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EDCR334 English and TESOL

Individualising instruction to meet the needs of diverse learners. Examining the principles underpinning the learning needs of TESOL students and designing effective programmes to address their abilities.

Paper title English and TESOL
Paper code EDCR334
Subject Education
EFTS 0.1500
Points 18 points 18 points
Teaching period(s) Full Year, Full Year
Domestic Tuition Fees (NZD) $846.30
International Tuition Fees (NZD) $3,766.35

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Prerequisite
EDCR 234
Limited to
BEd, BTchg, GradDipEdTchg
Notes
TESOL, Primary Education Te Pōkai Mātauranga o te Ao Rua (Primary Bicultural Education) students only.
Contact

angela.miller@otago.ac.nz

Teaching staff

Angela Miller (Dunedin) and Adair Polson-Genge (Southland)

Textbooks

Required Texts

  • New Zealand Ministry of Education (2010). The literacy learning progressions: meeting the reading and writing demands of the curriculum Wellington, New Zealand: Learning Media.
  • New Zealand Ministry of Education (2009). Reading and writing standards for years 1-8. Wellington, New Zealand: Learning Media.
  • New Zealand Ministry of Education (2007). The New Zealand Curriculum. Wellington: Learning Media.
  • New Zealand Ministry of Education (2006). Effective literacy practice in years 5 to 8. Wellington, New Zealand: Learning Media.
  • New Zealand Ministry of Education (2003). Effective literacy practice in years 1 to 4. Wellington, New Zealand: Learning Media.
  • New Zealand Ministry of Education (2009). Learning through talk: oral language in years 1-3. Wellington, New Zealand: Learning Media.
  • New Zealand Ministry of Education (2009). Learning through talk: oral language in years 4-8. Wellington, New Zealand: Learning Media.
  • New Zealand Ministry of Education (2009). Supporting English Language Learning in Primary Schools. A resource for mainstream and ESOL teachers. Wellington: Learning Media.
  • New Zealand Ministry of Education (2008). The English Language Learning Progressions. Wellington: Learning Progressions.
  • New Zealand Ministry of Education (2005). ESOL Progress Assessment Guidelines. Wellington: Learning Media.
     
Graduate Attributes Emphasised
Information literacy.
View more information about Otago's graduate attributes.
Learning Outcomes

Learning Outcomes (Aims and Objectives)
By the end of this paper, students will be able to:
1.    Design, plan and critically evaluate inclusive programmes in English that cater for the identified abilities of all children  (including those who have English as a second or  additional language) and linking, where appropriate, to aspects of te reo me ngā tikanga Māori.
2.    Select, justify, and make effective use of a range of appropriate diagnostic, formative and summative assessment strategies.
3.    Adapt, use and evaluate a range of teaching approaches and resources to support learning of English as a second or additional language in literacy contexts.
4.    Articulate a philosophy of teaching and learning based on curriculum statements, learning theory, relevant research, professional experience experiences and personal belief.
5.    Demonstrate reflective teaching in English.
6.    Critically examine the efficacy of the New Zealand Curriculum in English and current resourcing for TESOL in relation to international educational trends and research.
7.    Display a high level of personal and professional literacy and ICT proficiency.
 

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Timetable

Full Year

Location
Dunedin
Teaching method
This paper is taught On Campus
Learning management system
Blackboard

Lecture

Stream Days Times Weeks
Attend
A1 Thursday 11:00-11:50 28-33

Workshop

Stream Days Times Weeks
Attend one stream from
A1 Monday 13:00-14:50 9-15, 18-20, 28-29, 31-33
A2 Thursday 13:00-14:50 9-15, 18-20, 28, 31-33
A3 Friday 09:00-10:50 9-15, 18-20, 28, 31-33

Full Year

Location
Invercargill
Teaching method
This paper is taught On Campus
Learning management system
Blackboard

Individualising instruction to meet the needs of diverse learners. Examining the principles underpinning the learning needs of TESOL students and designing effective programmes to address their abilities.

Paper title English and TESOL
Paper code EDCR334
Subject Education
EFTS 0.1500
Points 18 points 18 points
Teaching period(s) Full Year, Full Year
Domestic Tuition Fees Tuition Fees for 2020 have not yet been set
International Tuition Fees Tuition Fees for international students are elsewhere on this website.

^ Top of page

Prerequisite
EDCR 234
Limited to
BEd, BTchg, GradDipEdTchg
Notes
TESOL, Primary Education Te Pōkai Mātauranga o te Ao Rua (Primary Bicultural Education) students only.
Contact

angela.miller@otago.ac.nz

Teaching staff

Angela Miller (Dunedin) and Adair Polson-Genge (Southland)

Textbooks

Required Texts

  • New Zealand Ministry of Education (2010). The literacy learning progressions: meeting the reading and writing demands of the curriculum Wellington, New Zealand: Learning Media.
  • New Zealand Ministry of Education (2009). Reading and writing standards for years 1-8. Wellington, New Zealand: Learning Media.
  • New Zealand Ministry of Education (2007). The New Zealand Curriculum. Wellington: Learning Media.
  • New Zealand Ministry of Education (2006). Effective literacy practice in years 5 to 8. Wellington, New Zealand: Learning Media.
  • New Zealand Ministry of Education (2003). Effective literacy practice in years 1 to 4. Wellington, New Zealand: Learning Media.
  • New Zealand Ministry of Education (2009). Learning through talk: oral language in years 1-3. Wellington, New Zealand: Learning Media.
  • New Zealand Ministry of Education (2009). Learning through talk: oral language in years 4-8. Wellington, New Zealand: Learning Media.
  • New Zealand Ministry of Education (2009). Supporting English Language Learning in Primary Schools. A resource for mainstream and ESOL teachers. Wellington: Learning Media.
  • New Zealand Ministry of Education (2008). The English Language Learning Progressions. Wellington: Learning Progressions.
  • New Zealand Ministry of Education (2005). ESOL Progress Assessment Guidelines. Wellington: Learning Media.
Graduate Attributes Emphasised
Information literacy.
View more information about Otago's graduate attributes.
Learning Outcomes

Learning Outcomes (Aims and Objectives)
By the end of this paper, students will be able to:

  1. Design, plan and critically evaluate inclusive programmes in English that cater for the identified abilities of all children  (including those who have English as a second or  additional language) and linking, where appropriate, to aspects of te reo me ngā tikanga Māori.
  2. Select, justify, and make effective use of a range of appropriate diagnostic, formative and summative assessment strategies.
  3. Adapt, use and evaluate a range of teaching approaches and resources to support learning of English as a second or additional language in literacy contexts.
  4. Articulate a philosophy of teaching and learning based on curriculum statements, learning theory, relevant research, professional experience experiences and personal belief.
  5. Demonstrate reflective teaching in English.
  6. Critically examine the efficacy of the New Zealand Curriculum in English and current resourcing for TESOL in relation to international educational trends and research.
  7. Display a high level of personal and professional literacy and ICT proficiency.

^ Top of page

Timetable

Full Year

Location
Dunedin
Teaching method
This paper is taught On Campus
Learning management system
Blackboard

Lecture

Stream Days Times Weeks
Attend
A1 Monday 09:00-09:50 28-33

Workshop

Stream Days Times Weeks
Attend one stream from
A1 Monday 13:00-14:50 28-33
Thursday 10:00-11:50 9-14, 17-20
A2 Thursday 13:00-14:50 9-14, 17-20, 28-33
A3 Friday 10:00-11:50 9-14, 17-20, 28-33

Full Year

Location
Invercargill
Teaching method
This paper is taught On Campus
Learning management system
Blackboard