010024 Teaching Adult Literacy and Numeracy
Warning: The information on this page is indicative. The subject outline for a
particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Subject level:
Postgraduate
Result type: Grade, no marksRequisite(s): 013102 Introducing Knowledge about Language AND 013105 The Multilingual Learner AND 010070 TESOL Practicum AND 028253 TESOL: Methodology
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Description
Students in this subject develop research-informed knowledge, skills and practices to teach English language, literacy and numeracy to adults in a wide range of contexts including: migrant English education, job-seeker programs, adult basic education, learner support in vocational education and training and workplace programs. Students use theoretical and practical resources to evaluate curricula, and design a unit of work and assessment tasks for a group of learners in a chosen program context. Students complete a supervised practicum placement in an adult literacy and numeracy context.
Subject learning objectives (SLOs)
| a.. | Explore key issues in programming, teaching and assessment in adult Language, Literacy and Numeracy (LLN) learning contexts. |
|---|---|
| b.. | Identify major considerations for groups of learners in terms of the particular LLN learning contexts and how these considerations inform programming, teaching and assessment decisions. |
| c.. | Analyse and evaluate programs, curricula and materials designed for particular groups of adult learners. |
| d.. | Explore research and theories of adult language, literacy and numeracy pedagogy to inform LLN program design and assessment. |
| e.. | Adapt and design programs for LLN learning that include appropriate diagnostic, formative and summative assessment procedures and tasks. |
| f.. | Explain how assessment builds an evidence-based foundation for decisions about ongoing teaching and learning to increase student achievement. |
Course intended learning outcomes (CILOs)
This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.
- Graduates have advanced skills and knowledge of linguistics, literacy and numeracy, pedagogy and curricula to teach in their specialised contexts. (1.1)
- Graduates are linguistically and culturally sensitive to local and international contexts of language education and can apply their sensitivity in their professional practice. (3.1)
- Graduates are able to engage with key issues in public debates about language, literacy and/or numeracy education. (5.1)
- Graduates have well-developed communication skills for relevant academic and professional contexts. (6.1)
Contribution to the development of graduate attributes
This subject addresses the following Course Intended Learning Outcomes:
1. Professional Readiness
1.1 Graduates have advanced skills and knowledge of linguistics, literacy and numeracy, pedagogy and curricula to teach in their specialised contexts.
3. International and Intercultural Engagement
3.1 Graduates are linguistically and culturally sensitive to local and international contexts of language education and can apply their sensitivity in their professional practice.
5. Active Citizenship
5.1 Graduates are able to engage with key issues in public debates about language, literacy and/or numeracy education.
6. Effective Communication
6.1 Graduates have well-developed communication skills for relevant academic and professional contexts.
Teaching and learning strategies
Teaching and learning takes place in the on-campus classroom, online and in the practicum placement.
Lecturer input, modelling and scaffolding
- Each week, the lecturer introduces new materials through a video lecture that is uploaded online along with a reading guide, links to subject readings and learning activities.
- In the tutorials, the lecturer provides modelling of key principles and concepts, scaffolds assessment tasks, and facilitates small group discussions.
Student learning activities
- Online student learning activities enable students to check their interpretation of concepts presented in the lecturer input and readings.
- In the interactive tutorials, students workshop the concepts and ideas in relation to specific contexts of practice.
- Students also participate in micro-teaching tutorials where they work as a professional community of practice, presenting lesson ideas and giving each other feedback.
- All of the learning activities generate formative feedback from peers, the tutor and the lecturer.
Practicum placement
- Students complete 18 hours of supervised practicum in an adult education provider. Under the guidance of an experienced teacher, the students develop teaching, learning and assessment resources, and implement these in an adult English language, literacy and/or numeracy class. Towards the end of the placement period, students are assessed by a UTS supervisor. Successful completion of the practicum requirements is a minimum requirement for passing the subject.
Content (topics)
The subject is designed around the following guiding questions:
Who are adult language, literacy and numeracy learners and what are their learning contexts?
- Learner goals, needs and funds of knowledge
- Community-based, VET learner support and workplace learning contexts
What theoretical perspectives on literacy and numeracy can inform adult language, literacy and numeracy education?
- Cognitive, functional and social practice perspectives
What do we need to know about adult learning and teaching?
- Informal and formal learning
- Learner-centred, competency-based, socio-cultural and critical approaches
What are models and tools for program design in adult literacy and numeracy, and how do we work with them?
- Curricula and training packages
- Proficiency scales and competency frameworks
What are different types of assessments in adult literacy and numeracy; how do we design assessment tasks to inform and influence learning and teaching?
- Classroom assessments and large-scale standardised assessments
- Placement, diagnostic, formative and summative assessments
- Integration of assessment into the teaching and learning processes
Assessment
Assessment task 1: Analytic report: the learners and the curriculum
| Objective(s): | a., b., c. and d. | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 40% | ||||||||||||||||||||
| Length: | 1500 words, excluding references and appendices | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Report: assessment tasks for and of learning
| Objective(s): | a., d., e. and f. | ||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 60% | ||||||||||||||||||||||||
| Length: | 2000 words, excluding references and appendices | ||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
Students must satisfactorily complete the micro-teaching component and the Practicum component of the subject as outlined in the TESOL Practicum Student Handbook in order to pass the subject.
The micro-teaching component consists of the preparation of 4 micro-teaching tasks and attendance at each of the associated micro-teaching tutorials to present the task, received feedback from peers and the tutor and to give feedback to their peers. Students must also submit a short reflection task following each of the micro-teaching tutorials..
The Practicum component is a zero-weighted assessment task but it is an essential component of the subject because it is where students are required to demonstrate they can apply their learning.
Students who do not satisfactorily complete the micro-teaching component and the Practicum component will receive a fail (X) grade for the subject.
Required texts
Required subject readings will be made available through links to the soft-copies on the Canvas subject website.
References
Belzer, A. (2017). Turning points: recent trends in adult basic literacy, numeracy, and language education (Vol. 155). Jossey-Bass.
De Silva Joyce, S. (2014). Multimodal and visual literacy in the adult language and literacy classroom. NSW AMES.
De Silva Joyce, & Feez, S. (2016). Exploring literacies?: theory, research and practice. Palgrave Macmillan.
De Silva Joyce, H., & Feez, S. (2012). Text-based language & literacy education: programming and methodology. Phoenix Education.
Griffiths, G., Ashton, J., & Creese, B. (2015). Training to teach adults Mathematics. NIACE.
Hughes, N., & Schwab, I. (Eds.). (2010). Teaching adult literacy: principles and practice. Open University Press.
Ivanic, R., Edwards, R., Barton, D., Martin-Jones, M., Fowler, Z., Hughes, B., Mannion, G., Miller, K., Satchwell, C., & Smith, J. (2009). Improving learning in college: rethinking literacies across the curriculum. Routledge.
Jacobson, E. (2012). Adult Basic Education in the age of New Literacies. New Literacies and digital epistemologies. Peter Lang.
Jacobson, E., Degener, S., & Purcell-Gates, V. (2003). Creating Authentic Materials and Activities for the Adult Literacy Classroom: A Handbook for Practitioners. NCSALL.
Maddox, B. (Eds.). (2020). International large-scale assessments in education: insider research perspectives. Bloomsbury.
Marr, B., Helme, S., & Tout, D. (2003). Rethinking assessment: Strategies for holistic adult numeracy assessmnet. Language Australia.
Osmond, P. (2021). Developing social equity in Australian adult education: Lessons from the past. Routledge.
Paton, A., & Wilkins, M. (2009). Teaching adult ESOL: principles and practice. Open University Press.
Rose, M. (2012). Back to school: Why everyone deserves a second chance at education. The New Press.
Rose, M. (2014). The mind at work: valuing the intelligence of the American worker. Penguin.
Rowsell, J., & Pahl, K. (Eds.). (2015). The Routledge handbook of literacy studies. Routledge.
Schwab, I. with Allemano, J., Mallows, D. & McKeown, A. (2015). Training to teach adults English. NIACE.
Tett, L., & Hamilton, M. (Eds.). (2019). Resisting neoliberalism in education: local, national and transnational perspectives. Policy Press.
Yasukawa, K., & Black, S. (Eds.). (2016). Beyond Economic Interests: Critical perspectives on adult literacy and numeracy in a globalised world. Brill.
Yasukawa, K., Rogers,, A., Jackson, K., & Street, B. V. (Eds.). (2018). Numeracy as social practice: Global and local perspectives. Routledge.
Other resources
Journals
Adult Education Quarterly.
Adult Learning.
Adult Literacy Education: The international journal of literacy, language and numeracy.
Adult Education Quarterly.
ALM International Journal.
Assessing Writing.
Assessment in Education: Principles, policy and practice.
ELT Journal.
Journal of Adolescent and Adult Literacy.
Journal of Reserarch in Reading.
Language Testing.
Numeracy
Reading Research Quarterly.
Research in Post-Compulsory Education.
TESOL Quarterly.
Industry resources
Commonwelaht of Australia. (2012). The Australian Core Skills Framework.
Commonwealth of Australia. (2019). Foundation Skills Training Package.
https://training.gov.au/Training/Details/FSK
Reading Writing Hotline. https://www.readingwritinghotline.edu.au/
State of Victoria Department of Education and Training. (2018). Certificates in the General Education for Adults.
State of Victoria Department of Education and Training. (2019). Certificates in EAL.