LA TROBE PROGRAMME

  1. INTRODUCTION

The joint program on Master in Applied Linguistics and Doctor of Education between English Faculty of the University of Social Sciences and Humanities and La Trobe University (Australia) was launched in 1998. This has been one of the qualified and reliable programs in the fields at HCM city and the South. After 15 years of operation, the program intook 199 M.A students and 16 Ph.D students.

On August 17, 2011,  Dr. Nicholas Howard-Foreign Affairs Department of La Trobe University had a visit to the University of Social Sciences and Humanities. In the meeting, on the basis of analyzing the shortcomings and limitations of the program, both universities discussed the solutions to develop and manage more effectively in the near future including updating the mode of lecture delivery, boosting advertisement and promotion campaigns to potential students.

At the end of 2012, the program ceased to intake students due to some restructuration at La Trobe University. However, both parties have always been seeking more opportunities to revitalize the program so as there will be one more qualified choice for post-graduate students in HCM city in specific and at the South in general.

  1. PROGRAMME DESCRIPTION

This program of study leads students from an advanced professional qualification in an area of language and literacy to an increased focus on research across the range of concerns related to language in applied contexts. Graduates of the course will be equipped to take positions of responsibilities in the planning administration and delivery of language and literacy programs. They will also be qualified to undertake applied research relevant to their professional responsibilities and interests.

The award is offered in research and coursework modes as for the Master of Education degree. Major sequences will be available in TESOL (Teaching English to Speakers of Other Languages), LOTE (Languages Other Teaching English), intercultural education, and literacy education, according to the subjects selected. A minimum of 60 credit points should be in the area selected for the major.

  1. PROGRAM STRUCTURE

#

CODE

SUBJECT

No OF CREDIT

1

EDGD1048

Analyzing English for TESOL

20

2

EDGD1056

English Grammar for Teaching

20

3

EDGD414

Advanced Methodology in Language Teaching

20

4

EDGD734

Bilingualism and Language Education

20

5

EDGD816

LOTE Teaching Methodology

20

6

EDGD002

Language, Curriculum, Materials Development and Assessment

20

7

EDGD446

Developments in Literacy Education

20

8

EDGD411

Language Teaching Practice

20

9

EDME005F

Second Language Acquisition

20

10

EDME172F

Communication and Culture

20

11

EDME1706

Sociolinguistics and Language Teaching

20

12

EDME215V

Education and Culture Diversity

20

13

EDME325

Introduction to Australian Education

20

14

EDME079F

Modes and Structures of Consciousness

20

15

EDME190S

Australian Literacies

20

16

EDME190F

Literacy in School and Society (N/A 1998)

20

17

EDME333

Quantitative Research Methods in Education

20

18

EDBM520

Qualitative Research Methods in Education

20

19

EDBE1063

Language Teaching 1

20

20

EDBE996

Language Teaching 2

20

 

  1. SUBJECT DESCRIPTIONS

 

EDGD414

Advanced Methodology in Language Teaching

 

 

Major issues in and approaches to TESOL and LOTE teaching will be examined for teachers specializing in either of these areas. Topics to be covered include: the role of the teacher and learner, and the aims, activities, techniques and methodologies used to teach language in different classes and the extent to which these approaches suit different contexts and purposes of language teaching. TESOL and LOTE teaching to children, adolescents and adults will be examined and related to each other according to the particular interests of students.

 

EDGD1048

Analyzing English for TESOL

 

 

This subject provides teachers of English as a second or foreign language and other teachers with an introduction to English phonology and other aspects of spoken language in relation to practical language teaching and the analysis of areas of difficulty for learners. It will cover the basics of phonemic analysis and transcription, together with analysis of other aspects of the sound system of connected speech in English and of language use in spoken interaction. Students will develop skills in analyzing both target-like pronunciation and the difficulties experienced by learners of English. Practical approaches to teaching will be examined.

 

EDGD734

Bilingualism and Language Education

 

 

The cognitive, cultural, psycholinguistic, and social issues involved in bilingualism will be reviewed. Particular attention will be given to models of developing bilingualism within mainstream educational contexts for language minority and majority students. Methodologies and curriculum employed specifically in bilingual immersion programs will be discussed. The teaching contexts of both local and overseas students, including languages other than English and teaching English as a second and foreign language will be addressed.

 

EDGD1056

English Grammar for Teaching

 

 

An overview of English grammar will be provided. The teaching methods used will reflect those that are considered desirable in ESL classrooms. Particular emphasis will be given to problem areas for ESL students. Some findings in the research literature about the learning of specific features of English grammar will be reviewed and the application of these findings to teaching methodology and materials design discussed.

 

EDGD002

Language, Curriculum, Materials Development and Assessment

 

 

In this subject, key issues in the development of materials and curriculum for language teaching will be explored and related to assessment and reporting of learner language development. Students will be introduced to basic principles and trends in materials and syllabus design both from a practical and theoretical perspective. The relationship of materials and syllabus to wider issues of the nature of language, the nature of language  learning and curriculum will be explored and considered in the context of assessment goals and procedures. Some experience of language teaching would be preferable.

 

EDBE1063

Language Teaching 1

 

 

Inexperienced teachers of English as a second and foreign language will be acquainted with the basics of the structure and usage of English. Aspects of English phonology, syntax, discourse and other aspects of language in use as they relate to the teaching of English will be covered. 

 

EDBE996

Language Teaching 2

 

 

Students will be introduced to the principles that inform the teaching of English to speakers of other languages in primary, post-primary and adult learning contexts. They will explore the principles and range of resources that inform teaching techniques widely use in the TESOL field, and will develop their skills in planning, implementing and evaluating lessons. Issues related to program design, including needs analysis, frameworks for the development of curriculum, assessment frameworks and procedures, and approaches to syllabus design will be explored.

 

EDGD411

Language Teaching Practice

 

 

This subject has two major components: observation and practical experience in language teaching and program development for specific groups of students of learning English as a second or foreign language or students of learning a language other than English. Occasional workshops may be conducted to support these components, but the work of the subject is mainly undertaken on location in a teaching placement.

 

EDME005F

Second Language Acquisition

 

 

The subject examines competing models and explanations of second language acquisition. The development of a variety of languages other than English and considered. By comparing findings from studies of various languages, differing explanations for the underlying system and features of English interlanguage development (e.g. transfer, pidginisation and creolisation interaction and innate constraints) are evaluated. A model is developed which is to accommodate data from both child and adult second language acquisition. Differing explanations of variation between child and adult second language acquisition are considered. The model proposed takes account of both stages of second language development and variation between individuals. The relevance of findings from second language acquisition research for assessing and teaching second languages are considered. A principled basis for the consideration of classroom-based interlanguage development is proposed.

 

EDME1706

Sociolinguistics and Language Teaching

 

 

Students are introduced to theories which have been developed to explain language in use in face-to-face interaction. These theories include speech act theory, conversational analysis, ethnography of speaking, pragmatics, social variation, and discourse analysis. The subject is suitable for health care professionals, language teachers and researchers interested in service encounters, workplace communication, cross-cultural communication in second languages, and sociolinguistics.

ELECTIVES FOR MASTER OF APPLIED LINGUISTICS

 

EDGD816

LOTE Teaching Methodology

 

 

EDGD446

Developments in Literacy Education

 

 

EDME172F

Communication and Culture

 

 

EDME215V

Education and Culture Diversity

 

 

EDME325

Introduction to Australian Education

 

 

EDME079F

Modes and Structures of Consciousness

 

 

EDME190S

Australian Literacies

 

 

EDME190F

Literacy in School and Society (N/A 1998)

 

 

EDME333

Quantitative Research Methods in Education

 

 

EDBM520

Qualitative Research Methods in Education

 

 

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