013102 Introducing Knowledge about Language

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.

Subject level:

Postgraduate

Description

This subject provides an introduction to the study of language for students who are working towards becoming English language teachers. It focuses on understanding how language works to make meaning for users, and specifically, how the English language works. The content introduces the fundamentals of English structures, including text organisation, grammatical resources and word and sound structures. The subject introduces teachers to the knowledge they need in order to teach languages, to those learning English as an additional language or to enhance their first language.

Subject learning objectives (SLOs)

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 specialised skills and knowledge of linguistics, pedagogy and curricula to teach English to speakers of other languages in their chosen context. teach English to speakers of other languages in their chosen context. (1.1)
• Graduates are able to review, analyse, consolidate and synthesise ideas relevant to TESOL, and apply these skills to problem solve in their professional practice. (2.1)
• Graduates have appropriate communication skills for relevant academic and professional contexts. (6.1)

Contribution to the development of graduate attributes

This subject contributes to 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.Graduates are able to teach English to speakers of other languages across all age groups

2. Critical and Creative Inquiry

2.1Graduates are able to review, analyse, consolidate and synthesise ideas relevant to TESOL, literacy and/or numeracy teaching and apply these skills to problem solve in their professional practice.2.2 Graduates are reflective practitioners who are able to critique their own practice, and identify and respond to their own learning needs in changing workplace and social contexts

6. Effective Communication

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

Teaching and learning strategies

Students will experience the learning in this subject through a combination of lecture input (online) and workshops (face-to-face, on-campus) that will include discussion of readings and how to apply theory, along with language activities and text analysis. It is important that all students come to the workshop with all pre-requiste work completed (e.g. lectures viewed, readings completed, small between-classes activities) and be ready to contribute to all discussion and activities.

Content (topics)

The content will be organised into 3 main phases:

1. Introducing big ideas about language (Week 1)

2. Understanding language features of English (Weeks 2 - 8)

3. Characteristics of learner English (Weeks 9 - 12)

Assessment

Assessment task 1: Text analysis

Assessment task 2: Test of linguistic terms

Assessment task 3: Speaker analysis and identification of support

Required texts

There is no required text for this subject.

Weekly readings are found in the modules in Canvas, linked to the UTS library.

Recommended texts

Aronoff, M. & Rees-Miller, J. (Eds.). The Handbook of Linguistics. John Wiley & Sons.

Cook, V., & Singleton, D. (2014). Key topics in second language acquisition (1st ed., Vol. 10). NBN International. https://doi.org/10.21832/9781783091812

Cox, R., Feez, S. & Beveridge, L. (2019). The Alphabetic principle and beyond. Primary English Teaching Association Australia (PETAA).

Derewianka, B. (2020). Exploring how texts work (2nd ed.). Primary English Teaching Association Australia (PETAA).

Derewianka, B. (2022). A new grammar companion for teachers (3rd ed.). Primary English Teaching Association Australia (PETAA).

Droga, L. & Humphrey, S. (2003). Grammar and Meaning. Target Texts.

Hayes, J., & Parkin, P. (2021). Teaching the language of climate science. Primary English Teaching Association Australia (PETAA).

Humphrey, S., Droga, L., & Feez, S. (2012). Grammar and meaning. Primary English Teaching Association Australia (PETAA).

Humphrey, S., Love, K. & Droga, L. (2011). Working grammar. Pearson

Humphrey, S. & Vale, E. (2020). Investigating model texts for learning. Primary English Teachers Association of Australia (PETAA).

Lightbown, P. & Spada, N. (2013). How languages are learned. Oxford.

Mahboob, A. & Barratt, L. (Eds.). Englishes in multilingual contexts: Language variation and education. Springer.

Raza, K., Coombe, C. A., & Reynolds, D. (Eds.). Policy Development in TESOL and Multilingualism: Past, Present and the Way Forward. Springer.

Oakley, G. & Fellows, J. (2016). A closer look at spelling in the primary classroom. PETAA.

Swan, M., & Smith, B. (2001). Learner English: A teacher's guide to interference and other problems (Vol. 1). Cambridge University Press. (on Reserve at the UTS Library)

Thomas, D. & Thomas, A. (2021). Teaching and learning primary English. Oxford University Press.

Other resources

The Conversation website https://theconversation.com/au