Teaching

 Applied Linguistics Courses

EDBSP1023/EDMST 6113 English Phonetics and Phonology (S2 2022/S2 2023)

This course introduces students to the sounds of Australian Standard English. Key topics include vowels, consonants, stress, intonation, speech sound disorders, acoustic phonetics, socio-phonetics, and sound variations. Students learn about research into how oral language supports literacy development, and evidence-based practices such as phonics instruction. I lectured and contributed to the curriculum design of this course. (Syllabus)

LING90039 Concepts in Applied Linguistics, Spring and Fall 2021

This postgraduate subject introduces students to key concepts and current issues in applied linguistics. These include language ideologies, blended learning, communicative competence, task-based approach, language ecology, and discourse. The aim of the subject is to prepare students for more advanced studies in language teaching and learning, language testing and assessment, language policy and planning, world Englishes and sociolinguistics, and qualitative and quantitative research methods. I assisted with assessing and providing feedback for students. (Syllabus)

LING90008 Language Program Evaluation, Fall 2019

This subject equips students with the knowledge and skills to evaluate school or university language programs using an argument-based approach (Kane, 2006; Chapelle 2013). Its main emphasis is on evaluating English as a Second Language programs in the language education contexts across different countries, and evaluating the integration of educational technologies in language teaching classrooms. I was the teaching assistant for this subject, responsible for the design of seminar discussion activities and coordination of group assignment tasks. (Syllabus)

 English Language and Academic Skills Teaching

English Academic Writing

This unit introduces students to the process of academic writing. The unit will help students to write effective essays at a tertiary level. Students will learn key principles of grammar and academic style conventions, as well as how to use sources correctly and avoid problems of plagiarism. Students will also learn how to plan, research, edit, and proofread essays to a high academic standard. I developed and delivered this entire unit.

English Language Support Services (ELSS)

This consists of weekly classes and online resources on English Language and Academic Skills for newly commencing international students (majoring in nursing, IT and social work). This program aims to help students understand the academic expectations and assessment requirements of the course. Courses cover study skills and Australian academic culture such as library search, referencing, paraphrasing, summarising, reflective writing, academic essay writing, etc. I lectured the courses.

Inspire confidence

In my class, each student will be guaranteed the opportunity to express him or herself to the best of his or her abilities. The key to inspire confidence in students is to create a learning environment where students are respectful for one another and everyone’s ideas are listened to and discussed equally. I give affirmative feedback to students and follow up with open-ended questions to prompt further discussion and thinking. I also extend classroom discussion to the online forum of learning management system, where everyone feels comfortable expressing themselves without suspecting an ironic smile or harsh criticism behind one’s back. 

Foster critical thinking

I aim to facilitate student learning by encouraging them to think logically, analyse issues critically and construct valid arguments. When students have problems with framing the essay topic, I help them situate the course material within a specific context, ask them to synthesise various concepts, and apply these ideas to discussing real world examples. This often involves a reflection and critical evaluation of the strengths and drawbacks of different approaches to problem solving. I also engage students in conversations with each other as I see peer work as an important activity to foster the acquisition of critical thinking. 

Generate enthusiasm for scholarly inquiry

Postgraduate courses often require students to research and apply established theories to a body of knowledge or practice in their field of study. My approach to stimulating curiosity and learning is linking course material to students’ existing knowledge and experience. Many students had experiences of learning or teaching languages at secondary school or university settings in their respective countries. I thus supplemented lectures with structured discussions, self-assessment quizzes, or cooperative learning activities that encouraged students to think actively about the material and relate to it personally and practically.