Graduate Certificate in Modern Languages Education
Course code: GC-MLED
March, July
Commonwealth Supported Places (CSPs) available
March, July
AUD $24,928 (2026 indicative first year fee)
IELTS 6.5: with no band less than 6.0
Course structure
Overview
Gain expert strategies for teaching and learning modern languages education. And you'll develop know-how to help recognise and analyse the needs of students who require modern language education.
Course structure
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Course code: GC-MLED
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6 months full time or 1 year part time
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50 points of coursework, comprising 4 x specialist core subjects:
- Second Language Teaching Methodology
- Grammar for Language Teachers
- Language Acquisition and Teaching
- Supervised Teaching (Second Language).
After successfully completing this course you will be eligible for 50 credit points towards the Master of Modern Languages Education, as well as other master courses.
For detailed course and subject information, see the University Handbook: Graduate Certificate in Modern Languages Education.
Delivery mode
- Lectures and tutorials, on-campus at Parkville.
- 22 days of supervised placement at a school or similar setting during school hours.
Entry
- Semester 1, Semester 2
Explore this course
Explore the subjects you could choose as part of this certificate.
Students must complete ALL of the following subjects:
| Accordion | |
|---|---|
| Grammar for Language Teachers · 12.5 pts |
This subject aims to develop and apply an understanding of grammar and its place in second language learning and teaching. It addresses grammar at the level of words, phrases, clauses, sentences, texts and discourse. It focuses on grammar as a resource for creating meaning. |
| Second Language Teaching Methodology · 12.5 pts |
A study of the nature of the Second Language Teaching methodology and curriculum design and evaluation in both child and adult second language learning contexts. Topics include the socio-cultural context of second language teaching, including educational, cultural, historical and intergroup issues; different approaches to second language learning and teaching, needs analysis, curriculum design, the planning and evaluation of units of work, strategies, techniques and resources for learning and teaching speaking, listening, reading and writing; assessment and reporting; the design, implementation and evaluation of second language programs, including bilingual programs; and the role of the second language teacher in the workplace and wider educational community. This subject has a TESOL and Modern Languages Education focus, according to the course within which the student is enrolled. |
| Supervised Teaching (Second Language) · 12.5 pts |
Students undertake 22 days supervised teaching practice and observation in an appropriate TESOL or Languages setting. Teaching practice incorporates appropriate presentation and practice of the target language, both spoken and written; the design, implementation and evaluation of lessons and units of work for students at a variety of language levels, the adaptation of existing materials and development of original work to meet student needs and interests; the assessment and reporting of students' language development; the establishment of collaborative relationships with other staff members and the wider school community and self-reflection and critical evaluation of one's own practice. This subject has a TESOL or Modern Languages/LOTE focus, according to the course within which the student is enrolled. |
| Second Language Acquisition and Teaching · 12.5 pts |
This subject focuses on how second/additional languages are learned and used in bilingual and multilingual settings. It introduces key theories and concepts that had a significant influence on our understanding about the process of second/additional language learning and language acquisition more broadly. Drawing on the key theoretical perspectives, this subject explores and discusses various individual, historical, and sociocultural factors that affect the language acquisition and learning process, together with implications for language teaching methodology and lesson planning. In doing so, it also provides opportunities for students to critically examine and reflect on their own language learning experience and to consider different pedagogical approaches for their current and future practices. |