TEPI333-17YD1 (C) Year D First Half 2017

Nga Ahuatanga Maori and Learning Languages

15 points

Details:
Start Date: Monday, 13 February 2017
End Date: Sunday, 2 July 2017
Withdrawal Dates
Last Day to withdraw from this course:
  • Without financial penalty (full fee refund): Friday, 24 February 2017
  • Without academic penalty (including no fee refund): Friday, 26 May 2017

Description

This course provides pre-service teachers with a theoretical and practical framework for language teaching and learning. The course develops the knowledge, confidence, skills, attitudes and dispositions needed to successfully plan, teach and evaluate programmes for language learning, including Te Reo Maori, international languages, Pasifika languages, English as an Additional Language, and New Zealand Sign Language. It also develops students' awareness of Maori culture, the rich cultural heritages of Aotearoa New Zealand, and responsive teaching practices that take account of learners' cultural and linguistic diversity. Students will be introduced to theories, resources, and pedagogical strategies appropriate to the teaching of languages and cultures. The course will also develop students' own competency in te reo Maori, and endorse their responsibilities as teachers for the promotion and protection of te reo Maori me nga Ahuatanga katoa in New Zealand schools. The course will complement learning in other courses in the Graduate Diploma of Teaching and Learning (Primary).

Learning Outcomes

On successful completion of this course, participants will be able to:
1. Demonstrate a beginning level of proficiency in a reo Māori language learning pathway for a graduate beginning teacher by communicating and using Te reo Māori appropriately in the classroom and understanding about Reo-ā-iwi (dialects);
2.Demonstrate an understanding of the use and application of tikanga Māori in the classroom and the associated te reo Māori teaching resources;
3. Demonstrate an understanding of the role of culture(s), including their own, in teaching and learning languages;
4. Articulate theoretical underpinnings and relevant research related to the value of language learning, including home language maintenance and development;
5. Utilise the New Zealand curriculum documents and supporting materials to critically evaluate Learning Languages and ESOL programmes;
6. Apply current relevant research in second language acquisition to critically evaluate materials that support intercultural communicative language teaching and learning (including text, multi-media and digital resources).

Prerequisites

Admission to the GradDipTchLn(Primary)

Restrictions

TECP350

Course Coordinator

Rachel Martin

Assessment

Assessment Due Date Percentage 
Language and Culture Portfolio 19 Apr 2017 50%
Tasks and Test 01 May 2017 50%

Textbooks / Resources

Required Texts

Moorfield, John C; Maori dictionary : te aka Māori-English, English-Māori dictionary ; Auckland University of Technology ;Pearson Education New Zealand.

Moorfield, John C; Te kakano ; 2nd ed; Longman, 2001 ("Beginner-level text designed for adults and teenagers [learning Maori]"--Back cover. Previous ed. published: 1988. Includes bibliographical references (p. [ix]). In Maori and English).

Morrison, Scotty; Māori made easy : for everyday learners of the Māori language ; (2015).

New Zealand; Ka mau te wehi! : an introduction to Te Reo Māori ; Published for the Ministry of Education by CWA New Media, 2007.

New Zealand; Te aho arataki marau mō te ako i te reo Māori - kura auraki = Curriculum guidelines for teaching and learning te reo Māori in English-medium schools: years 1-13 ; Published for the Ministry of Education by Learning Media, 2009.

New Zealand; The New Zealand curriculum ; Learning Media for the Ministry of Education, 2007.

New Zealand. , CWA New Media (Firm), Huia Publishers; He reo tupu, he reo ora : teachers' notes ; Published for the Ministry of Education by CWA New Media and Huia Publishers, 2011.

Recommended Reading

Ellis, R; Principles of instructed second language acquisition ; CAL Digest, 2008.

Gibbons, Pauline; Scaffolding language, scaffolding learning : teaching English language learners in the mainstream classroom ; Second edition;

Howard, J; Teaching and learning languages in New Zealand primary schools: Principals' perspectives. The New Zealand Language Teacher Journal 38, 29-38 ; 2012.

Ministry of Education; Tataiako; Cultural competencies for teachers of Maori learners ; 2011.

New Zealand; Better relationships for better learning : guidelines for boards of trustees and schools on engaging with Maori parents, whanua, and communities ; Published for the Ministry of Education by Learning Media, 2000.

Newton, J., Yates, E., Shearn, S., & Nowitzki, W; Intercultural communicative language teaching: implications for effective teaching and learning ; Ministry of Education, 2010.

Further information about textbooks and readings:
Moorfield, John C. (2011); Te Whanake Maori dictionary : te aka Māori-English, English-Māori dictionary; (2013 Price $62.99, also available online)

Recommended Readings are online with the exception of:
Gibbons, P. (2014). Scaffolding language, scaffolding learning : teaching second language learners in the mainstream classroom; (2nd edition) Portsmouth: Heinemann.

Howard, J. (2012). Teaching and learning languages in New Zealand primary schools: Principals’ perspectives. The New Zealand Language Teacher Journal 38, 29-38.

Additional Course Outline Information

Academic integrity

All forms of cheating and dishonest practice are taken seriously and penalties will result. Students should refer to Regulation J of the General Course and Examination Regulations. Work submitted may be analysed by the software Turnitin, to check for plagiarism. Where there is evidence that cheating or plagiarism has occurred students will be awarded an X grade and the matter will be referred to the year level coordinator, and/or the Head of the School of Teacher Education

Assessment and grading system

Assessment procedures will follow the established policies of the UC College of Education Assessment Guidelines.

Grading Scale
Grade    GPA      Marks
A+          9      90 – 100
A            8      85 – 89.99
A-           7      80 – 84.99
B+          6      75 – 79.99
B            5      70 – 74.99
B-           4      65 – 69.99
C+          3      60 – 64.99
C            2      55 – 59.99
C-           1      50 – 54.99
D            0      40 – 49.99
E           -1       0 – 39.99

The score for each assessment item will be aggregated for the final grade. Normally a student will need to pass all assignments in a course. However, at the time of the examiner’s meeting when one of the grades for an assignment is just below the passing grade and the other grades are at a satisfactory level, the examiner may also consider factors such as attendance, engagement and the tertiary literacy standard of the assignment. In consultation, the examiner may decide to award the aggregated scores/grades. Assessment procedures will follow the policies of the UC College of Education Assessment Guidelines. Final grades will be calculated and reported using the UC Common Grading Scale.

Attendance

A student seeking credit in any course must attend such lectures, and perform satisfactorily such oral, practical, written and other work as the Head of Department/School concerned may require.
(University of Canterbury Calendar 2014, p.43)
Students are expected to attend all scheduled course sessions, actively engage with course content and actively participate in course activities in order to meet the learning outcomes of the course. Students are expected to notify lecturers prior to their absence with an explanation. Extended absences must be accompanied by a medical certificate or similar (as for aegrotat provisions).

The course will require students to access the course Learn site at least once every week. Students must engage with course content in every module plus complete associated readings, study guides, video clips, web links on the Learn site on a weekly basis. Students will also be required to complete weekly tasks online and/or in class.

Students with less than 80% attendance are at-risk of not meeting the criteria for seeking credit in the course. The course lecturer may require evidence that they have actively engaged with the content and activities of the missed sessions.

Attendance evidence
FLO students – attendance and active participation at On-site Intensives and Adobe Connect (webinar) sessions, accessing of ECHO360 lecture recordings, accessing required material provided on Learn, completion of in-class and forum tasks, participation in educational setting/school visits and other requirements specified by the course coordinator.
On Campus students –attendance and active participation at lectures, workshops, labs and/or Adobe Connect (webinar) sessions, accessing of ECHO360 recordings, accessing required material provided on Learn, completion of in-class and forum tasks, participation in educational setting/school visits and other requirements specified by the course coordinator.

Evaluation

Formal and informal evaluation will take place in accordance with the relevant Course Evaluation Policy, to provide feedback to staff about the relevance and validity of what has been learned as well as the quality of course delivery.

Late submission of work

All assignments must be submitted on or before the due date. If an assignment is late (without a prior arranged extension) then it will normally not be marked. However, if the course lecturer is notified within 24 hours of the due date and there is a genuine issue, for which evidence must be given, it may be considered but the assignment grade is usually restricted to a minimum passing grade (50%) for that assessment. If the assessment is late it is automatically excluded from a resubmission opportunity unless there are exceptional circumstances.

Other specific requirements

Tertiary literacy standard.
Assignments that do not meet a tertiary literacy standard will be marked but that mark will be sanctioned. The student will be given one opportunity to correct the assignment so that it demonstrates tertiary technical writing skills. These skills include the correct use of spelling (including the appropriate use of macrons when spelling Māori words), sentence structure, punctuation, paragraphing and the appropriate use of APA referencing. The corrected work must be resubmitted within seven calendar days.
Once the work is at an appropriate tertiary literacy standard the sanction on the mark will be removed.

Requests for extensions

Extensions are reserved for exceptional circumstances only and are not granted automatically. The course lecturer responsible for the assessment must be contacted by email a minimum of two working  days before the due date, and the application must be supported by relevant evidence (e.g. medical certificate, letter from counsellor). The student’s course lecturer will then make a recommendation to the course coordinator who will make a final decision. If an extension is granted there will normally be no resubmit given for that assignment. An extension will normally be for no more than two weeks and the date of the extension must be provided to the student in writing.

Extensions will not be granted because of pressure of university study, e.g. several pieces of work being due around the same time. The procedure for extensions is fully outlined in the College of Education Assessment Guidelines.

Resubmissions

The option to resubmit assignments is not available for this course. However, any decision to grant a resubmission will be made by the course lecturer in consultation with the course coordinator and will be subject to the student concerned having demonstrated a satisfactory level of course attendance and participation.
Normally a resubmit will only be considered for assignments which meets most of the pass criteria and meets the tertiary literacy standards and which is within the ‘D’ range (40.00 – 49.99%).
Assignments which have been resubmitted are restricted to a minimum passing grade (C- or 50%) for that assessment. Students may only be granted one resubmission per course.
The timeframe for students resubmitting work will normally be no more than two weeks and the date of the resubmission must be provided to the student in writing.

Special consideration of assessment items

Students may apply for special consideration if their performance in an assessment is affected by extenuating circumstances beyond their control.
Applications for special consideration should be submitted via the Examinations Office website http://www.canterbury.ac.nz/exams/ within five days of the assessment.

Where an extension may be granted for an assessment, this will be decided by direct application to the Course Co-ordinator and an application to the Examinations Office may not be required.

Students prevented by extenuating circumstances from completing the course after the final date for withdrawing, may apply for special consideration for late discontinuation of the course. Applications must be submitted to the Examinations Office within five days of the end of the main examination period for the semester.
NB: This information replaces any previous references to special consideration, Aegrotat or Backdated (Late) Withdrawal in the Course Information System, Learn or Course Outlines. If you are unclear about the implications or process please discuss with your Course Coordinator or contact the Student Advice team for assistance.

Important Notes

This is a web-supported course. Many of the course materials, videos of lectures, tasks and communications are provided via the course Learn site. Students need to have ready access to a computer and will be required to access the TEPI333 Learn site weekly for the duration of the course.

Where to submit and collect work

Normally, assignments will be submitted and returned via the Learn site. It is the responsibility of the students to check their emails at least twice a week and ensure Internet access and ability to submit their work via the online system is functioning.  Any technical difficulties should be notified well in advance of the due date so that assistance can be provided or alternative arrangements can be negotiated. If you require assistance, please email ictservicedesk@canterbury.ac.nz, or phone 366 7001 ext 6060.
It is a student’s responsibility to uplift marked work and feedback in a timely manner. It is strongly recommended that students retain a back-up copy of all submitted work.

Indicative Fees

Domestic fee $732.00

International fee $2,975.00

* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.

For further information see School of Teacher Education .

All TEPI333 Occurrences

  • TEPI333-17YC1 (D) Year C First Half 2017 (Distance)
  • TEPI333-17YD1 (C) Year D First Half 2017