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 |
- 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:
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.
Timetable
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. |
- 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.
