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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 | 0.15 |
| Points | 18 points |
| Teaching period(s) | Full Year
(On campus)
Full Year (On campus) |
| Domestic Tuition Fees (NZD) | $872.70 |
| International Tuition Fees (NZD) | $4,073.40 |
- 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
- 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- 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
