Macquarie University
| Overview and Aims of the Program | The EFL major is for domestic and international undergraduate students and it consists of a combination of units in English language studies (EFL) together with a range of introductory and advanced units focused around culture and communication. It is expected that commencing students will complete a full major as their primary qualifying major within a Bachelor of Arts, combined Bachelor of Arts or Bachelor of Global Business. However, this program should also hold appeal as a second major option for students in a wide range of courses needing ongoing development of high level English skills for their career and employment as well as providing English language improvement opportunities both for general and academic purposes. A minor or individual elective units in EFL will be of interest to international, exchange and study abroad students who may need some ongoing English language learning, including students for whom it is a professional requirement or part of their program at their home university. The major aims to equip students with the knowledge, skills and understanding required for cross-cultural communication, the exploration of cultural differences in the English-speaking world, the structural properties of the English language and aspects of its variation and change, analysis of the language in use and the application of English-language communication skills in professional, academic and social situations. |
| Graduate Capabilities | The Graduate Capabilities Framework articulates the fundamentals that underpin all of Macquarie’s academic programs. It expresses these as follows: Interpersonal or social capabilities |
| Program Learning Outcomes | By the end of this program it is anticipated you should be able to: KNOWLEDGE 1. Describe the role of culture in communication and demonstrate this knowledge in a variety of cross-cultural settings. (k,t,c) 2. Define concepts of cross-cultural communication, explore cultural difference/s and demonstrate respect for them. (k,e,a,c,j) 3. Identify the role of the English language in its cultural and socio-historical setting and discuss past and present cultural productions of English-speaking regions and communities. (k,t, p) 4. Recognise structural properties of the English language and aspects of its variation and change. (k,c) SKILLS 1. Evaluate and analyze ideas and information in regional studies, intercultural communication, language studies/linguistics, globalization, identity, culture transition/transmission, or diaspora studies. (k,t,e,a,l) 2. Examine the role of the English language in its cultural and societal setting, and evaluate this role in local and global situations. (k,t,i,a) 3. Employ context-appropriate modes of communication including electronic, written, graphic, oral and aural forms. (k,t,p,i,c,j) APPLICATION 1. Examine a variety of English texts, spoken and written, and interpret implicit meaning, and compose clear, well-structured, detailed text in English on complex subjects (k,t,p,j, i,c) 2. Express ideas fluently and spontaneously in English and employ the English language flexibly for social, academic and professional purposes across a range of forms and in different contexts including local, international and cross-cultural contexts. (k,t,p,i,c,j) 3. Demonstrate independent management of language learning and practice skills in lifelong learning of languages and cross-cultural-communication, including locating and critically examining English language resources. (k,p,i,c,l)By the end of this program it is anticipated you should be able to: |
| Learning and Teaching Methods | Learning and teaching in English as a Foreign Language incorporates a range of methods to enable students to gradually develop the knowledge and skills and take opportunities to apply knowledge and skills described in the program outcomes. Language units take a communicative approach in the classroom environment with additional audio and written material and activities to be worked on at home. The emphasis inside and outside of the classroom is on meaningful interaction and tasks, and the creation of a low anxiety environment which fosters the development of a learning community in which students can practice English language and discuss the English-speaking world. This is supported by a range of comprehensible inputs targeted at the students’ developing language level, both from teaching staff and support materials (principally online), and constant opportunities for students to apply their developing knowledge to meaningful tasks. These include reading and listening to authentic cultural materials, in which students are guided to develop comprehension strategies that can be applied to any situation, and to acquire vocabulary in context. In support of the communicative goals, students also review key grammatical concepts to build their confidence and capacity to evaluate their own progress in the discipline. As students progress into 200 and 300 level units, they also engage in tasks and enrol in units with a stronger emphasis on cognitive and analytical skills in addition to language proficiency, including conducting research about language and culture in the English-speaking world and presenting it in a variety of formats such as oral presentations and written and spoken discussions, essays, debates, and audio-visual recordings. Teaching models include: practicals, seminars, lectures, tutorials, and supervised independent study. The core units will be taught in blended mode with a strong online component and four contact hours on campus per week, in line with other languages offered by the Department of International Studies. Additional components for planned options sets are drawn from existing units from International Studies and other Departments allowing students to contextualise their EFL knowledge and skills via a diversified focus on culture, communications environments, and linguistic concepts. Students of English as a Foreign Language have opportunities to include in-country studies such as semester exchange as well as PACE activities in their degree. |
| Assessment | Units will include a range of learning activities and assessment tasks focusing on meaningful outcomes and gaining appreciation of the English language in use in a range of settings including Australian academic and professional contexts. They will foster language skills in the receptive (listening and reading) as well as the productive (speaking and writing) realms, in addition to teaching intercultural awareness, with staged training in writing skills and further skill training in phonology and prosody. Assessment in English as a Foreign Language units is based on a progressive continuous assessment model, which ensures compliance with Macquarie’s policy of early, low-risk assessment and feedback and a variety of different types of task. The diversity of assessment tasks strives to create a balance for students with different learning styles and opportunities for students to develop their skills across the four language learning areas of listening, reading, writing and speaking. Students are given multiple opportunities in each unit throughout the Major to develop comprehension and communication strategies that will assist them in attaining the overall program learning outcomes. Depending on their language proficiency and the level of the unit, assessment tasks require students to engage with speech and writing in English and express themselves appropriately according to the context and medium, while demonstrating their growing knowledge of the structural aspects of the language and the cultural contexts in which communication occurs in the English-speaking world. The emphasis is on formative tasks with meaningful applications, such as spoken and written tasks relating to students’ lives, opinions and their engagement with the English-speaking world, however some summative tasks such as grammar and vocabulary quizzes are incorporated, particularly at 100 and 200 levels, so that students can confirm minimum attainment of key structural aspects of the language. All student work is evaluated according to standards that are clearly articulated within the unit, and no norm-referencing is used. English as a Foreign Language employs moderation procedures between multiple markers involved in a single unit and external moderation for units with a single marker, and incorporates some machine-marked activities. Examples of assessment types may include: • Quiz • Oral assignment – individual and group (e.g. advertisements, dialogues, monologues, interviews) • Written composition • Oral examination • Debate • Essay • Video/audio recording • Online discussion – written and spoken • Review • Editorial • Participation • Homework (e.g. grammar exercises, reading and listening comprehension) • Literature review • Presentation |
| Recognition of Prior Learning | Macquarie University may recognise prior formal, informal and non-formal learning for the purpose of granting credit towards, or admission into, a program. The recognition of these forms of learning is enabled by the University’s Recognition of Prior Learning (RPL) Policy (see www.mq.edu.au/policy) and its associated Procedures and Guidelines. The RPL pages contain information on how to apply, links to registers, and the approval processes for recognising prior learning for entry or credit. Information can be found at: https://mq.edu.au/rpl |
| Support for Learning | Macquarie University aspires to be an inclusive and supportive community of learners where all students are given the opportunity to meet their academic and personal goals. The University offers a comprehensive range of free and accessible student support services which include academic advice, counselling and psychological services, advocacy services and welfare advice, careers and employment, disability services and academic skills workshops amongst others. There is also a bulk billing medical service located on campus. |
| Program Standards and Quality | The program is subject to an ongoing comprehensive process of quality review in accordance with a pre-determined schedule that complies with the Higher Education Standards Framework. The review is overseen by Macquarie University's peak academic governance body, the Academic Senate and takes into account feedback received from students, staff and external stakeholders. |
| Graduate Destinations and Employability | A major in English as a Foreign Language can be completed in the Bachelor of Arts giving students a proficiency in English language and culture which they can apply to their professional endeavours in a range of fields or as preparation for professional or research degrees at the post-graduate level. The Bachelor of Arts in English as a Foreign Language can also be combined with degrees in Law, Education, Commerce, Business Administration, Science or Engineering, giving graduates in those areas distinctive additional communication skills and cultural knowledge to distinguish them from their peers. A major in English as a Foreign Language can also be completed as part of specialised degrees such as the Bachelor of Global Business, which combines a focus on the relationship between language, history and culture with business skills and a work placement opportunity. Career options for students majoring in English as a Foreign Language: • International business - private sector • International public sector • Community services policy and research • Communications and media • Travel and tourism • International Law (with concurrent or further study) • Translation and Interpreting (with further study) • Education (with concurrent or further study) • Consulting |
| Assessment Regulations | This program is subject to Macquarie University regulations, including but not limited to those specified in the Assessment Policy, Academic Honesty Policy, the Final Examination Policy and relevant University Rules. For all approved University policies, procedures, guidelines and schedules visit www.mq.edu.au/policy. |
Inherent requirements are the essential components of a course or program necessary for a student to successfully achieve the core learning outcomes of a course or program. Students must meet the inherent requirements to complete their Macquarie University course or program.
Inherent requirements for Macquarie University programs fall under the following categories:
Physical: The physical inherent requirement is to have the physical capabilities to safely and effectively perform the activities necessary to undertake the learning activities and achieve the learning outcomes of an award.
Cognition: The inherent requirement for cognition is possessing the intellectual, conceptual, integrative and quantitative capabilities to undertake the learning activities and achieve the learning outcomes of an award.
Communication: The inherent requirement for communication is the capacity to communicate information, thoughts and ideas through a variety of mediums and with a range of audiences.
Behavioural: The behavioural inherent requirement is the capacity to sustain appropriate behaviour over the duration of units of study to engage in activities necessary to undertake the learning activities and achieve the learning outcomes of an award.
For more information see https://students.mq.edu.au/study/my-study-program/inherent-requirements
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