EML508 Socio-Political Contexts of TESOL (8)
CSU Discipline Area: Curriculum Studies (CURIC)
Duration: One session
Abstract:
EML508 introduces students to a complex of socio-political contexts in which TESOL is embedded. It explores English language teaching as a set of practices situated in, and constitutive of wider social and political relations manifest through policies influencing ESL administration, curriculum and pedagogy, such as multicultural, immigration, indigenous and racism policy. Policy 'contexts' are explored for what they include and what they exclude; for their influence, or lack of, on the framing of second language teaching and learning, and ultimately ESL teacher and learner identity. As such, EML508 provides an enlarged view of TESOL through exploring the relationship between macro and micro elements of social and political contexts, and their impact upon ESL theory and professional practice in Australia and internationally.
+ Subject Availability Modes and Locations
| Session 2 | |
|---|---|
| Distance | Bathurst |
Continuing students should consult the SAL for current offering details: EML508
Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.
Objectives:
Upon successful completion of this subject, students should:
- describe social, cultural and political factors that shape TESOL contexts both locally and globally
- identify issues and policies (literacy, migration, refugee, education, human development, multicultural, racial, etc) that cut across TESOL contexts
- evaluate the impact of English language policies upon the institutions of home, school and self in LBOTE settings
- define the role of the English language teacher beyond the classroom to include policy advocacy and critique
- explain the socio-political context of TESOL in specific settings.
Syllabus:
The subject will cover the following topics:
- The role of social and political forces in the shaping of Australian and international TESOL contexts - The positioning of English language teaching and learning in local and global policy networks - The impact of English language and literacy policies in TESOL settings of social and cultural diversity - Language and culture and the shaping of ESL/EFL learner identities - Policy critique in TESOL settings.
The information contained in the 2013 CSU Handbook was accurate at the date of publication: 24 April 2013. The University reserves the right to vary the information at any time without notice.