EML511 TESOL Practice as Inquiry (8)
CSU Discipline Area: Curriculum Studies (CURIC)
Duration: One session
Abstract:
This subject explores dialogic practices and orientations to teaching and learning in ESL/EFL contexts. It introduces notions of inquiry and reflective practice as a means of ongoing professional learning and development for TESOL professionals. Using a sociocultural framework, participants will investigate discursive and pedagogic practices that occur in social spaces and through interactions and which are influenced by the learning context, the tasks, and the participants.
+ Subject Availability Modes and Locations
| Session 1 | |
|---|---|
| Distance | Bathurst |
Continuing students should consult the SAL for current offering details: EML511
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:
- be able to explain discourse from a sociocultural theory perspective;
- be able to synthesize and extend the implications of current research in ESL/EFL pedagogy to contextualised ESL/EFL teaching and learning;
- be able to apply the principles of reflective practice;
- be able to apply skills and strategies for inquiring into practice;
- be able to analyse classroom discourses and dialogic practices;
- be able to evaluate critically pedagogic practices as a means of ongoing professional learning and development; and,
- be able to reflect critically on own identity as a TESOL professional.
Syllabus:
The subject will cover the following topics:
- Sociocultural theory and second language learning
- Current ESL/EFL pedagogical research and its implications for practice
- Principles of critical reflective practice
- Inquiring into practice
- Bridging discourses, classroom discourses, and dialogic practices in ESL/EFL contexts
- Role and identity of the TESOL professional in the classroom, institution, and community
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.