010026 Topics in Language Development

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.

UTS: Education: Initial Teacher Education
Credit points: 6 cp
Result type: Grade, no marks

Requisite(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

Language development has been an area of debate and research in the field of applied linguistics over many decades. This subject gives students the opportunity to learn about a selection of topics from this rich area in depth. Students will be introduced to two different topics of current interest in language development, and choose one that they want to develop further knowledge about. Students will then have the opportunity to review current literature in the chosen topic and undertake a small research project related to the topic.

Subject learning objectives (SLOs)

a.	Synthesise and critically reflect on key ideas from scholarly literature on a chosen topic in language, literacy and numeracy studies.
b.	Plan an ethical and viable research project on a chosen topic in language, literacy and numeracy studies.
c.	Conduct ethical data collection on a chosen topic in language, literacy and numeracy studies.
d.	Analyse and report on data collected from research on a chosen topic in language, literacy and numeracy studies with reference to scholarly literature
e.	Produce accurate and cohesive written and spoken academic texts.

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 skills and a body of knowledge, including understanding of recent developments in applied linguistics, and related disciplines and industries that they can apply in teaching and other professional contexts. (1.1)
Graduates are able to engage, critique and apply a broad range of complex ideas relevant to TESOL, literacy and/or numeracy practice. (2.1)
Graduates have strong communication skills for relevant academic and professional contexts. (6.1)

Contribution to the development of graduate attributes

The subject addresses the following Course Intended Learning Outcomes:

1. Professional Readiness

1.1 Graduates have skills and a body of knowledge, including understanding of recent developments in applied linguistics, and related disciplines and industries that they can apply in teaching and other professional contexts.

2. Critical and Creative Inquiry

2.1 Graduates are able to engage, critique and apply a broad range of complex ideas relevant to TESOL, literacy and/or numeracy practice.

3. International & Intercultural Engagement

3.1 Graduates are able to support linguistic and cultural diversity in local and international contexts of professional practice.

5. Active Citizenship

5.1 Graduates are able to contribute their knowledge to debates in the public sphere.

6. Effective Communication

6.1 Graduates have well-developed communication skills for relevant academic and professional contexts.

Teaching and learning strategies

Teaching activities take place in the on-campus workshops and online presentations. In the on-campus workshops, teaching will involve introducing you to the selected topics in language development and workshopping the new concepts and ideas with you. Workshop time will also be used to scaffold your learning and assessment activities by providing modelling of the tasks you need to complete and clarifying requirements.

Your learning in the subject will involve participating in the on-campus workshops, undertaking independent study consisting of selecting and reviewing scholarly readings, developing and a research plan, making a video-recorded presentation of your research plan, undertaking a small research project and completing a written research report.

Content (topics)

You will be introduced to selected topics in the area of language development. The specific topics may include:

Multilingual practices in the English language classrooms
The myths of the native and non-native English speaking teachers
Workplace language, literacy and numeracy development
The ‘literacy wars’: past and present
Heritage language learning

Assessment

Assessment task 1: Summary and reflections on scholarly readings

Objective(s):

a and e

Weight:

20%

Length:

1200 words, excluding reference list.

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Appropriate selection of literature.	20	a	2.1
Accurate identification of the relevant themes from the literature.	30	a	2.1
Synthesis and critical reflection of information from the literature.	30	a	2.1
Accuracy and cohesiveness of academic writing.	20	e	2.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Oral presentation of project plan

Objective(s):

b and e

Weight:

20%

Length:

3 minutes recorded video

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Clarity of the project aims.	20	b	1.1
Appropriateness of the data collection method.	20	b	1.1
Depth of consideration of ethical principles.	20	b	1.1
Viability of the plan.	20	b	1.1
Coherence of oral communication.	20	e	6.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 3: Project report on a chosen topic

Objective(s):

c, d and e

Weight:

60%

Length:

2500 words, excluding reference list

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Clarity of the project aims and context.	15	d	1.1
Ethical conduct of the project.	20	c	1.1
Critical analysis of the data.	30	d	2.1
Research informed discussion of the findings.	20	d	2.1
Accuracy and cohesion of academic writing.	15	e	6.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

N/A

Required texts

Required subject readings will be made available through links to the soft-copies on the Canvas subject website.

References

Creswell, J. W., & Guetterman, T. C. (2019). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (6th ed.). Pearson.

Duarte, J., & van der Meij, M. (2018). A holistic model for multilingualism in education. EuroAmerican Journal of Applied Linguistics and Languages, 5(2), 24-43. https://orcid.org/0000-0002-4842-6719

Ellis, E. M. (2016). “I may be a native speaker but I'm not monolingual”: Reimagining all teachers' linguistic identities in TESOL. Tesol Quarterly, 50(3), 597-630. https://doi./10.1002/tesq.314

Hull, G. (1993). Hearing other voices: A critical assessment of popular views on literacy and work. Harvard Educational Review, 63(1), 20-50.

MacPhee, D., Handsfield, L. J., & Paugh, P. (2021). Conflict or conversation? Media portrayals of the science of reading. Reading Research Quarterly, 56, S145-S155. https://doi./10.1002/rrq.384

Merriam, S. B., & Grenier, R. S. (2019). Qualitative Research in Practice: Examples for Discussion and Analysis (2nd ed.). Wiley.

Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: a guide to design and implementation (4th ed.). Wiley.

Nikolaidou, Z. (2014). Dominant workplace literacies in vernacular disguise. In A. Edlund, L. Edlund & S. Haugen (Eds.), Vernacular literacies: Past, present and future (pp. 45 – 57). Umeå university & Royal Skyttean Society.

Montrul, S. (2010). Current issues in heritage language acquisition. Annual Review of Applied Linguistics, 30, 3-23. https://doi.org/10.1017/S0267190510000103

Ortega, L. (2020). The study of heritage language development from a bilingualism and social justice perspective. Language Learning, 70, 15-53. https://doi.org/10.1111/lang.12347

Saxena, M., & Martin-Jones, M. (2013). Multilingual resources in classroom interaction: Ethnographic and discourse analytic perspectives. Language and Education, 27(4), 285-297. https://doi.org/10.1080/09500782.2013.788020

Selvi, A. F., Yazan, B., & Mahboob, A. (2024). Research on “native” and “non-native” English-speaking teachers: Past developments, current status, and future directions. Language Teaching, 57(1), 1-41. https://doi.org/10.1017/S0261444823000137

Wyse, D., & Bradbury, A. (2022). Reading wars or reading reconciliation? A critical examination of robust research evidence, curriculum policy and teachers' practices for teaching phonics and reading. Review of education, 10(1), e3314. https://doi.org/10.1002/rev3.3314