Course profiles

Contemporary Indonesian Society and Culture

Course Summary: This course is designed for students of Indonesian Language and Studies or Asia Pacific Studies at undergraduate and postgraduate levels. The course builds upon current literature, excerpts from news and magazines, as well as other print and digital resources, to offer contemporary knowledge of Indonesian society and culture. It examines the development of the Indonesian language and covers areas of Indonesian culture, society, politics, economy, education, religion, environment, media, and sports. It tackles current issues and emerging trends in contemporary Indonesia including #IndonesiaMaju, cebong and kampret, generasi millennial, infrastructure development, hoaxes in social media, the surge of religious populism, among others.

English for Young Learners

Course Summary: This postgraduate level course is designed to provide advanced training in teaching English to young learners (EYL) age 3-12. It examines the policy context as well as issues and challenges concerning teaching English to young learners as a worldwide phenomenon. The course links theory and practice related to child language acquisition, child learning and development (e.g., Piaget, Vygotsky), and the young learner dimension. The course offers students the opportunity to develop a solid pedagogical foundation through instruction in methods of teaching young learners (e.g., Total Physical Response, Task-Based Language Teaching) while tackling pedagogical aspects such as classroom management. The course aims to help students to develop advanced knowledge of and abilities to implement pedagogical strategies and techniques relevant to teaching the macro-skills (i.e. listening, reading, speaking, writing) and the micro-skills (i.e. grammar, vocabulary, pronunciation) in the context of young learner pedagogy. The course helps students to develop appropriate assessment procedures and trains them to use, adapt and develop teaching materials as well as to utilise technologies in teaching.

Introduction to Applied Linguistics

Course Summary: This survey course is designed for Applied Linguistics students at postgraduate level. The course offers foundational knowledge of Applied Linguistics as a discipline. It covers both traditions of the discipline: linguistics applied and applied linguistics. Building upon current literature, excerpts from classroom teaching, as well as other print and digital resources, the course tackles emerging trends and concepts of the discipline including translanguaging, English as a lingua franca, language teaching in the post-methods era, and language and technology.

Language and Intercultural Communication

Course Summary: This postgraduate level course examines communication across cultural boundaries. It covers language-related phenomena and themes across cultures including the intercultural, cultural othering, politeness and im/politeness, verbal and non-verbal communication, identity, intercultural pragmatics, intercultural language teaching, and interculturality and globalisation. Drawing on linguistic data, it explores intercultural situations involving speech communities in Australia, China, Japan, South Korea, Indonesia, France, USA, Tonga, Portugal, Finland, Georgia, South Africa, UK, among others. In doing so, the course also takes account of perspectives including, but not limited to, social psychology, discourse analysis, semiotics, pragmatics, ideology, and cultural studies for a comprehensive understanding of intercultural communication.

Language Education Policy

Course Summary: This course is designed for Applied Linguistics/TESOL students at postgraduate level. It provides a comprehensive overview of language education policy at both theoretical and practical levels. The course covers the scope, categories and domains of language policy, as well as the actors, motives, contexts, and processes involved in language education policy. Building upon current literature, policy documents, excerpts from classroom teaching, as well as other print and digital resources, the course takes a comparative approach to language education policy issues related to Applied Linguistics/TESOL to cover case studies from a range of international contexts including Australia, Bangladesh, Brazil, the Caribbean, China, India, Indonesia, Spain, South Korea, Thailand, Uganda, Sweden, and the United States. It tackles topics relevant to policymaking and planning at macro-, meso-, and micro-levels in those contexts and beyond where policies on bilingual education, Content and Integrated Language Learning (CLIL), English as a medium of instruction (EMI), and English as a subject in basic education (ESBE) have proliferated. Topics relevant to how teachers can play a role in language policy issues in the school and classroom and how language education policies are intertwined with the nation state, national development goals, globalisation, language revitalisation, as well as the lives of immigrants, refugees, and indigenous minorities, are also explored.

Primary English Language and Literacy

Course Summary: This course is designed for Bachelor of Education (Primary) and Postgraduate Diploma in Education students who will teach English language, literature and literacy within primary school in Australia. The course makes use of current literature, excerpts from classroom teaching, teaching videos and other digital resources to prepare pre-service teachers to teach Language, Literature and Literacy – the three interrelated strands of the English Learning Area in the Australian Curriculum. It offers foundational knowledge of the developmental nature of English learning for primary learners including those coming from non-English speaking backgrounds (NESB) and Aboriginal and Torres Strait Islander populations. The course aims to enable students to cultivate such foundational knowledge in the use and adaptation  of literary texts as well as the construction of lesson plans. The course also offers theoretical approaches to teaching as well as practical strategies to assist students in the development of their  pedagogical repertoire particularly in the practice of classroom teaching, reflection on the teaching  practice, and assessment of learning progress.

Second Language Curriculum and Pedagogy

Course Summary: This course is designed for Applied Linguistics/TESOL students at postgraduate level. It equips them with knowledge and skills in the analysis, design and development of second language curriculum as well as pedagogical strategies. Drawing upon current literature, curriculum documents, excerpts from classroom teaching,  teaching videos and other digital resources, the course covers foundational aspects of language curriculum, processes involved in curriculum design, development and evaluation, as well as the relationship between curriculum, teaching materials, and learning assessment. It includes recent theories of second language acquisition (SLA) and teaching methods to provide students with a comprehensive understanding of a global second language pedagogy for the 21st century characterised by post-method pedagogy and topics such as translanguaging, plurilingualism, English as a lingua franca, and the incorporation of digital technologies into language teaching and learning. The course offers prospective teachers with a solid understanding of the learner dimension and classroom dynamics to assist them to teach in a wide range of settings. It also tackles pedagogical basics such as lesson planning, classroom management and scaffolding, as well as strategies of classroom discourse and various techniques to successfully teach the macro-skills (listening, speaking, reading, writing) and the micro-skills (grammar, vocabulary, pronunciation).

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