This course examines the multifaceted relationship between language, culture, and identity, exploring the complex theoretical and practical implications for Teaching English to Speakers of Other Languages (TESOL) professionals. Concepts of culture and Intercultural Communicative Competence (ICC) will be critiqued, and the implications of `world Englishes' for the secondary classroom will be discussed. The course will also consider the cultural diversity inherent to the English as an Additional Language / Dialect (EAL/D) student population, examining issues pertinent to Aboriginal and Torres Strait Islander learners, students with refugee, asylum seeker, and migrant backgrounds, international students, and `Generation 1.5' learners. Practical strategies for helping learners engage critically with cultural content across the secondary curriculum, and a range of approaches for enhancing cultural and linguistic inclusivity in schools, will also be explored.
Availability2021 Course Timetables
- Semester 2 - 2021
On successful completion of the course students will be able to:
1. articulate the complex relationship between languages, cultures, and identities
2. critique various concepts of culture, cultural diversity, and Intercultural Communicative Competence (ICC)
3. understand the inherently political nature of TESOL and consider powerful ways in which EAL/D learner identities are often constructed and/or constrained in the classroom and broader educational sector
4. identify the impact of culture on attitudes and approaches to languages learning, classroom communication, notions of authority, assessment practices, and peer learning.
5. differentiate instruction according to linguistic and cultural context to meet the needs of all students, including Aboriginal and Torres Strait Islander learners, students with refugee, asylum seeker, and migrant backgrounds, international students, and `Generation 1.5' learners.
6. identify and scaffold learner engagement with cultural content across the curriculum
7. articulate the need to recognise and celebrate cultural diversity in the classroom and wider schooling environment
- Problematising notions of culture, cultural diversity, and identifying the ideological, pragmatic, and social aspects of linguistic and cultural diversity.
- Understanding ‘World Englishes’ and their implications for TESOL.
- Intercultural Communicative Competence (ICC) and cultural diversity in the National Curriculum.
- Unpacking sociocultural perspectives embedded within curricular content.
- Scaffolding learner engagement with target culture content while valuing and encouraging the expression of the student’s home/first culture in the classroom.
- Understanding the diversity of linguistic and cultural experiences of EAL/D student groups including Aboriginal and Torres Strait Islander learners, students with refugee, asylum seeker, and migrant backgrounds, international students, and 'Generation 1.5' learners.
Enrolment in this course is dependent on meeting the teacher education admission milestone of successful completion of
- Three HSC band 5s (including one in English) or
- 80 units of UoN courses or
- Regulatory authority approved comparable pathways or
- Commencement in the program pre 2016
Written Assignment: Learner Profile
Written Assignment: Content Analysis
Written Assignment: Resource Development
Integrated Learning Session
Face to Face On Campus 6 hour(s) per Term Full Term
Face to Face On Campus 8 hour(s) per Term Full Term
Face to Face On Campus 16 hour(s) per Term Full Term
The University of Newcastle acknowledges the traditional custodians of the lands within our footprint areas: Awabakal, Darkinjung, Biripai, Worimi, Wonnarua, and Eora Nations. We also pay respect to the wisdom of our Elders past and present.