Faculty of the Arts, Social Sciences and Humanities
School of Education
EDGT984: Theories of Second Language Learning
Subject Outline
6 credit points
Subject Information
Autumn, 2022, Wollongong
On Campus, Online
UOW may need to change teaching locations and/or teaching delivery at short notice to ensure the safety and
wellbeing of students and staff in response to the COVID-19 pandemic or other public health requirements.
For up-to-date information on the impact of COVID-19 please refer to your subjects Moodle site.
This subject is delivered in two modes: Online and on Campus.
The online version is undertaken remotely. It involves no on-campus or other in-person learning activities.
The On Campus version is delivered in-person and includes on-campus learning activities that cannot be
undertaken by students studying remotely. Students unable to attend campus or any other nominated physical
delivery location should not enroll in this version. On-shore international students have limits on the amount of
online study they can take and would normally enroll in the on campus version.
This subject has both On Campus and Online Remote Study options as detailed in the Lecture & Tutorial
Sections of this outline. Please note that all subjects, where necessary, can be undertaken online, to
accommodate changing circumstances and individual requirements for academic consideration. Information
about remote study options in this subject can be found on your subject Moodle site.
The Faculty of the Arts, Social Sciences and Humanities
Education Inherent Requirements
The Arts, Social Sciences and Humanities brings people and place to life and from that our desire to think,
examine, express and create, to act collectively for positive social change. More information about the Faculty
of the Arts, Social Sciences & Humanities and our School is available on our web pages
https://www.uow.edu.au/the-arts-social-sciences-humanities/
To support potential and current students' decision making a series of inherent requirement statements have been
developed. These statements specify the requirements of our teacher education courses for student admission
and progression, with aspects associated with the study and the professional practice of teaching.
https://www.uow.edu.au/the-arts-social-sciences-humanities/schools-entities/education/inherent-requirements/
EDGT984 Subject Outline
Autumn, 2022, Wollongong
Page 1 of 23
Teaching Staff
Teaching Role
Coordinator
Name
Dr Michael Burri
Telephone
+61-2-4221-4865
Email
mburri@uow.edu.au
Room
67.316
Consultation Times
Thursday 10:00 - 12:00 (By appointment)
Expectations of Students
UOW values are intellectual openness, excellence and dedication, empowerment and academic freedom, mutual
respect and diversity, recognition and performance. We will provide a safe, equitable and orderly environment
for the University community, and expect each member of our community to behave responsibly and ethically
(UOW Student Conduct Rules https://documents.uow.edu.au/about/policy/learning/index.html ).
We expect that students demonstrate these values and professional behaviour, both face to face and online,
making genuine efforts to complete their studies successfully, arriving on time to class, taking part
constructively in class discussions and activities, demonstrating appropriate professional and ethical conduct in
all communication with UOW staff and community members, and submitting assignments on time (or
completing a request for Academic Consideration in advance if needed).
Communication and eLearning Etiquette
Guidelines on the use of email to contact teaching staff, mobile phone use in class and information on the
university guide to eLearning 'Netiquette' can be found at
https://www.uow.edu.au/student/learningcoop/software/emailetiquette/index.html
Cyber Bullying
The University is committed to providing a safe, respectful, equitable and orderly environment for the
University community, and expects each member of that community to behave responsibly and ethically.
Students must comply with the University's Student Conduct Rules and related policies including the IT
Acceptable Use Policy and Bullying Prevention Policy, whether undertaking their studies face-to-face, online or
remotely.
For more information on appropriate communication and etiquette in the online environment please refer to the
guide Online and Email Etiquette or at https://www.uow.edu.au/student/learning-co-op/technology-andsoftware/email-etiquette/.
Copyright
Commonwealth of Australia
Copyright Regulations 1969
© 2022 University of Wollongong
The original material prepared for this guide is covered by copyright. Apart from fair dealing for the purposes of
private study, research, criticism or review, as permitted under the Copyright Act, no part may be reproduced by
any process without written permission.
Hardcopies of this document are considered uncontrolled. Please refer to your Moodle site for the latest version.
EDGT984 Subject Outline
Autumn, 2022, Wollongong
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Table of Contents
Section A: General Information .......................................................................................................................... 5
Learning Outcomes ............................................................................................................................................ 5
Subject Learning Outcomes .......................................................................................................................... 5
Subject Description ....................................................................................................................................... 5
Course Handbook.......................................................................................................................................... 5
Subject Details: Practical Activities, eLearning, Readings and Materials ......................................................... 5
Subject eLearning ......................................................................................................................................... 5
Lab/Practical/Fieldwork/Simulation Safety Guidelines ................................................................................ 5
Additional Subject Details ............................................................................................................................ 6
Major Text(s) ................................................................................................................................................ 6
Recommended Readings and Other Resources ............................................................................................. 6
Lectures, Tutorials and Attendance Requirements ............................................................................................ 8
Lecture Times * ............................................................................................................................................ 8
Lecture Program *......................................................................................................................................... 9
Lecture Recording.............................................................................................................................................. 9
Your Privacy - Lecture Recording ................................................................................................................... 10
Recent Improvements to Subject ..................................................................................................................... 10
Extraordinary Changes to the Subject Outline ................................................................................................. 10
Learning Analytics ........................................................................................................................................... 10
Section B: Assessment ........................................................................................................................................ 11
Assessment Summary ...................................................................................................................................... 11
Minimum Student Attendance and Participation ............................................................................................. 11
UOW Grade Descriptors ............................................................................................................................. 16
Assessment Learning Outcome Matrix ............................................................................................................ 17
Submission, Retention and Collection of Assessment ..................................................................................... 17
Extensions ................................................................................................................................................... 17
Late Submission of Assessment Tasks and Penalties ................................................................................. 17
Late Submission Penalty ............................................................................................................................. 17
Collection .................................................................................................................................................... 18
Retention ..................................................................................................................................................... 18
Scaling ............................................................................................................................................................. 18
Supplementary Assessment ............................................................................................................................. 18
Review and Appeal of Academic Decisions .................................................................................................... 18
Assessment Quality Cycle ............................................................................................................................... 18
Academic Integrity .......................................................................................................................................... 19
Referencing ...................................................................................................................................................... 19
Section C: General Advice for Students - Policies and Procedures................................................................ 20
Student Services and Support .......................................................................................................................... 20
Student Support Adviser (SSA) .................................................................................................................. 20
Student Advocacy Service .......................................................................................................................... 20
Student Central............................................................................................................................................ 20
Library Services .......................................................................................................................................... 21
Academic Integrity Policy ............................................................................................................................... 21
Student Advocacy Service .......................................................................................................................... 21
Code of Practice - Research ........................................................................................................................ 21
Code of Practice - Honours ......................................................................................................................... 21
The Code of Practice - Work Integrated Learning (Professional Experience) ............................................ 21
Copyright Policy ......................................................................................................................................... 21
Course Progress Policy ............................................................................................................................... 22
Examination Rules and Procedures ............................................................................................................. 22
Ethical or Religious Objection by Students to the Use of Animal and Animal Products in Coursework
Subjects ....................................................................................................................................................... 22
Coursework Rules ....................................................................................................................................... 22
Human Research Ethics .............................................................................................................................. 22
Inclusive Language Guidelines ................................................................................................................... 22
EDGT984 Subject Outline
Autumn, 2022, Wollongong
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Intellectual Property Policy ......................................................................................................................... 22
Review and Appeal of Academic Decisions Policy .................................................................................... 22
Student Academic Consideration Policy ..................................................................................................... 22
The Student Charter - Your Rights and Responsibilities ............................................................................ 23
Student Assignment of Intellectual Property (IP) Policy ............................................................................ 23
Student Conduct Rules ................................................................................................................................ 23
Teaching and Assessment: Assessment and Feedback Policy .................................................................... 23
Teaching and Assessment: Code of Practice - Teaching............................................................................. 23
Teaching and Assessment: Subject Delivery Policy ................................................................................... 23
Workplace Health & Safety Policy ............................................................................................................. 23
EDGT984 Subject Outline
Autumn, 2022, Wollongong
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Section A: General Information
Learning Outcomes
Subject Learning Outcomes
On successful completion of this subject, students will be able to:
1.
2.
3.
4.
5.
6.
Discuss current issues and trends in research and teaching in the area of TESOL
Contrast the learning of one\'s mother tongue with the learning of a second language
Outline those factors which impinge upon the learning of a second language
Discuss how classroom practice is informed by beliefs and theories about what language is and how we
learn it
Describe and evaluate major theories and approaches in TESOL
Formulate an explicit emergent beliefs about how a second language is learned and how this informs
teaching practice
Subject Description
Second language acquisition draws on theories from linguistics, cognitive psychology, psycholinguistics,
sociolinguistics and education, and aims to account for processes of learning a second language. This subject is
designed to provide students with a solid grounding in the issues and factors prevailing in second language
acquisition. Its scope ranges from first language acquisition to different approaches to examining second
language development including behaviourist, cognitive, functional, social-cultural and sociolinguistic
approaches. These topics provide an appreciation of the complexity of second language learning and how
successful learning may be promoted.
Course Handbook
Information about subject pre-requisites, co-requisites and restrictions as well as course completion
requirements and Course Learning Outcomes can be found in the Course Handbook
https://www.uow.edu.au/handbook/index.html.
Subject Details: Practical Activities, eLearning, Readings and Materials
Subject eLearning
The University uses the eLearning system Moodle to support all coursework subjects. The subject Moodle site
can be accessed via your SOLS page.
Lab/Practical/Fieldwork/Simulation Safety Guidelines
The rules below are general rules that are required when participating in labs or practical activities. Before
commencing these activities you are to ensure that you understand specific procedures and policy related to
safety.
•
•
•
•
Before commencing any activity you are to ensure that you understand specific procedures and policy
related to the lab in which you work and safety in general.
You may need to review a Risk Assessment and complete a Participant Acknowledgement form before
commencing any experiments/practical work. These materials will be made available by the lab
supervisor/Subject Coordinator.
You must inform the Subject Coordinator of any medical conditions which may impact upon your
ability to participate in these activities before commencing the practical.
All Reasonable Adjustment cases must be discussed with the Subject Coordinator prior to commencing
the activity
EDGT984 Subject Outline
Autumn, 2022, Wollongong
Page 5 of 23
•
•
•
Participation in the lab/practical/field/simulation activities may be denied to students who do not abide
by these, and other conditions which may be specified by the Subject Coordinator.
Never use any equipment or attempt any experiment without checking the safety implications with
your laboratory supervisor or experienced delegated laboratory worker.
Undergraduate students are not permitted to work after hours unless there is appropriate approval and
supervision.
Some Education subjects include Professional Experience placements. Professional Experience placements
represent a core component of a future teacher's degree. They allow students the opportunity to work in a school
and gain real world experience before leaving University. Important information on Education Professional
Experience placements is available here: https://www.uow.edu.au/the-arts-social-sciences-humanities/schoolsentities/education/professional-experience/
Additional Subject Details
Teacher Education Blog All School of Education students have access to the School of Education Teacher
Education blog - http://www.uowblogs.com/ted/. This online site lists relevant teacher education sites and
explains how to access ICT tools such as Scootle and Interactive Whiteboard (IWB) software (SMART
Notebook).
Major Text(s)
Cook, V. (2016). Second language learning and language teaching (5th ed.). Routledge.
Note: the textbook is available as an ebook at the UOW library:
https://ebookcentral.proquest.com/lib/UOW/detail.action?docID=4523362
If there is a textbook available for purchase, you can find the details at University Bookshop https
https://unishop.uow.edu.au/
Recommended Readings and Other Resources
Baker, A. (2014). Exploring teachers' knowledge of second language pronunciation techniques: Teacher
cognitions, observed classroom practices, and student perceptions. TESOL Quarterly, 48(1), 136-163.
Baker, A., & Burri, M. (2016). Feedback on second language pronunciation: A case study of EAP teachers'
beliefs and practices. Australian Journal of Teacher Education, 41(6), 1-19.
Bassetti, B., Vaid, J., and Cook, V. (2012) Interdisciplinary approaches to second language writing systems.
Writing systems research, 4(1), 1-7. doi: 10.1080/17586801.2012.708977
Bazo, P., Rodríguez, R., & Fumero, D. (2016). Vocabulary notebook: A digital solution to general and specific
vocabulary learning problems in a CLIL context. Research-publishing.net.
Bell, N., Skalicky, S., & Salsbury, T. (2014). Multicompetence in L2 language play: A longitudinal case study.
Language Learning, 64(1), 72-102.
Birdsong, D. (2014). Dominance and age in bilingualism. Applied Linguistics, 35(4), 374-392.
Burri, M. (2015). Student teachers' cognition about L2 pronunciation instruction: A case study. Australian
Journal of Teacher Education, 40(10). 66-87.
Chau, E. (2007). Learners' use of their first language in ESL classroom interactions. TESOL in Context, 16(2),
11-18.
Dabrowska, E (2015). What exactly is Universal Grammar, and has anyone seen it? Frontiers in Psychology, 6.
doi:10.3389/fpsyg.2015.00852/full10.3389/fpsyg.2015.00852
EDGT984 Subject Outline
Autumn, 2022, Wollongong
Page 6 of 23
Driscoll, S. (2000). Language is more than words. In K. L. Ogulnick (Ed.), Language crossings: Negotiating the
self in a multicultural world (pp. 79-84). New York: Teachers College Press.
Fekri, N. (2016). Investigating the effect of cooperative learning and competitive learning strategies on the
English vocabulary development of Iranian intermediate EFL learners. English Language Teaching, 9(11), 6-12.
Feng, Z. (2013). Functional grammar and its implications for English teaching and learning. English Language
Teaching, 6(10), 86-94.
Griffiths, C. (2015). What have we learnt from "Good Language Learners"? ELT Journal, 69(4), 425-433.
Ho, P. V. P., & The Binh, N. (2014). The effects of communicative grammar teaching on students' achievement
of grammatical knowledge and oral production. English Language Teaching, 7(6), 74-86.
Jones, P., & Chen, H. (2016). The role of dialogic pedagogy in teaching grammar. Research Papers in
Education, 31(1), 45-69.
King, J. R., & Chetty, R. (2014). Codeswitching: Linguistic and literacy understanding of teaching dilemmas in
multilingual classrooms. Linguistics and Education, 25, 40-50. doi:10.1016/j.linged.2013.12.002
Larsen-Freeman, D. (2007). Reflecting on the cognitive-social debate in second language acquisition. The
Modern Language Journal, 91(1), 773-787.
Larsen-Freeman, D. (2015). Research into practice: Grammar learning and teaching. Language Teaching, 48(2),
263-280.
Mahboob, A. (2010). World Englishes and higher education. Kritika Kultura, 15, 5-33.
Mahboob, A., & Elyas, T. (2014). English in the Kingdom of Saudi Arabia. World Englishes, 33(1), 128-142.
doi:10.1111/weng.12073
Nassaji, H. (2012). The relationship between SLA research and language pedagogy: Teachers' perspectives.
Language Teaching Research, 16(3), 337-365.
Nassaji, H. (2007). The development of spelling and orthographic knowledge in English as an L2: A
longitudinal case study. Canadian Journal of Applied Linguistics, 10(1), 77-98.
Ozanska-Ponikwia, K., & Dewaele, J.-M. (2012). Personality and L2 use: The advantage of being openminded
and self-confident in an immigration context. EUROSLA Yearbook, 12, 112-134.
Pennington, M. C., & Rogerson-Revell, P. (2019). English pronunciation teaching and research: Contemporary
perspectives. Palgrave Macmillan. Available as ebook at
https://ebookcentral.proquest.com/lib/uow/reader.action?docID=5510186
Rabab'ah, G. (2016). The effect of communication strategy training on the development of EFL learners'
strategic competence and oral communicative ability. Journal of Psycholinguistic Research, 45(3), 625-651.
Rahmani Doqaruni, V. (2017). Communication strategies in experienced vs. inexperienced teachers' talk: A sign
of transformation in teacher cognition. Innovation in Language Learning & Teaching, 11(1), 17-31. doi:
10.1080/17501229.2015.1009071
Rossiter, M. J., Abbott, M. L., & Kushnir, A. (2016). L2 vocabulary research and instructional practices: Where
are the gaps? TESL-EJ, 20(1).
Spada, N. (2015). SLA research and L2 pedagogy: Misapplications and questions of relevance. Language
Teaching, 48(1), 69-81.
Seilhamer, M. F. (2013). English L2 personas and the imagined global community of English users: Do L2
users feel ‘like a different person’ when speaking in English? English Today, 29(3), 8-14. doi:
10.1017/S0266078413000254
EDGT984 Subject Outline
Autumn, 2022, Wollongong
Page 7 of 23
Swain, M., & Deters, P. (2007). "New" mainstream SLA theory: Expanded and enriched. The Modern
Language Journal, 91(5), 820-836.
Tang, E., Chung, E., Li, E., & Yeung, S. (2016). Online independent vocabulary learning experience of Hong
Kong university students. IAFOR Journal of Education, 4(1), 13-29.
Thompson, G., & Harrison, K. (2014). Language use in the foreign language classroom. Foreign Language
Annals, 47(2), 321-337.
Wilson, R. (2013). Another language is another soul. Language and Intercultural Communication, 13(3), 298309.
Yeong, S. H. M., Fletcher, J., & Bayliss, D. M. (2014). Importance of phonological and orthographic skills for
English reading and spelling: A comparison of English monolingual and Mandarin-English bilingual children.
Journal of Educational Psychology, 106(4), 1107-1121. doi: 10.1037/a0036927
Yueh-ching, C. (2016). Discourses, identities and investment in English as a second language learning: Voices
from two U.S. community college students. International Journal of Education and Literacy Studies, 4(4).3849.
Other References
Gass, S., & L. Selinker (2000). Second language acquisition: An introductory course. Hillsdale, NJ: Lawrence
Erlbaum.
Mitchell, R., & Myles, F. (2013). Second language learning theories (3rd ed.). London: Arnold.
Saville-Troike, M. (2012). Introducing second language acquisition (2nd ed.). Cambridge: CUP.
This is not an exhaustive list of references. Students should also use the library catalogue and databases to locate
additional resources.
Lectures, Tutorials and Attendance Requirements
Lecture Times *
UOW may need to change teaching locations and/or teaching delivery at short notice to ensure the safety and
wellbeing of students and staff in response to the COVID-19 pandemic or other public health requirements.
For up-to-date information on the impact of COVID-19 please refer to your subjects Moodle site.
Up to date timetable and delivery information is located at
http://www.uow.edu.au/student/timetables/index.html
You can access your personal timetable by logging into SOLS and selecting 'My Timetable'
EDGT984 Subject Outline
Autumn, 2022, Wollongong
Page 8 of 23
Lecture Program *
Week Commencing
Topics Covered
Readings
1
28 Feb 2022
Second Language Acquisition
Research and Language Teaching
Cook Chapter 1
Nassaji (2012); Spada (2015)
2
07 Mar 2022
SLA Research and Grammar
Cook Chapter 2
Larsen-Freeman (2015); Ho & The Binh (2014);
Jones & Chen (2016)
3
14 Mar 2022
SLA Research and Vocabulary
Cook Chapter 3
Rossiter, et al. (2016); Tang et al. (2016)
4
21 Mar 2022
SLA Research and Pronunciation
Cook Chapter 4
Baker & Burri (2016); Baker (2014); Burri (2015)
5
28 Mar 2022
SLA Research and Writing
Systems
Cook Chapter 5
Bassetti et al. (2012); Nassaji (2007); Yeong et al.
(2014)
6
04 Apr 2022
SLA Research and Learning /
Communicative Strategies
Cook Chapter 6
Rabab'ah (2016); Griffiths (2015); Rahmani
Doqaruni (2017) (optional)
7
11 Apr 2022
Self-study
18 Apr 2022
Mid-Session Recess
25 Apr 2022
SLA Research and Individual
Difference
Cook Chapter 7
Driscoll (2000); Ozanska-Ponikwia & Dewaele
(2012)
9
02 May 2022
SLA Research, Bilingualism and
the Native Speaker
Cook Chapter 8
Chau (2007); Thompson & Harrison (2014); King
& Chetty (2014); Mahboob & Elyas (2014);
Mahboob (2010)
10
09 May 2022
Goals of Second Language
Learning and Teaching
Cook Chapter 9
Seilhamer (2013); Yueh-ching (2016)
11
16 May 2022
From General SLA Theories to
Pedagogy
Cook Chapter 10
Larsen-Freeman (2007); Swain & Deters (2007)
12
23 May 2022
From Pedagogy to SLA Theory
Cook Chapter 11
13
30 May 2022
Review and Assignment Prep
8
* The above times and program may be subject to change. Students will be notified of any change via SOLS.
Lecture Recording
The University of Wollongong supports the recording of UOW educational content as a supplemental study
tool, to provide students with equity of access, and as a technology-enriched learning strategy to enhance the
student experience.
If you make your own recording of a lecture, class, seminar, workshop or any other educational session
provided as part of your course of study you can only do so with the explicit permission of the lecturer and those
people who are also being recorded.
You may only use educational content recorded through the delivery of subject or course content, whether they
are your own or recorded by the university, for your own educational purposes. Recordings cannot be altered,
shared or published on another platform, without permission of the University, and to do so may contravene the
University's Copyright Policy, Privacy Policy, Intellectual Property Policy, IT Acceptable Use Policy and
Student Conduct Rules. Unauthorised sharing of recordings may also involve a breach of law under the
Copyright Act 1969.
EDGT984 Subject Outline
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Most lectures in this subject will be recorded, when they are scheduled in venues that are equipped with lecture
recording technology, and made available via the subject Moodle site within 48 hours.
Your Privacy - Lecture Recording
In accordance with the Student Privacy & Disclosure Statement, when undertaking our normal teaching and
learning activities, the University may collect your personal information. This collection may occur incidentally
during the recording of lectures in equipped venues (i.e. when your identity can be ascertained by your image,
voice or opinion), or via the delivery of online content therefore the University further advises students that:
•
•
•
Lecture recordings are made available to students, university staff, and affiliates, securely on the
university's IT Platforms and via the subject Moodle eLearning site;
Recordings are made available only for the purpose for which they were recorded, for example, as a
supplemental study tool or to support equity and access to educational resources;
Recordings are stored securely for up to four years
If you have any concerns about the use or accuracy of your personal information collected in a lecture recording,
you may approach your Subject Coordinator to discuss your particular circumstances.
The University is committed to ensuring your privacy is protected. If you have a concern about how your
personal information is being used or managed please refer to the University's Privacy Policy or consult our
Privacy webpage https://www.uow.edu.au/privacy/
Recent Improvements to Subject
The Faculty of Arts, Social Sciences and Humanities is committed to continual improvement in teaching and
learning. In assessing teaching and learning practices in a subject, the Faculty takes into consideration student
feedback from many sources. These sources include direct student feedback to tutors and lecturers, feedback
through Arts, Social Sciences and Humanities Central, responses to the Subject and Course Evaluation Surveys.
These important student responses are used to make ongoing changes to subjects and courses. This information
is also used to inform systemic comprehensive reviews of subjects and courses.
Extraordinary Changes to the Subject Outline
In extraordinary circumstances the provisions stipulated in this Subject Outline may require amendment after
the Subject Outline has been distributed. All students enrolled in the subject must be notified and have the
opportunity to provide feedback in relation to the amendment, where practicable, prior to the amendment being
finalised.
Learning Analytics
Learning Analytics data (such as student engagement with Moodle, access to recorded lectures, University
Library usage, task marks, and use of SOLS) may be used by the Subject Coordinator and your faculty's Head of
Students to assist in analysing student engagement, and to identify and recommend support to students who may
be at risk of failure. If you have questions about the kinds of data the University uses, how we collect it, and
how we protect your privacy in the use of this data, please refer to
https://www.uow.edu.au/about/privacy/index.html
EDGT984 Subject Outline
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Section B: Assessment
Assessment Summary
Assessment Item
Form of Assessment
%
Assessment 1
Essay
40%
Assessment 2
Report
20%
Assessment 3
Essay
40%
100%
TOTAL MARKS
Please note: Copies of student work may be retained by the University in order to facilitate quality assurance of
assessment processes.
A formative assessment activity (with written or verbal feedback) will be conducted before census date - please
see UOW Key Dates.
Minimum Student Attendance and Participation
UOW policy equates 1 credit point with 2 hours of study per week that includes lectures and
tutorials/workshops/practicals. For example, in a 6 credit point subject, a total of 12 hours of study per week is
expected.
Student attendance and active involvement in tutorials, practicals, seminars, labs and/or simulations is
compulsory and students must attend all classes, whether they are in person or scheduled for online. If students
are unable to attend a tutorial/ practical/ simulation/ lab they should email the subject coordinator by the end of
week 1. Absences will require the submission of an application for Academic Consideration via SOLS and the
presentation of suitable documentation, for example a Medical Certificate, to Student Central as soon as
practical. For further details about applying for academic consideration visit the Student Central webpage:
http://www.uow.edu.au/student/central/academicconsideration/index.html
Students are expected to attend all their timetabled classes. Active and constructive presence in class makes an
important contribution to your education as well as that of your peers.
Attendance records are kept for all tutorials. Students are required to attend a minimum of 80% of all tutorials.
Where attendance is affected due to illness or misadventure an application for academic consideration should be
lodged. Failure to comply with mandatory minimum attendance requirements may constitute grounds for the
award of a grade of Technical Fail (TF) in this subject
Students should carefully check their timetable to see when classes commence. Students are expected to be
available through to the end of the scheduled examination period.
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Assessment 1: Essay - Article Summaries and Essay
Marking Criteria
Please make sure you consult the marking rubric available in Moodle before
you begin your assignment and while you are writing it to ensure you are
fulfilling the assessment criteria.
The assessment criteria are:
•
•
•
•
•
•
Summaries of 3 course readings and one textbook chapter indicate
an understanding of SLA theories
Coherent discussion of relevant issues arising from the literature
including integration of ideas from different sources and evidence of
evaluative positioning of contributions from these sources
The ability to link theory to TESOL practice in the discussion of
THREE factors which contribute to effective language learning
The use of appropriate academic language, including SLA
technicality and some personal reflection where appropriate
Appropriate organisational structuring of the text, including wellformed paragraphs.
Proof read, legible presentation of text with conventional spelling &
punctuation, use of appropriate referencing, and adherence to word
limits.
Length
2,000 Words (in two parts)
Weighting
40%
Assessment Due
10 Apr 2022 (Sunday in Session Week 6)
Final submission time: 11:59pm
Type of Collaboration
Individual assessment
Style and format
Essay; APA 7th edition
Assessment submission
Online via Moodle
This assessment has been set up to be checked by Turnitin, a tool which
helps you check whether you have referenced correctly. You can submit your
assessment task to Turnitin prior to the due date and Turnitin will give you
an originality report. You may then make any changes that may be required
and resubmit your final version by the due date.
Assessment return
Within 15 working days of the submission date
Detailed information
In your opinion, how can language teachers benefit from second language
acquisition research?
This assignment requires you to make links between what you have read
about second language development and your practice as a language teacher.
There are two distinct but linked parts to this assignment.
Part 1: Summary of four readings (approx. 1000 words)
Provide 4 summaries: three summaries of readings listed for weeks 1-5 in the
subject outline and one summary of a chapter from the prescribed textbook.
These summaries need to be short so you cannot write about everything
contained in each reading. Select readings that will help you answer the task
question and which discuss issues that have particularly piqued your interest.
In the summary, focus in particular on findings or focus areas of second
language acquisition research that you feel are of most benefit for language
teachers. You do NOT need to tell me each piece of information contained in
the article and you do not have to go into huge amounts of detail. Remember
that summaries don’t usually contain lots of examples or specific details but
aim to give a general overview of the content of the article. They also do not
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have to be critical or interpretive but aim to convey information about the
content of what it is you are summarising.
Part 2: Effective language teaching and learning (approx. 1000 words)
Drawing on your summaries in Part 1, critically discuss three key aspects of
SLA research that, in your opinion, can inform ‘effective’ language teaching
and learning. Compare and contrast ideas expressed in the readings you have
summarised with your own experiences as an English language learner and
teacher. Support your argument with references to the readings you
summarised in part one and with examples from your experience. You
should prepare this part of the assignment as an ‘essay’ (exposition genre).
PLEASE NOTE
Although there are two parts to this assignment, you are required to submit
them both in the ONE document. Start each section on a new page and use
headings to indicate part one and part two.
Assessment 2: Report - Case Study: Learning Profile
Marking Criteria
Please make sure you consult the marking rubric available in Moodle before
you begin your assignment and while you are writing it to ensure you are
fulfilling the assessment criteria.
The assessment criteria are:
•
•
•
•
•
•
•
Description of the interview method and circumstances of the
interview (time, place, setting)
Detailed description of learner’s background to contextualise the
case study (age, nationality, languages spoken, SES, educational
level etc.)
Detailed description of learner’s language learning experience
including goals, motivations, learning context
Accurate analysis of learner’s spoken language including strengths
and weaknesses in spoken language
The use of appropriate academic language, including SLA
technicality and reflection where appropriate
Appropriate organisational structuring of the text, including wellformed paragraphs
Proof read, legible presentation of text with conventional spelling &
punctuation, use of appropriate referencing, and adherence to word
limits
Length
1,000 words
Weighting
20%
Assessment Due
01 May 2022 (Sunday in Session Week 8)
Final submission time: 11:59pm
Type of Collaboration
Individual assessment
Style and format
Report; APA 7th edition
Assessment submission
Online via Moodle
This assessment has been set up to be checked by Turnitin, a tool which
helps you check whether you have referenced correctly. You can submit your
assessment task to Turnitin prior to the due date and Turnitin will give you
an originality report. You may then make any changes that may be required
and resubmit your final version by the due date.
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Assessment return
Within 15 working days of the submission date
Detailed information
Tasks 2 and 3 for this subject involve the conduct of a case study of a second
language learner’s language learning experience. The tasks are designed to
help you apply theory and concepts to describe and explain the learning
experience of a second language learner of English. You will be required to
interview a learner with several years of learning experience in order to
obtain rich information. Task 2, (this task) requires you to write up the
English learner’s learning profile as a report and task 3 (the final task)
requires you to write an essay based on this report and on the course
readings.
Preparation for the case study
Find an adult L2 English learner who is willing to be interviewed and
recorded. The person may be studying English formally, i.e. in a class, or
may be acquiring English naturalistically. Do not choose a family member, a
very close friend, a beginner or someone with a very low level of language. It
will be difficult for you to get enough information, or a large enough sample
of language. You will need to ask them to sign a written consent form which
explains the purpose of the interview and guarantees anonymity (this is
provided for you on Moodle). Find a learner to work with early on, and do
the interview with plenty of time before Assessment Task 2 is due. Many
things could disrupt your plans and you might also find when you are writing
up your learning profile that you want to go back and ask your learner more
questions, so make sure you give yourself plenty of time.
Draw up a list of questions about general background, country and language
of origin, family and work, and about language learning. Use these questions
as the basis for an interview, and make sure you record it. Use the recording
and any notes you make to base your report on.
The following are some useful questions to think about (this list is not
exhaustive):
•
•
•
•
•
At what age did the learner begin learning the second language?
What are the goals/motivation for learning the language?
How was/is the language taught?
What exposure to English did/does the learner have outside the
class?
What were/are the preferred ways of learning the language
Ethical guidelines
In this assignment it is important that you are sensitive to ethical
considerations:
•
•
•
•
•
•
You should ask the person for permission to interview him/her;
You should inform the person of the reason for the interview;
You must protect the privacy of the person;
You should use a pseudonym or initials in your assignment to refer
to the person;
You should avoid questions that may be of a sensitive nature to the
person;
When a person voluntarily agrees to participate in any study he or
she places trust in the person conducting the study and it is
important not to betray that personal trust.
Writing the report
Once you have conducted the interview you will need to write up the
language and learning profile of this learner in a 1,000 word report. This is
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what you will submit as the assessment (you do not need to submit the
recording). Begin by providing a brief description of the interview method
along with the description of the circumstances of the interview (time, place,
setting). The main section of the report will focus on the learner’s
background (e.g. education, cultural background), language learning
experience, goals, strengths and weaknesses in spoken language, learning
styles and any other information you think is relevant, interesting and useful.
As this is a report and not an essay, you may use headings if you wish to
organise your information. You do not need to refer to literature in this
assignment as your focus is on describing you English learner and their
experiences.
You should, however, include some evidence for the claims you make about
the learner and their experience. Most of this evidence will come from
transcriptions of selected sections of the interview or from quoting what your
interviewee has said. Sometimes your evidence might draw both on what the
person has said and also your own observations of their language use (for
example, their strengths and weaknesses). You can include short quotes in
the body of your report, but if you transcribe a longer section to illustrate a
point you wish to make (anything longer than a few lines), you can include
this transcription in the Appendices. You DO NOT have to transcribe the
entire interview. This is very time-consuming: an hour of speech may take
five hours or more to transcribe! It is better to listen to it several times, and
take notes.
Please attach a copy of the interview questions and selected transcriptions of
the interviews as Appendices.
Assessment 3: Essay - Case Study: Essay
Marking Criteria
Please make sure you consult the marking rubric available in Moodle before
you begin your assignment and while you are writing it to ensure you are
fulfilling the assessment criteria.
The assessment criteria are:
•
•
•
•
•
•
•
Ability to discuss significant learner experiences and beliefs about
learning language
Ability to account for learner’s greatest successes and weaknesses in
learning language with reference to SLA theory
Demonstrated understanding of second language learning theories
and ability to link theory to pedagogy
Ability to generalise from this case study to wider application
Argument well framed by introduction which clearly signposts the
case study
Case study written in sophisticated academic English with wellformed paragraphs, proof-read with correct spelling and grammar
and accurate referencing.
Essay is proof-read with correct spelling and grammar and accurate
referencing
Length
2,500 words
Weighting
40%
Assessment Due
05 Jun 2022 (Sunday in Session Week 13)
Final submission time: 11:59pm
Type of Collaboration
Individual assessment
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Style and format
Essay; APA 7th edition
Assessment submission
Online via Moodle
This assessment has been set up to be checked by Turnitin, a tool which
helps you check whether you have referenced correctly. You can submit your
assessment task to Turnitin prior to the due date and Turnitin will give you
an originality report. You may then make any changes that may be required
and resubmit your final version by the due date.
Assessment return
Within 15 working days of the submission date
Detailed information
In this task, you apply theory and concepts from the subject to explain and
discuss the English language learning experience of the learner in the form of
an essay (exposition genre). Your essay should answer the following
question:
What theories from SLA research best explain the experiences of your
particular English learner?
Your essay should include some focus on the following, as well as any other
areas which you find important in your data:
•
•
•
•
•
•
What do you think are the most significant responses for the case
study; why are they significant?
How do you think the interviewee’s achievements and difficulties in
learning English can be accounted for? What second language
learning theory/theories seem(s) to explain the learner’s successes
and/or difficulties in learning the language?
Are there any suggestions you could give to help the learner to
reach another level of language development?
Is there something from this case study which might be more widely
applicable to other learners of English?
Are there some principles or experiences which might be more
broadly generalizable?
Can you draw some implications for your own pedagogical context?
UOW Grade Descriptors
The UOW Grade Descriptors are general statements that communicate what our grades represent, in terms of
standards of performance, and provide a frame of reference to ensure that assessment practice across the
University is appropriate, consistent and fair. Grade Descriptors are available here
https://www.uow.edu.au/student/exams/results/. For more information on the UOW grade descriptors refer to
the Teaching and Assessment: Assessment and Feedback Policy:
https://documents.uow.edu.au/about/policy/alphalisting/UOW222910.html
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Assessment Learning Outcome Matrix
Measures - Assessment weighting
Article Summaries
Case Study:
and Essay
Learning Profile
Learning Outcomes
(40%)
Case
Study:
Essay
(20%)
(40%)
Contrast the learning of one\'s mother tongue with the
learning of a second language
✔
✔
Outline those factors which impinge upon the learning of
a second language
✔
✔
Discuss current issues and trends in research and teaching
in the area of TESOL
✔
Discuss how classroom practice is informed by beliefs and
theories about what language is and how we learn it
✔
✔
Describe and evaluate major theories and approaches in
TESOL
✔
✔
Formulate an explicit emergent beliefs about how a
second language is learned and how this informs teaching
practice
✔
Submission, Retention and Collection of Assessment
Assessed work must be handed in by the date and time listed under each assessment task. All assessment tasks
must represent the enrolled student's own ORIGINAL work and must not have been previously submitted for
assessment in any formal course of study.
Extensions
Students requesting extensions of time to submit an assessment task, deferred exam, alternative form of
assessment or exemption of a compulsory attendance requirement must apply online via SOLS and provide
documentary evidence within three working days of the assessable item's due date for their request to be
considered. For more information please refer to the Student Academic Consideration Policy at:
http://www.uow.edu.au/about/policy/UOW058721.html
Late Submission of Assessment Tasks and Penalties
Assessed work must be handed in by the date and time given. If an assessment is submitted late, it will be
marked in the normal way, and a penalty will then be applied.
Late Submission Penalty
Late submissions will receive a penalty of 5% per day (or part thereof, including weekends and public holidays)
of the total possible marks for the assessment task for up to ten (10) days after the due date and time for
submission. Where an extension has been granted, penalties will accrue for up to ten (10) days after the
nominated extension deadline
No marks will be awarded for work submitted:
•
•
more than ten (10) days after the due date, or
after the assessment has been returned to the students; whichever is applicable
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In such an instance, a mark of zero and a result of Fail for the task will be applied
Note: Assessments must still be submitted to meet minimum performance requirements even though no mark is
to be awarded.
Collection
Unless directed otherwise, marked assignments will be available within 3 weeks of submission. The Subject
Coordinator will advise students of the procedure for returning marked assignments. Assignments will be
retained for 21 days after distribution of mark or release of final grade. For further information refer to Code of
Practice - Teaching and Assessment.
Retention
The university may retain copies of student work in order to facilitate quality assurance of assessment processes,
in support of the continuous improvement of assessment design, assessment marking and for the review of the
subject. The University retains records of students' academic work in accordance with the University Records
Management Policy and the State Records Act 1988 and uses these records in accordance with the University
Privacy Policy and the Privacy and Personal Information Protection Act 1998.
Scaling
Marks awarded for any assessment task or part of any assessment task, including an examination may be subject
to scaling at the end of the session. Marks will be scaled only when unpredicted circumstances occur and in
order to ensure fairness of marking across groups of students. The method of scaling will depend on the type of
scaling required by the circumstances. When scaling is deemed necessary, it will follow a detailed consideration
by the Unit Assessment Committee and/or the Faculty Assessment Committee of the marks of the group of
students concerned. Scaling will not affect any individual student's rank order within their cohort. For more
information please refer to Standards for the Finalisation of Student Results Schedule 1: Scaling Guidelines
https://www.uow.edu.au/about/policy/UOW039331.html for details.
Supplementary Assessment
Supplementary assessment may be offered to students whose performance in this subject is close to that required
to pass the subject, and are otherwise identified as meriting an offer of a supplementary assessment. The Subject
Coordinator will determine the precise form of supplementary assessment at the time the offer of a
supplementary is made. In some circumstances you may be offered a supplementary exam. For more
information about Supplementary Exams refer to: http://www.uow.edu.au/student/exams/aboutsupp/index.html
Review and Appeal of Academic Decisions
A student may request an explanation of a mark for an assessment task or a final grade for a subject consistent
with the student's right to appropriate and useful feedback on their performance in an assessment task. A student
may also seek further explanation for other academic decisions such as Academic Consideration, Supplementary
Assessment or Credit for Prior Learning. If a student is not satisfied with the explanation, or have further
concerns, they may have grounds for a formal review. For further information refer to
https://documents.uow.edu.au/about/policy/students/UOW189967.html
Assessment Quality Cycle
The UOW Assessment Quality Cycle provides a level of assurance that assessment practices across the
University are appropriate, consistent and fair. Quality assurance activities are undertaken to support the
continuous improvement of assessment and promote good practices in relation to assessment design, marking
and review of the subject prior to subsequent delivery.
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Academic Integrity
The University's Academic Integrity Policy, faculty handbook and subject guides clearly set out the University's
expectation that students submit only their own original work for assessment and avoid plagiarising the work of
others or cheating. Re-using any of your own work (either in part or in full) which you have submitted
previously for assessment is not permitted without appropriate acknowledgement. Plagiarism can be detected
and has led to students being expelled from the University.
The use by students of any website that provides access to essays or other assessment items (sometimes
marketed as 'resources'), is extremely unwise. Students who provide an assessment item (or provide access to an
assessment item) to others, either directly or indirectly (for example by uploading an assessment item to a
website) are considered by the university to be intentionally or recklessly helping other students to cheat.
Uploading an assessment task, subject outline or other course materials without express permission of the
University is considered academic misconduct and students place themselves at risk of being expelled from the
University.
Students should visit the following University website and become familiar with the University's policy on
plagiarism https://www.uow.edu.au/about/policy/UOW058648.html
Referencing
The American Psychological Association (APA) referencing system is to be used. For a comprehensive guide to
APA referencing please visit the Library website: https://uow.libguides.com/refcite
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Section C: General Advice for Students - Policies and
Procedures
Student Services and Support
There are a range of services available to students that are provided free of charge. A good place to get to know
services that may be of use to you is the Get Started @ UOW web page, accessed here
https://getstarted.uow.edu.au/index.html or search for "Get Started @ UOW". Services available include:
Service
Link to information about the service
Aboriginal & Torres
Strait Islander
https://www.uow.edu.au/wic/about1/index.html?ssSourceSiteId=getstarted
Careers advice
https://www.uow.edu.au/careers/index.html?ssSourceSiteId=getstarted
Counselling
https://www.uow.edu.au/student/counselling/index.html?ssSourceSiteId=getstarted
Disability
https://www.uow.edu.au/student/disability/index.html?ssSourceSiteId=getstarted
Information Tech.
https://www.uow.edu.au/its/index.html?ssSourceSiteId=getstarted
Study Skills
https://www.uow.edu.au/student/learningcoop/index.html?ssSourceSiteId=getstarted
Student Support Adviser (SSA)
If you have a temporary or ongoing issue or a problem that is affecting your study, including issues that are
related to belonging to an equity group, then the Student Support Advisers may be able to help. There are
Student Support Advisers available to assist students who are studying at all UOW Campuses and in all UOW
Faculties. Contact details can be found on the UOW website:
https://www.uow.edu.au/student/services/SSA/contact/index.html
Student Advocacy Service
The Student Advocacy Service (SAS) is free, confidential and independent service for all UOW students. The
SAS provides advocacy and referral for a range of academic, procedural and administrative issues. For more
information visit: https://www.uow.edu.au/student/support-services/advocacy/
Student Central
Student Central is your primary administrative and information contact during your studies. There are service
representatives from Student Service, Accommodation Services, BUPA, Global Student Mobility (Exchange)
and Scholarships and Sponsorships.
Our purpose is to ensure students have access to the information they need, at the time they need it. We can help
with a wide range of enquiries, some are:
•
•
•
•
•
•
•
•
•
•
•
•
•
Applying for academic consideration
Official documentation requests
Updating personal details
Student ID card replacement
Opal cards and transport
Education verification
Fees and charges
Scholarships and grants
Digital and printed academic documents
Overseas health cover
Studying abroad and exchange
SOLS password and login help
Student feedback
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Student Central contacts:
Phone
1300 275 869 (1300 ASK UOW) or +61 2 4221 3927
Email
askuow@uow.edu.au
Online
Enquiry Form(https://bps.uow.edu.au/suite/sites/student-enquiry/page/submit-enquiry
Library Services
To save yourself time and enhance your studies: connect with information specialists and resources anytime,
anywhere via Ask Us: https://www.library.uow.edu.au/ask/index.html or Google "UOW library ask us".
Online - Ask a
Librarian
Ask questions and receive a response within 1 business day (Wollongong time)
In person - Book a
Librarian
30-minute appointment with a Librarian
Research
Consultation Service
1 hour appointment with an information specialist. Available to UOW academics,
HDRs, Postgraduate Coursework, Honours and Masters students.
By phone
+61 2 4221 3548
Academic Integrity Policy
Student Advocacy Service
Academic integrity involves upholding ethical standards in all aspects of academic work, including learning,
teaching and research. It involves acting with the principles of honesty, fairness, trust and responsibility and
requires respect for knowledge and its development. The Policy can be found at:
http://www.uow.edu.au/about/policy/UOW058648.html
Code of Practice - Research
This Code mandates the current policy and best practice relating to procedures for responsible research. The
Code can be found at: http://www.uow.edu.au/about/policy/UOW058663.html
Code of Practice - Honours
This Code sets out the responsibilities of all parties involved in managing students undertaking Honours
Programs. The Code can be found at: http://www.uow.edu.au/about/policy/UOW058661.html
The Code of Practice - Work Integrated Learning (Professional Experience)
The Code of Practice - Work Integrated Learning (Professional Experience) sets out what is expected from
students, the University and Host Organisations in providing work integrated learning professional experience
programs. It applies to professional experience programs that form the whole or part of a subject or course
offered at the University. The Code assists in promoting a productive work integrated learning experience for
students and in promoting relevant UOW Work Integrated Learning Design Principles.
http://www.uow.edu.au/about/policy/UOW058662.html
Copyright Policy
The purpose of this Policy is to outline responsibilities and procedures regarding the use of third party copyright
material, with the objectives of reducing staff and UOW exposure to the risks associated with the use of third
party copyright material, assisting staff to make full legal use of the materials at their disposal by clearly
identifying responsibilities and promoting copyright compliance. The Policy can be found at:
http://www.uow.edu.au/about/policy/alphalisting/UOW026670.html
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Course Progress Policy
The Course Progress Policy establishes the requirements, definitions and procedures to be used in determining
the standards of acceptable course progress. The Policy can be found at:
http://www.uow.edu.au/about/policy/UOW058679.html
Examination Rules and Procedures
The UOW rules and procedures outline exam conditions, student conduct in exams, and the procedures for exam
management. Further information can found here: https://www.uow.edu.au/student/exams/
Ethical or Religious Objection by Students to the Use of Animal and Animal Products in Coursework
Subjects
This policy provides a framework for recognition of and responses to students' ethical or religious objection to
animal use in coursework subjects at the University of Wollongong. For the purpose of this policy, animal use
includes killing of animals in experimental work, dissection of animals that are already dead, use of animal
tissues, use of animal-derived products (such as sera). These uses are relevant to teaching and assessment.
Further information about this policy can be found here:
http://www.uow.edu.au/about/policy/UOW058708.html
Coursework Rules
The Coursework Rules (hereafter the Rules) govern the admission, enrolment, progression through, and
qualification for a coursework award offered by the University. Further information can be found here:
https://documents.uow.edu.au/about/policy/UOW262890.html
Human Research Ethics
The Human Research Ethics Committee protects the welfare and rights of the participants in research activities.
Further information can be found here: http://www.uow.edu.au/research/ethics/human/index.html
Inclusive Language Guidelines
UOW endorses a policy of non-discriminatory language practice in all academic and administrative activities of
the University. Further information is available from:
http://www.uow.edu.au/about/policy/alphalisting/UOW140611.html
Intellectual Property Policy
UOW's Intellectual Property Policy provides guidance on the approach taken to Intellectual Property (IP),
including its ownership, protection and exploitation. Further information about the management of IP is
available at http://www.uow.edu.au/about/policy/UOW058689.html
Review and Appeal of Academic Decisions Policy
UOW aims to provide a transparent and consistent process for resolving a student concern about an academic
decision that has affected their academic progress, including a mark or grade. Further information is available
at: http://www.uow.edu.au/about/policy/UOW058653.html
Student Academic Consideration Policy
The purpose of the Student Academic Consideration Policy is to enable student requests for academic
consideration for assessable components of a subject to be evaluated in a fair, reasonable, timely and consistent
manner throughout the University. The Policy can be found at:
http://www.uow.edu.au/about/policy/UOW058721.html
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The Student Charter - Your Rights and Responsibilities
The Student Charter is based on principles that guide all members of the University and that promote
responsible partnerships within and beyond the University community.
http://www.uow.edu.au/student/charter/index.html
Student Assignment of Intellectual Property (IP) Policy
This policy applies to all Students (under-graduate and post-graduate) of the University of Wollongong (UOW).
It may also apply to other persons by agreement. This policy sets out the approach taken by UOW in relation to
Student assignment of intellectual property. Further information about this policy can be found here:
http://www.uow.edu.au/about/policy/UOW058690.html
Student Conduct Rules
These Rules outline the required conduct of students of UOW, and direct staff and students to University Rules,
standards, codes, policies, guidelines, procedures and other requirements which specify acceptable and
unacceptable student conduct, and the management of alleged student misconduct.
http://www.uow.edu.au/about/policy/UOW058723.html
Teaching and Assessment: Assessment and Feedback Policy
The purpose of this Policy is to set out the University of Wollongong's approach to effective learning, teaching
and assessment, including the principles and minimum standards underlying teaching and assessment practice.
The Policy can be found at: http://www.uow.edu.au/about/policy/alphalisting/UOW222905.html
Teaching and Assessment: Code of Practice - Teaching
This Code is a key document in implementing the University's Teaching and Assessment Policy and sets out the
specific responsibilities of parties affected in relation to learning, teaching and assessment, as well as procedures
for teaching staff. The Code can be found at: http://www.uow.edu.au/about/policy/UOW058666.html
Teaching and Assessment: Subject Delivery Policy
This Policy sets out specific requirements in relation to the delivery of Subjects. The policy can be found at:
http://www.uow.edu.au/about/policy/alphalisting/UOW222906.html
Workplace Health & Safety Policy
The Workplace Health and Safety (WHS) unit at UOW aims to provide structures, system and support to ensure
the health, safety and welfare of all at the campus. Further information is available from:
https://www.uow.edu.au/about/policy/alphalisting/UOW016894.html
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