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|
|Teaching period(s)||Full Year
Full Year (On campus)
|Domestic Tuition Fees (NZD)||$912.00|
|International Tuition Fees||Tuition Fees for international students are elsewhere on this website.|
- EDCR 234
- Limited to
- Primary Education Te Pōkai Mātauranga o te Ao Rua (Primary Bicultural Education) students only.
Andrea Robertson - firstname.lastname@example.org
- Teaching staff
Belinda Haig and Andrea Robertson (Dunedin)
Julie Mynes (Invercargill)
Required Texts: these will be provided on e-Reserve
- Graduate Attributes Emphasised
- Information literacy.
View more information about Otago's graduate attributes.
- Learning Outcomes
By the end of this paper, students will be able to:
- 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
- Select, justify, and make effective use of a range of appropriate diagnostic, formative and summative assessment strategies
- 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
- Articulate a philosophy of teaching and learning based on curriculum statements, learning theory, relevant research, professional experience experiences and personal belief
- Demonstrate reflective teaching in English
- Critically examine the efficacy of the New Zealand Curriculum in English and current resourcing for TESOL in relation to international educational trends and research
- Display a high level of personal and professional literacy and ICT proficiency