The University of Newcastle, Australia
Not currently offered
Course code



10 units


4000 level

Course handbook


This course deepens students awareness of the diverse literacy practices of students from varying social and cultural backgrounds and traditions. It deepens students' understandings of teaching English to English Language Learners (ELLs). It introduces different theoretical models of English language learning and has a specific focus on the four aspects of language communication, reading and writing, speaking and listening. There is a specific focus on teaching literacy to students with oral language backgrounds, pedagogies for promoting effective communication and language learning for students from diverse socio- cultural backgrounds and the personal social, cultural and political aspects of language acquisition, register and codes.


Not currently offered.

This Course was last offered in Trimester 3 - 2017.

Learning outcomes

On successful completion of the course students will be able to:

1. reflect on the literacy practices of the diverse student cohort in Australian classrooms

2. understand the potential for English language acquisition as an agent of socialisation, acculturation and inclusion

3. investigate the importance of classroom dialogue, interaction and pedagogical strategies in equitable teaching and learning contexts

4. explore skills, strategies and pedagogies that link students¿ literacy practices with `powerful knowledge¿ Young

5. develop an awareness of the political, economic and personal impact of various literacy codes and register


  • What is oracy? What does it mean for teaching and learning English in Australian classrooms?
  • The impact of sociocultural status and backgrounds on the potential of students to make meaning in English lessons and literacy opportunities
  • Autonomous and ideological models of teaching English as an additional language or dialect
  • Bourdieu’s theory of capital and Bernstein’s notion of linguistic codes
  • Investigating critical literacy
  • Skills and strategies for linking socio cultural language and literacy practices to powerful knowledge for inclusion and empowerment  
  • Planning for inclusion, making meaning and differentiating through language and literacy


For students who commenced in the program in 2016 onwards, enrolment in this course is dependent on successful completion of the teacher education admission milestone:

- Three HSC band 5s (including one in English) or

- 80 units of UON courses or

- Regulatory authority approved comparable pathways.

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 aithority approved comparable pathways or

- Commencement in the program pre 2016

Assessment items

Written Assignment: Written Task 1

Written Assignment: Written Task 2