Posted: May 1st, 2015

Portfolio

Portfolio

Order Description

5a. Assessment Item Details
Portfolio – 1500 Words

o Addresses learning outcome(s):
? On completion of this unit, students will have: 1. Developed an understanding of the
? key concepts and terminology in the field of language teaching methodology;
? 2. Achieved important insights into the learning and teaching of the macroskillsand
? subskills in different teaching contexts; and
? 3. Developed a range of effective workplace skills including problem-solving, team
? work, and lifelong learning.
o Related graduate attribute(s):
? 1. UC graduates are professional – communicate effectively
? 1. UC graduates are professional – employ up-to-date and relevant knowledge and skills
? 2. UC graduates are global citizens – think globally about issues in their profession
? 3. UC graduates are lifelong learners – reflect on their own practice, updating and
? adapting their knowledge and skills for continual professional and academic development

For the final assignment you will develop a portfolio to show how you continue to develop your own language
learning, how you develop your language teaching skills, and you will provide evidence of your ongoing development as a language teacher.

Portfolios are an increasingly common form of assessment, allowing students to document their individual progress, and to
develop the skills for lifelong learning.

There is scope to discuss with the lecturer how you will present your portfolio (e.g. in a word document uploaded to moodle,
on an
online wiki with the link and password submitted to moodle, using Mahara Eportfolio etc), and there is scope to make this a
personal
record of your language teaching development which you might continue to add to in the future, but the document must contain
some key elements for this assessment:

o 1000 words describing, discussing and reflecting upon your own language learning, how you
o continue to develop your language skills, and how this will impact upon your future teaching.
o You must include reference to readings to support your discussion.
o Annotated examples of the types of things you do (or intend to do) to maintain and develop your
o language skills.
o Annotated examples of the types of things you do (or intend to do) to maintain and develop your
o teaching skills. (annotations to be roughly equivalent to 500 words)
o A reference list.

Your annotated examples might be things such as: scanned pages from books, magazines, newspapers; screen shots of online
resources,
websites, online newspapers; photos of your work. Your annotations should briefly indicate what the example shows, and
how you
engaged with the resource or item.

Further details about portfolios will be given in class and there will be opportunities to talk about this task in more detail with the lecturer.

Assessment Criteria:

You will be marked according to how extensively you complete the following elements of the portfolio:

Detailed discussion and reflection on your own language learning and impact on future teaching (out of 15)
Clear examples provided of the types of things you do (or intend to do) to maintain/develop language (out of 5)
Clear examples provided of the types of things you do (or intend to do) to maintain/develop teaching skill (out of 5)
Clear annotations indicating what the examples show and how they relate to your language and teaching development (out of 10)
Clear and appropriate writing style, appropriate use of supporting references, correct referencing style (out of 5)

4a List of Required Texts/Readings:

Link to search page for Unit Readings (print materials)
Link to search page for eReserve (electronic materials)
Link to Co-Op Bookshop
Unit textbook:
Harmer, J. (2007). The practice of English language teaching. (4th ed.). Harlow: Longman.

Other texts:
Prabhu, N.S. (1990). There is no best method – why? TESOL Quarterly, 24, 2, 161-176.
Richards, J.C. & Rodgers, T.S. (2001). Approaches and methods in language teaching. (2nd ed.). Cambridge: CUP.
Ur, P. (2012). A course in language teaching: practice and theory. (2nd ed.) Cambridge: CUP.