Unit Synopsis
In Teaching English Language Learners, students recognise English Language Learners as a diverse group that includes Aboriginal and Torres Strait Islander students and understand the need for comprehensive profiling of individual learners’ cultural and linguistic backgrounds and language proficiency in receptive and expressive modes. They develop skills in collecting evidence to determine learners’ progress in the use of Standard Australian English (SAE) for academic purposes and demonstrate interactional “talk” that explicitly teaches the language structures of texts and scaffolds an English Language Learner’s ability to meet the linguistic demands of classroom tasks. Students learn a range of practical communicative strategies for supporting the oracy and literacy practices of English Language Learners and apply these strategies to differentiate curriculum planning and cater for the specific needs of English as an Additional Language or Dialect (EAL/D) learners in mainstream settings in the middle and upper primary years.
Details
| Level | Undergraduate |
|---|---|
| Unit Level | 4 |
| Credit Points | 6 |
| Student Contribution Band | SCA Band 1 |
| Fraction of Full-Time Student Load | 0.125 |
| Pre-requisites or Co-requisites |
Prerequisite:- Students must have successfully completed EDCU12043 prior to enrolling in this unit. Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework). |
| Class Timetable | View Unit Timetable |
| Residential School | No Residential School |
Unit Availabilities from Term 1 - 2026
Term 1 - 2026 Profile
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Assessment Tasks
| Assessment Task | Weighting |
|---|---|
| 1. Presentation and Written Assessment | 50% |
| 2. Practical and Written Assessment | 50% |
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%).
Past Exams
All University policies are available on the Policy web site, however you may wish to directly view the following policies below.
This list is not an exhaustive list of all University policies. The full list of policies are available on the Policy web site .
Term 1 - 2025 : The overall satisfaction for students in the last offering of this course was 59.26% (`Agree` and `Strongly Agree` responses), based on a 17.76% response rate.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Source: SUTE
Lecture references
Include references used in lectures in the eReading list if available.
The eReading list is updated and students can click on a link to provide a "quick cite" of each reading, which includes reference details.
Source: SUTE and UC review of materials
Readings
Incorporate more current readings into weekly topics.
In Progress
On successful completion of this unit, you will be able to:
- Interpret contextual information and assessment data to identify strategies that improve students’ use of Standard Australian English (SAE) for learning
- Design and implement interventions that respond to the needs of English Language Learners
- Select teaching strategies and learning activities that strengthen the oracy and literacy skills of EAL/D learners
- Appraise the content and language demands of classroom tasks to incorporate culturally responsive, scaffolded support for English Language Learners including Aboriginal and Torres Strait Islander students
- Adapt and modify content and learning sequences to promote challenging and achievable language and literacy learning for students across a full range of language abilities
- Justify the use of formative assessment and feedback strategies that improve the language proficiency, vocabulary and literacy capabilities of EAL/D students.
Successful completion of this unit provides opportunities for students to engage with the Australian Professional Standards for Teachers (Graduate Career Stage) focus areas of:
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
2.3 Curriculum, assessment and reporting
2.5 Literacy and numeracy strategies
3.1 Establish challenging learning goals
3.3 Use teaching strategies
3.5 Use effective classroom communication
3.6 Evaluate and improve teaching programs
4.1 Support student participation
5.1 Assess student learning
5.2 Provide feedback to students on their learning
5.4 Interpret student data
| Assessment Tasks | Learning Outcomes | |||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | |
| 1 - Presentation and Written Assessment | • | • | • | • | ||
| 2 - Practical and Written Assessment | • | • | • | • | ||
| Graduate Attributes | Learning Outcomes | |||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | |
| 1 - Communication | • | • | • | |||
| 2 - Problem Solving | • | • | • | • | ||
| 3 - Critical Thinking | • | • | • | • | • | • |
| 4 - Information Literacy | • | |||||
| 7 - Cross Cultural Competence | • | • | • | • | ||
| 8 - Ethical practice | • | |||||
| Assessment Tasks | Graduate Attributes | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 10 | |
| 1 - Presentation and Written Assessment | • | • | • | • | • | ||||||
| 2 - Practical and Written Assessment | • | • | • | • | • | • | • | ||||