment due date information carefully to avoid incurring a late penalty.

Late submission
If you submit your assignment or any other assessment task after the due date, then you
should expect to be penalised in accordance with the standard ECU regulations of 5% of
the maximum mark for each assessment task, for every working day that your assignment
is late. It should be noted that if your assignment is due Friday and it is lodged on the
following Monday, this is only one working day late, and a 5% penalty will apply.

If your assessment task is submitted more than 5 days late, then you will be awarded a mark
of 0 for that task. It is your responsibility to ensure that you have submitted your
assignments.

Extensions
Unit coordinators are permitted to grant extensions of up to 7 calendar days.
A request for an extension of more than 14 calendar days, or where the due date will
become after the end of the current Teaching Period, will only be granted in Exceptional
Circumstances and must be approved by the Associate Dean (Teaching and Learning)

If you require an extension of time to complete an assignment or other assessment task,

you must apply in writing on every occasion before the assignment due date and you
should attach any documentary evidence to support your request.

Extension Request Form:

http://intranet.ecu.edu.au/__data/assets/pdf_file/0009/20025/assign_ext.pdf

Further information about assignments is available at

http://intranet.ecu.edu.au/student/my-studies/study-advice/assignments

Feedback
Contact your tutor should you need any clarification on comments or marks.

It is the responsibility of each student to keep an electronic copy of their assignment and
as proof of submission their Turnitin receipt.

Moderation
Moderation is a process designed to ensure equitable assessment processes.

All Fails and High Distinctions will be double marked on this unit. If you believe that an error
has occurred with an assessment result, contact your lecturer or unit coordinator to request
an Informal Result Query. You need to provide reasons for why you think the results is
incorrect to request a query. If issues cannot be resolved at this level, you may wish to
consider an appeal, details available at:
www.ecu.edu.au/SSC/Assessment/appeals/index.html

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 LAN6271 2021

ECU STUDENT CHARTER

All students are advised to read the ECU Student Charter:
http://www.ecu.edu.au/prospectus/charter/

Published by Edith Cowan University, Perth,

Western Australia, 2021

This publication is copyright. Except as permitted by the Copyright Act, no part of it may in
any form or by any electronic, mechanical, photocopying, recording or any other means be
reproduced, stored in a retrieval system or be broadcast or transmitted without the prior
written permission of the copyright.

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