Master of Applied Linguistics

Have you ever wondered how language actually works? Or how it can be that a 6 year-old child can know more about their native language than the most sophisticated computers? This subject is a practical introduction to the nature of human language which gives a conceptual framework for discussing language and provides the tools required to analyse and describe all of the world's 6000+ languages. Central areas of linguistics will be covered using data from languages from all over the world, including speech sounds, word structure, sentence structure, meaning, language learning, and language change.

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Concepts in Applied Linguistics is a compulsory subject for all students on the Master in Applied Linguistics, and should be taken in the first semester of enrolment in the program. This introductory subject teaches students core concepts; current issues and debates; and diverse research methods in applied linguistics. It introduces students to the three principal specialisations of the Master program: Teaching English as a Second Language (TESOL); Language Testing; and English Language. It tracks the origins of these fields from their diverse theoretical inceptions, such as psycholinguistics, pedagogy and sociolinguistics, to their applications in various domains, including, for example, language teaching and learning; language assessment; and language policy and planning. It also shows how advancements in applied linguistics have been applied to real-world problems such as how to train language teachers; how to design fair and effective language tests; how to combat language discrimination; and how minority languages can be revived and maintained. The subject is an essential part of foundational study for the Master and prepares students for more specialised subjects on the program; for further independent research and study; and for professions in public service, teaching, translation and speech pathology.

View detailed information in the Handbook

This subject offers a survey of the principal topics currently addressed in the study of second language acquisition, and of the major research methods and paradigms used in such studies. Students should expect to be able to understand critical observation, description and analysis of second language learners and their language performance, the social and psychological aspects of second language learning situations, and the special characteristics of learner language.

View detailed information in the Handbook

A minor thesis of 12,000 words on an approved research project.

View detailed information in the Handbook

A minor thesis of 12,000 words on an approved research project.

View detailed information in the Handbook

This subject provides an introduction to the range of approaches to research as practised in applied linguistics in three main areas: (a) research paradigms, or the philosophical assumptions concerning knowledge and ethical considerations; (b) research approaches, or the designs for research that includes quasi-experiments, ethnography, discourse analysis, and action research; (c) data collection and analysis techniques, that include surveys, observation, interviews, introspection, and verbal report protocols. Working with these topics and completing assignments will prepare students to design research projects and to critique research in the field of applied linguistics.

View detailed information in the Handbook

This subject provides students with the opportunity to apply their disciplinary knowledge to a team-based practical project related to their chosen specialisation (TESOL, Language Testing, English Language). Students will gain experience in co-designing and conducting a project, teamwork, and project evaluation. They will develop professional writing skills relevant to producing project proposals and reports, and professional presentation skills relevant to communicating project goals and outcomes to different stakeholders.

View detailed information in the Handbook

This subject focuses on how second/additional languages are acquired and learnt, what factors explain why only some learners are successful in learning second/additional languages, and how to teach a language in light of learners’ individual differences. We begin by looking at a range of theories which present different perspectives on the process of second/additional language acquisition. We then consider individual factors that may affect success and retention. These factors include age, aptitude, motivation and learning strategies. We examine approaches to second/additional language instruction, focusing not only on the four macro skills of speaking, listening, reading and writing, but also on a wide range of other communicative competences essential to appropriately use a language in real-world interactions.

Classroom observations and language textbook analysis are utilised to directly apply theoretical knowledge and reflect on the role of teachers, students, curriculum requirements, policies and resources when learning and teaching languages. These include widely spoken languages, and minority and Indigenous languages. The investigation of the role of technological tools, including generative Artificial Intelligence tools, contributes to students’ understanding of the affordances of technology for language learning and teaching. Students are encouraged to reflect upon their own language learning experiences and explain these experiences by reference to the theories and key concepts covered in the subject.

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This subject is an introduction to basic concepts and methods of syntactic analysis and description. Emphasis is on practical analysis and description of a wide range of phenomena from a variety of languages. Students should become familiar with topics such as constituent structure, syntactic categories, grammatical functions (interface with morphology), thematic relations (interface with semantics), word order, multi-clausal constructions, including complement clauses, relative clauses and clause linking, and unbounded dependencies.

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This subject examines how social and cultural factors influence language, and the role language plays in structuring and representing social categories across cultures. It examines how society and language shape each other: how language represents and enables social interaction, and how social interaction influences the form of language. Specific topics to be covered include socially determined variation in language styles and registers, language varieties reflecting social class, gender and ethnic group. It also examines factors affecting language choice such as, bi- and multi-lingualism, and factors of language contact and change.

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This subject is an overview of how children learn language - from before birth through the school years. We will study development across the core domains of language, including phonology, grammar, semantics and pragmatics. Throughout the subject, there is a focus on cross-linguistic comparison and grounding in relation to current theoretical models of language acquisition and cognitive and social development.

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This subject is an introduction to the study of meaning, looking at the main linguistic approaches to the study of meaning, techniques of semantic analysis and argumentation, and problems of accounting for some selected areas of linguistic meaning. Topics include classical approaches to meaning, prototype semantics, cognitive linguistics, formal semantics and linguistic categorisation across languages.

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Corpus Linguistics is the computational analysis of real-life language use, drawing on databases of written, spoken or signed language. Corpus data reveals patterns in language that go beyond the standard assumptions of linguistic theory, and it is corpus data that forms the foundation of language technologies such as Google and AI. Students in this course will engage in hands-on workshops, learning how to use custom corpus software, as well as basic Python coding, to discover patterns in language. They will also be guided into the theoretical underpinnings of corpus linguistics – how it reflects the cognitive processing of language, and how it relates to theories of grammatical structure. This course does not assume any previous technical skills, but students must be ready to learn computational tools for exploring corpus data. Assessment will involve data exploration, presenting and discussing analyses, and written work.

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This subject focuses on the advanced language required for successful graduate study in English. In this subject students will develop critical approaches to researching, reading and writing. They will also develop the ability to plan and present confidently on a research topic and to write a literature review fluently and accurately. Particular attention is paid to grammatical and stylistic aspects of written and spoken academic discourse. Students write and present on a research topic that is relevant to their field of study.

View detailed information in the Handbook

This subject provides an introduction to the range of approaches to research as practised in applied linguistics in three main areas: (a) research paradigms, or the philosophical assumptions concerning knowledge and ethical considerations; (b) research approaches, or the designs for research that includes quasi-experiments, ethnography, discourse analysis, and action research; (c) data collection and analysis techniques, that include surveys, observation, interviews, introspection, and verbal report protocols. Working with these topics and completing assignments will prepare students to design research projects and to critique research in the field of applied linguistics.

View detailed information in the Handbook

This is an introductory subject designed to enable students to acquire the basic tools necessary for critically reading about and carrying out quantitative empirical research in applied linguistics. Students will be given practice in the application of statistics in the analysis of data obtained from research and will be introduced to the use of computers with statistical packages to analyse data. Throughout, there will be a focus on the practicality and usefulness of the skills developed for the tasks of understanding research literature in Applied Linguistics, and of carrying out research in settings relevant to students. No prior knowledge of mathematics or of statistical procedures will be assumed.

View detailed information in the Handbook

This subject adopts a language for specific purposes (LSP) framework to processes of language education. It begins from the premise that all language teaching involves the teaching of language for some specific purpose, and in some specific context. Working within an LSP framework, we look at a range of theoretical and practical approaches to needs analyses and to the design of programs and curricula. Approaches include corpus linguistics, genre theory, Systemic Functional Linguistics, and more socially critical approaches such as Academic Literacies. The subject will involve students collecting and analysing data (e.g. sample texts and interviews) to research the needs of learners and identify the discourses and practices of target communities in academic and professional contexts. Students will also participate in evaluating and developing LSP pedagogical materials and course curricula.

View detailed information in the Handbook

In this subject, we examine different ways in which the value and/or success of language programs can be understood and measured, drawing on concepts and approaches to evaluation in applied linguistics as well as in the wider field of program evaluation. We consider the ways in which language policy agendas and stakeholder values and goals at various levels (macro-, meso-, and micro-levels) shape the design and implementation of language programs, and the impact this has on classroom practices, teachers, language learners, and language learning outcomes. We will draw on examples of various kinds of language program, including academic and other specific purpose language programs, heritage language programs, and indigenous language programs, to illustrate key concepts, ethical considerations, and practical steps involved in conducting evaluations of language programs.

View detailed information in the Handbook

Introduction to the theory and practice of language assessment in a range of second language contexts. Topics covered include testing listening, reading, writing, speaking, test analysis, construction and validation of language tests, classroom language assessment and alternative assessment practices. Students will be encouraged to develop solutions to language assessment problems relevant to their own work settings.

View detailed information in the Handbook

This subject focuses on aspects of the English sound system with particular focus on Australian English. Students gain a detailed understanding of the sound system of different varieties of English. The main topics covered include: phonetic analysis (vowel and consonant systems, phonotactics, stress and intonation) of selected English varieties including L2 varieties of English. Throughout the subject, material is drawn from different varieties of English, including English spoken by second language learners. This subject also provides the chance for training in the accurate perception and production of English speech, transcription, and an introduction to acoustic phonetic analysis.

View detailed information in the Handbook

This subject explores the main areas of grammar, at the level of the word, the sentence and the text. Throughout the subject, material is drawn from across a range of contexts of use and varieties of English, including Standard English. Through seminars and practical application students gain a systematic understanding of the major features of English grammar, including morphology, syntax, and stylistics, with additional focus on the role of grammar in language use, and descriptive and methodological approaches to the analysis of grammar.

View detailed information in the Handbook

In this subject, students will gain a systematic understanding of the relation between language and society and culture and its implications for language learning and teaching. The main topics covered include: Social, regional and stylistic variation and their consequences for the learning and teaching of English and other second languages; bi-multilingualism and diglossia; language, attitudes and identity; language policy, especially languages-in-education policy; cultural values in communication; and multi-modal communication, both online and non-verbal interactions.

View detailed information in the Handbook

The subject will introduce students to key theories of second language writing and composing processes and approaches to second language writing instruction. It will focus on issues that are pertinent to second language writing teachers such as assessing writing, the efficacy of different types of feedback on writing, and measures that can be used to investigate development in L2 writing.

View detailed information in the Handbook

This subject examines the phenomenon of bi/multilingualism from both individual and societal perspectives. It enables students to understand the language choices made by speakers in bilingual and multilingual settings, the role of language contact in language change, the relationship between language and cognition and the psychological and societal factors influencing language acquisition, language maintenance, and language loss. It also considers educational and political issues associated with bilingualism, and familiarises students with a range of institutional models whereby citizens can be encouraged to successfully learn and use two or more languages in their daily lives.

View detailed information in the Handbook

One outcome of the globalisation of the Australian and international job markets is the increasing need for transcultural communication skills in both the private and public sectors. Transcultural communication typically entails interaction in which one or more of the communicators use a second or third language. Successful transcultural communication requires not only a shared language but also strong intercultural awareness and skills. These include verbal skills such as how and when to use speech and silence as well as non-verbal skills knowing how and when gaze, gesture and body posture may differ across cultures. This subject will provide students with the tools to achieve successful transcultural encounters in professional settings and embrace intercultural citizenship. The delivery of the subject will include lectures with audio-visual materials, discussion sessions to deepen the students’ understanding of theories and key concepts pertaining to transcultural communication. Students will also be evaluating the practical implications of theories and concepts discussed in the classroom and applying them to real-world scenarios. This subject will focus on transcultural communication using an intersectional approach by exploring topics such as, multicultural and Indigenous Australia, identity, intercultural citizenship, politeness and rapport management.

View detailed information in the Handbook

This subject investigates the nature of spoken discourse and major approaches to analysing and understanding it; written discourse will also be touched on for comparative purposes. Students will develop their skills in the collection and transcription of spoken language data and in designing research projects in discourse analysis relevant to applied linguistics. A variety of discourse types and genres will be studied, with a focus on dialogic interaction. Theories and approaches covered will include pragmatics, conversation analysis, and critical discourse analysis.

View detailed information in the Handbook

This subject provides an overview of research in second language pragmatics. It covers research methods in second language pragmatics, learners’ developmental pathways, effects of individual learner differences and learning contexts on pragmatics learning, teaching and assessment of second language pragmatics, and pragmatics in the age of globalization.

View detailed information in the Handbook

This subject is a general introduction to psycholinguistics. We will study the ways in which language is represented and processed in real time and discuss the factors that enable us to comprehend and use the language. Topics include word processing, sentence processing, discourse processing, linguistic relativity, and non-literal language processing by monolingual and bilingual speakers. Practical training will be provided to familiarize students with a variety of tasks and techniques associated with this field. Students will learn to use the research techniques to design behavioural psycholinguistic experiments.

View detailed information in the Handbook

This subject is designed for graduate students who would like to improve their spoken English skills for professional contexts. It is aimed at speakers of English as an additional language.

Students who complete this subject will become familiar with Australian English pronunciation, will develop confidence and self-awareness, and will improve the clarity and fluency of their speech for use in professional communication. The content covers various aspects of pronunciation, such as individual sounds, sound combinations, syllables and word stress, rhythm, sentence stress, connected speech processes and intonation. Students will also improve their listening-discrimination skills, develop an understanding of the basic processes involved in speech production and gain practical knowledge about the communicative nature of sentence stress and intonation, especially as they apply to workplace settings.

View detailed information in the Handbook

The subject aims to improve students’ ability to edit their written texts in order to produce grammatically accurate and stylistically appropriate texts for professional purposes. The subject begins with a review of the most frequent errors in the writing of students who speak English as a Second Language, including errors in morphology, syntax, cohesion, and punctuation, and then considers the impact that such errors may have on meaning. In the second half of the subject, students engage in linguistic analysis of a range of work-related texts (e.g., email communication, job application letters). The aim of this analysis is to identify the most salient grammatical and stylistic features that contribute to the clarity of the texts. Throughout the subject students will engage in identifying areas of concern in their writing (annotation), self and peer editing exercises, keeping logs of their progress, and using available online grammar resources.

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This subject aims to develop effective written communication skills for use in professional workplace contexts. It is designed for graduate students, who are speakers of English as an additional language. Given the wide range of professional workplaces and modes of writing found within these, this subject aims to help students reflect on the different contexts and interactions that are at stake in professional reading and writing. It will do this by teaching students techniques of text analysis to assist them in identifying the conventions of a variety of genres encountered in the workplace. Students will also develop skills in structuring and writing texts that respond appropriately and flexibly to a range of communicative purposes and audiences. Particular attention will be paid to workplace modes of writing (including promotional and hortatory text types), and to the processes of collaborative professional writing.

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This subject enhances students’ ability to communicate effectively and strategically in English-speaking professional settings in Australia and internationally. Students will acquire research-based discourse analytic tools to understand workplace cultures and norms of interaction, and develop practical skills in advanced spoken and email-based workplace interaction. Topics include opening and closing conversations, engaging in small talk, raising sensitive issues with peers and superior, making and responding to requests, complaints, and refusals from a position of strength and weakness, structuring short ad hoc speeches, participating in job interviews, and understanding cultural norms of humour, sarcasm and non-literal language use. There will be an emphasis throughout on intercultural differences and awareness raising of how cultural norms impact interaction.

Note: This subject is aimed at speakers of English as an additional language. It is not suitable for native speakers of English.

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Budget management requires an understanding of specific vocabulary, and the application of key foundational principles of finance, resources and risk in organisations. This subject will give students the skills and confidence to develop a financial budget, resource and risk management strategy in a variety of different situations. This subject will provide students with different conceptualisations of risk, from sociological understandings through to psychological theories. It will also introduce concepts of the ISO 31000 international standard on risk management that establishes a risk management framework that must be adhered to in a range of organisations. Topics covered will include budget and resource fundamentals, risk assessment, risk perception and communication, risk management and governance, and solving real risk and budget problems and issues. The subject makes extensive use of practical and case-based learning.

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Leadership is a pivotal part of every formal and informal group, every community and organisation. Leading involves a critical connection between the individual capacity of a leader and the formal authority and responsibility vested in the position they occupy. It is personal and structural; it is something learned and practised every day; it is rooted in deep aspects of personality, gender and culture.

This subject helps students develop leadership skills by examining the attributes of leadership and the roles that leaders play. It does this through a dialogue between contemporary leadership theory and the ‘classic texts’ of authors such as Sophocles, Machiavelli, Shakespeare, Camus and Sun Tzu. The subject examines how these classic texts position the leader in different contexts, noting how they: develop a vision and goals; build support and deal with threats; impose costs and create alliances; and find a moral compass. We use contemporary leadership theories and cases to interpret these 'classic' studies of leadership and to see what works and why.

Seminar discussion and analysis of leadership theory will be complemented by guest speakers, and opportunities for group discussion and critical self-reflection.

This subject is compulsory in the Executive Master of Arts (MC-EMA). It is open to students in other graduate coursework programs with the written permission of course and subject coordinators.

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This subject is designed to provide students with the ability to apply the foundation principles of project management in a variety of contexts. The program will examine the language of project management, and how foundation principles of project management can be used to enhance the sustainability and effectiveness of organisations. This subject will equip students with the skills and background information to successfully complete an internship with an external organisation or a group project.

Using Project Management methodologies, students will learn:
- How to develop a project, a business plan, and timelines
- How to manage stakeholders and risks; and how to monitor a project.

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This subject introduces students to the fundamentals of successful communication in professional contexts. It focuses on both oral and written communications and canvases a range of contemporary communications skills and practices, using case study and simulation-based approaches to build practical skills and theoretical understandings. Areas covered include business speaking and presentation, strategic organisational communication, the basics of strategic public communications as practiced in the advertising and public relations industries, and cross-cultural communication. Students also gain an understanding of the changes impacting the contemporary organisational communications environment, such as media convergence, and the challenges posed to organisational communications by the emergence of digital media. Students completing this subject will have acquired a strong understanding of contemporary professional communications practices, and practical tools for effective communication, with a particular emphasis on leadership.

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This subject examines the ‘secret life of organisations’ using a range of disciplinary approaches to the different functions and structures of corporate, government and non-government organisations Students will examine the history of organisations and the nature of work people do within them. They will also consider how distinct types of organisations have reacted and adapted to what the sociologist Richard Sennett has called the ‘new capitalism’—the growth of non-traditional organisational structures, and a broader shift to a knowledge-based service economy. At the same time students will grapple with the practicalities of how to work in such organisations, by considering the strategies managers use to pursue organisational goals, and how such organisations are best negotiated by workers to exert influence and show leadership within them. Students will develop an understanding of the history and structure of the sociological ‘field’ of modern organisations, and a practical grasp of how best to make their way in the world of work.

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This subject focuses on how we can best develop and harness good ideas. The approach will combine the general and particular. On the general side, we will discuss philosophical questions about conceptual innovation and the nature of truth, and will look at a range of thinking tools, from formal logic to creativity heuristics. On the particular side, we shall study some shining examples of critical and creative thinking in philosophy, science, and the arts.

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Moral decision-making is a practical skill which we exercise many times a day, confidently and accurately. Sometimes, however, we face situations of moral complexity or novelty, where it is not obvious what we should do. In this subject, we look at the ways in which moral theory can assist us to think about such situations, particularly as they arise in our working and organisational life. We begin by examining the nature of moral reasoning, and then see how it can be applied to a number of ethical issues which we are likely to encounter in our professional lives. These issues may include, autonomy and paternalism, role morality and its relationship with personal morality, whistle-blowing, free speech in the workplace, personal and professional relationships, corruption and bribery, conflicts of interest, and privacy and confidentiality. We focus on the factors that help or hinder ethical action in organizational settings, including both structural elements (such as role clarity, avoidance of perverse incentives, accountability mechanisms) and personal traits (such as cognitive biases and moral (dis)engagement). Case studies will provide a focus for reflective work: students will be encouraged to develop case studies from their own experience, and pursue their own interests.

View detailed information in the Handbook

Concepts in Applied Linguistics is a compulsory subject for all students on the Master in Applied Linguistics, and should be taken in the first semester of enrolment in the program. This introductory subject teaches students core concepts; current issues and debates; and diverse research methods in applied linguistics. It introduces students to the three principal specialisations of the Master program: Teaching English as a Second Language (TESOL); Language Testing; and English Language. It tracks the origins of these fields from their diverse theoretical inceptions, such as psycholinguistics, pedagogy and sociolinguistics, to their applications in various domains, including, for example, language teaching and learning; language assessment; and language policy and planning. It also shows how advancements in applied linguistics have been applied to real-world problems such as how to train language teachers; how to design fair and effective language tests; how to combat language discrimination; and how minority languages can be revived and maintained. The subject is an essential part of foundational study for the Master and prepares students for more specialised subjects on the program; for further independent research and study; and for professions in public service, teaching, translation and speech pathology.

View detailed information in the Handbook

This subject offers a survey of the principal topics currently addressed in the study of second language acquisition, and of the major research methods and paradigms used in such studies. Students should expect to be able to understand critical observation, description and analysis of second language learners and their language performance, the social and psychological aspects of second language learning situations, and the special characteristics of learner language.

View detailed information in the Handbook

A minor thesis of 12,000 words on an approved research project.

View detailed information in the Handbook

A minor thesis of 12,000 words on an approved research project.

View detailed information in the Handbook

This subject provides an introduction to the range of approaches to research as practised in applied linguistics in three main areas: (a) research paradigms, or the philosophical assumptions concerning knowledge and ethical considerations; (b) research approaches, or the designs for research that includes quasi-experiments, ethnography, discourse analysis, and action research; (c) data collection and analysis techniques, that include surveys, observation, interviews, introspection, and verbal report protocols. Working with these topics and completing assignments will prepare students to design research projects and to critique research in the field of applied linguistics.

View detailed information in the Handbook

This subject provides students with the opportunity to apply their disciplinary knowledge to a team-based practical project related to their chosen specialisation (TESOL, Language Testing, English Language). Students will gain experience in co-designing and conducting a project, teamwork, and project evaluation. They will develop professional writing skills relevant to producing project proposals and reports, and professional presentation skills relevant to communicating project goals and outcomes to different stakeholders.

View detailed information in the Handbook

This subject focuses on the advanced language required for successful graduate study in English. In this subject students will develop critical approaches to researching, reading and writing. They will also develop the ability to plan and present confidently on a research topic and to write a literature review fluently and accurately. Particular attention is paid to grammatical and stylistic aspects of written and spoken academic discourse. Students write and present on a research topic that is relevant to their field of study.

View detailed information in the Handbook

This subject provides an introduction to the range of approaches to research as practised in applied linguistics in three main areas: (a) research paradigms, or the philosophical assumptions concerning knowledge and ethical considerations; (b) research approaches, or the designs for research that includes quasi-experiments, ethnography, discourse analysis, and action research; (c) data collection and analysis techniques, that include surveys, observation, interviews, introspection, and verbal report protocols. Working with these topics and completing assignments will prepare students to design research projects and to critique research in the field of applied linguistics.

View detailed information in the Handbook

This is an introductory subject designed to enable students to acquire the basic tools necessary for critically reading about and carrying out quantitative empirical research in applied linguistics. Students will be given practice in the application of statistics in the analysis of data obtained from research and will be introduced to the use of computers with statistical packages to analyse data. Throughout, there will be a focus on the practicality and usefulness of the skills developed for the tasks of understanding research literature in Applied Linguistics, and of carrying out research in settings relevant to students. No prior knowledge of mathematics or of statistical procedures will be assumed.

View detailed information in the Handbook

This subject adopts a language for specific purposes (LSP) framework to processes of language education. It begins from the premise that all language teaching involves the teaching of language for some specific purpose, and in some specific context. Working within an LSP framework, we look at a range of theoretical and practical approaches to needs analyses and to the design of programs and curricula. Approaches include corpus linguistics, genre theory, Systemic Functional Linguistics, and more socially critical approaches such as Academic Literacies. The subject will involve students collecting and analysing data (e.g. sample texts and interviews) to research the needs of learners and identify the discourses and practices of target communities in academic and professional contexts. Students will also participate in evaluating and developing LSP pedagogical materials and course curricula.

View detailed information in the Handbook

In this subject, we examine different ways in which the value and/or success of language programs can be understood and measured, drawing on concepts and approaches to evaluation in applied linguistics as well as in the wider field of program evaluation. We consider the ways in which language policy agendas and stakeholder values and goals at various levels (macro-, meso-, and micro-levels) shape the design and implementation of language programs, and the impact this has on classroom practices, teachers, language learners, and language learning outcomes. We will draw on examples of various kinds of language program, including academic and other specific purpose language programs, heritage language programs, and indigenous language programs, to illustrate key concepts, ethical considerations, and practical steps involved in conducting evaluations of language programs.

View detailed information in the Handbook

Introduction to the theory and practice of language assessment in a range of second language contexts. Topics covered include testing listening, reading, writing, speaking, test analysis, construction and validation of language tests, classroom language assessment and alternative assessment practices. Students will be encouraged to develop solutions to language assessment problems relevant to their own work settings.

View detailed information in the Handbook

This subject focuses on aspects of the English sound system with particular focus on Australian English. Students gain a detailed understanding of the sound system of different varieties of English. The main topics covered include: phonetic analysis (vowel and consonant systems, phonotactics, stress and intonation) of selected English varieties including L2 varieties of English. Throughout the subject, material is drawn from different varieties of English, including English spoken by second language learners. This subject also provides the chance for training in the accurate perception and production of English speech, transcription, and an introduction to acoustic phonetic analysis.

View detailed information in the Handbook

This subject explores the main areas of grammar, at the level of the word, the sentence and the text. Throughout the subject, material is drawn from across a range of contexts of use and varieties of English, including Standard English. Through seminars and practical application students gain a systematic understanding of the major features of English grammar, including morphology, syntax, and stylistics, with additional focus on the role of grammar in language use, and descriptive and methodological approaches to the analysis of grammar.

View detailed information in the Handbook

In this subject, students will gain a systematic understanding of the relation between language and society and culture and its implications for language learning and teaching. The main topics covered include: Social, regional and stylistic variation and their consequences for the learning and teaching of English and other second languages; bi-multilingualism and diglossia; language, attitudes and identity; language policy, especially languages-in-education policy; cultural values in communication; and multi-modal communication, both online and non-verbal interactions.

View detailed information in the Handbook

The subject will introduce students to key theories of second language writing and composing processes and approaches to second language writing instruction. It will focus on issues that are pertinent to second language writing teachers such as assessing writing, the efficacy of different types of feedback on writing, and measures that can be used to investigate development in L2 writing.

View detailed information in the Handbook

This subject examines the phenomenon of bi/multilingualism from both individual and societal perspectives. It enables students to understand the language choices made by speakers in bilingual and multilingual settings, the role of language contact in language change, the relationship between language and cognition and the psychological and societal factors influencing language acquisition, language maintenance, and language loss. It also considers educational and political issues associated with bilingualism, and familiarises students with a range of institutional models whereby citizens can be encouraged to successfully learn and use two or more languages in their daily lives.

View detailed information in the Handbook

One outcome of the globalisation of the Australian and international job markets is the increasing need for transcultural communication skills in both the private and public sectors. Transcultural communication typically entails interaction in which one or more of the communicators use a second or third language. Successful transcultural communication requires not only a shared language but also strong intercultural awareness and skills. These include verbal skills such as how and when to use speech and silence as well as non-verbal skills knowing how and when gaze, gesture and body posture may differ across cultures. This subject will provide students with the tools to achieve successful transcultural encounters in professional settings and embrace intercultural citizenship. The delivery of the subject will include lectures with audio-visual materials, discussion sessions to deepen the students’ understanding of theories and key concepts pertaining to transcultural communication. Students will also be evaluating the practical implications of theories and concepts discussed in the classroom and applying them to real-world scenarios. This subject will focus on transcultural communication using an intersectional approach by exploring topics such as, multicultural and Indigenous Australia, identity, intercultural citizenship, politeness and rapport management.

View detailed information in the Handbook

This subject investigates the nature of spoken discourse and major approaches to analysing and understanding it; written discourse will also be touched on for comparative purposes. Students will develop their skills in the collection and transcription of spoken language data and in designing research projects in discourse analysis relevant to applied linguistics. A variety of discourse types and genres will be studied, with a focus on dialogic interaction. Theories and approaches covered will include pragmatics, conversation analysis, and critical discourse analysis.

View detailed information in the Handbook

This subject provides an overview of research in second language pragmatics. It covers research methods in second language pragmatics, learners’ developmental pathways, effects of individual learner differences and learning contexts on pragmatics learning, teaching and assessment of second language pragmatics, and pragmatics in the age of globalization.

View detailed information in the Handbook

This subject is a general introduction to psycholinguistics. We will study the ways in which language is represented and processed in real time and discuss the factors that enable us to comprehend and use the language. Topics include word processing, sentence processing, discourse processing, linguistic relativity, and non-literal language processing by monolingual and bilingual speakers. Practical training will be provided to familiarize students with a variety of tasks and techniques associated with this field. Students will learn to use the research techniques to design behavioural psycholinguistic experiments.

View detailed information in the Handbook

This subject is designed for graduate students who would like to improve their spoken English skills for professional contexts. It is aimed at speakers of English as an additional language.

Students who complete this subject will become familiar with Australian English pronunciation, will develop confidence and self-awareness, and will improve the clarity and fluency of their speech for use in professional communication. The content covers various aspects of pronunciation, such as individual sounds, sound combinations, syllables and word stress, rhythm, sentence stress, connected speech processes and intonation. Students will also improve their listening-discrimination skills, develop an understanding of the basic processes involved in speech production and gain practical knowledge about the communicative nature of sentence stress and intonation, especially as they apply to workplace settings.

View detailed information in the Handbook

The subject aims to improve students’ ability to edit their written texts in order to produce grammatically accurate and stylistically appropriate texts for professional purposes. The subject begins with a review of the most frequent errors in the writing of students who speak English as a Second Language, including errors in morphology, syntax, cohesion, and punctuation, and then considers the impact that such errors may have on meaning. In the second half of the subject, students engage in linguistic analysis of a range of work-related texts (e.g., email communication, job application letters). The aim of this analysis is to identify the most salient grammatical and stylistic features that contribute to the clarity of the texts. Throughout the subject students will engage in identifying areas of concern in their writing (annotation), self and peer editing exercises, keeping logs of their progress, and using available online grammar resources.

View detailed information in the Handbook

This subject aims to develop effective written communication skills for use in professional workplace contexts. It is designed for graduate students, who are speakers of English as an additional language. Given the wide range of professional workplaces and modes of writing found within these, this subject aims to help students reflect on the different contexts and interactions that are at stake in professional reading and writing. It will do this by teaching students techniques of text analysis to assist them in identifying the conventions of a variety of genres encountered in the workplace. Students will also develop skills in structuring and writing texts that respond appropriately and flexibly to a range of communicative purposes and audiences. Particular attention will be paid to workplace modes of writing (including promotional and hortatory text types), and to the processes of collaborative professional writing.

View detailed information in the Handbook

This subject enhances students’ ability to communicate effectively and strategically in English-speaking professional settings in Australia and internationally. Students will acquire research-based discourse analytic tools to understand workplace cultures and norms of interaction, and develop practical skills in advanced spoken and email-based workplace interaction. Topics include opening and closing conversations, engaging in small talk, raising sensitive issues with peers and superior, making and responding to requests, complaints, and refusals from a position of strength and weakness, structuring short ad hoc speeches, participating in job interviews, and understanding cultural norms of humour, sarcasm and non-literal language use. There will be an emphasis throughout on intercultural differences and awareness raising of how cultural norms impact interaction.

Note: This subject is aimed at speakers of English as an additional language. It is not suitable for native speakers of English.

View detailed information in the Handbook

Budget management requires an understanding of specific vocabulary, and the application of key foundational principles of finance, resources and risk in organisations. This subject will give students the skills and confidence to develop a financial budget, resource and risk management strategy in a variety of different situations. This subject will provide students with different conceptualisations of risk, from sociological understandings through to psychological theories. It will also introduce concepts of the ISO 31000 international standard on risk management that establishes a risk management framework that must be adhered to in a range of organisations. Topics covered will include budget and resource fundamentals, risk assessment, risk perception and communication, risk management and governance, and solving real risk and budget problems and issues. The subject makes extensive use of practical and case-based learning.

View detailed information in the Handbook

Leadership is a pivotal part of every formal and informal group, every community and organisation. Leading involves a critical connection between the individual capacity of a leader and the formal authority and responsibility vested in the position they occupy. It is personal and structural; it is something learned and practised every day; it is rooted in deep aspects of personality, gender and culture.

This subject helps students develop leadership skills by examining the attributes of leadership and the roles that leaders play. It does this through a dialogue between contemporary leadership theory and the ‘classic texts’ of authors such as Sophocles, Machiavelli, Shakespeare, Camus and Sun Tzu. The subject examines how these classic texts position the leader in different contexts, noting how they: develop a vision and goals; build support and deal with threats; impose costs and create alliances; and find a moral compass. We use contemporary leadership theories and cases to interpret these 'classic' studies of leadership and to see what works and why.

Seminar discussion and analysis of leadership theory will be complemented by guest speakers, and opportunities for group discussion and critical self-reflection.

This subject is compulsory in the Executive Master of Arts (MC-EMA). It is open to students in other graduate coursework programs with the written permission of course and subject coordinators.

View detailed information in the Handbook

This subject is designed to provide students with the ability to apply the foundation principles of project management in a variety of contexts. The program will examine the language of project management, and how foundation principles of project management can be used to enhance the sustainability and effectiveness of organisations. This subject will equip students with the skills and background information to successfully complete an internship with an external organisation or a group project.

Using Project Management methodologies, students will learn:
- How to develop a project, a business plan, and timelines
- How to manage stakeholders and risks; and how to monitor a project.

View detailed information in the Handbook

This subject introduces students to the fundamentals of successful communication in professional contexts. It focuses on both oral and written communications and canvases a range of contemporary communications skills and practices, using case study and simulation-based approaches to build practical skills and theoretical understandings. Areas covered include business speaking and presentation, strategic organisational communication, the basics of strategic public communications as practiced in the advertising and public relations industries, and cross-cultural communication. Students also gain an understanding of the changes impacting the contemporary organisational communications environment, such as media convergence, and the challenges posed to organisational communications by the emergence of digital media. Students completing this subject will have acquired a strong understanding of contemporary professional communications practices, and practical tools for effective communication, with a particular emphasis on leadership.

View detailed information in the Handbook

This subject examines the ‘secret life of organisations’ using a range of disciplinary approaches to the different functions and structures of corporate, government and non-government organisations Students will examine the history of organisations and the nature of work people do within them. They will also consider how distinct types of organisations have reacted and adapted to what the sociologist Richard Sennett has called the ‘new capitalism’—the growth of non-traditional organisational structures, and a broader shift to a knowledge-based service economy. At the same time students will grapple with the practicalities of how to work in such organisations, by considering the strategies managers use to pursue organisational goals, and how such organisations are best negotiated by workers to exert influence and show leadership within them. Students will develop an understanding of the history and structure of the sociological ‘field’ of modern organisations, and a practical grasp of how best to make their way in the world of work.

View detailed information in the Handbook

This subject focuses on how we can best develop and harness good ideas. The approach will combine the general and particular. On the general side, we will discuss philosophical questions about conceptual innovation and the nature of truth, and will look at a range of thinking tools, from formal logic to creativity heuristics. On the particular side, we shall study some shining examples of critical and creative thinking in philosophy, science, and the arts.

View detailed information in the Handbook

Moral decision-making is a practical skill which we exercise many times a day, confidently and accurately. Sometimes, however, we face situations of moral complexity or novelty, where it is not obvious what we should do. In this subject, we look at the ways in which moral theory can assist us to think about such situations, particularly as they arise in our working and organisational life. We begin by examining the nature of moral reasoning, and then see how it can be applied to a number of ethical issues which we are likely to encounter in our professional lives. These issues may include, autonomy and paternalism, role morality and its relationship with personal morality, whistle-blowing, free speech in the workplace, personal and professional relationships, corruption and bribery, conflicts of interest, and privacy and confidentiality. We focus on the factors that help or hinder ethical action in organizational settings, including both structural elements (such as role clarity, avoidance of perverse incentives, accountability mechanisms) and personal traits (such as cognitive biases and moral (dis)engagement). Case studies will provide a focus for reflective work: students will be encouraged to develop case studies from their own experience, and pursue their own interests.

View detailed information in the Handbook

Concepts in Applied Linguistics is a compulsory subject for all students on the Master in Applied Linguistics, and should be taken in the first semester of enrolment in the program. This introductory subject teaches students core concepts; current issues and debates; and diverse research methods in applied linguistics. It introduces students to the three principal specialisations of the Master program: Teaching English as a Second Language (TESOL); Language Testing; and English Language. It tracks the origins of these fields from their diverse theoretical inceptions, such as psycholinguistics, pedagogy and sociolinguistics, to their applications in various domains, including, for example, language teaching and learning; language assessment; and language policy and planning. It also shows how advancements in applied linguistics have been applied to real-world problems such as how to train language teachers; how to design fair and effective language tests; how to combat language discrimination; and how minority languages can be revived and maintained. The subject is an essential part of foundational study for the Master and prepares students for more specialised subjects on the program; for further independent research and study; and for professions in public service, teaching, translation and speech pathology.

View detailed information in the Handbook

This subject offers a survey of the principal topics currently addressed in the study of second language acquisition, and of the major research methods and paradigms used in such studies. Students should expect to be able to understand critical observation, description and analysis of second language learners and their language performance, the social and psychological aspects of second language learning situations, and the special characteristics of learner language.

View detailed information in the Handbook

A minor thesis of 12,000 words on an approved research project.

View detailed information in the Handbook

A minor thesis of 12,000 words on an approved research project.

View detailed information in the Handbook

This subject provides an introduction to the range of approaches to research as practised in applied linguistics in three main areas: (a) research paradigms, or the philosophical assumptions concerning knowledge and ethical considerations; (b) research approaches, or the designs for research that includes quasi-experiments, ethnography, discourse analysis, and action research; (c) data collection and analysis techniques, that include surveys, observation, interviews, introspection, and verbal report protocols. Working with these topics and completing assignments will prepare students to design research projects and to critique research in the field of applied linguistics.

View detailed information in the Handbook

This subject provides students with the opportunity to apply their disciplinary knowledge to a team-based practical project related to their chosen specialisation (TESOL, Language Testing, English Language). Students will gain experience in co-designing and conducting a project, teamwork, and project evaluation. They will develop professional writing skills relevant to producing project proposals and reports, and professional presentation skills relevant to communicating project goals and outcomes to different stakeholders.

View detailed information in the Handbook

This subject focuses on the advanced language required for successful graduate study in English. In this subject students will develop critical approaches to researching, reading and writing. They will also develop the ability to plan and present confidently on a research topic and to write a literature review fluently and accurately. Particular attention is paid to grammatical and stylistic aspects of written and spoken academic discourse. Students write and present on a research topic that is relevant to their field of study.

View detailed information in the Handbook

This subject provides an introduction to the range of approaches to research as practised in applied linguistics in three main areas: (a) research paradigms, or the philosophical assumptions concerning knowledge and ethical considerations; (b) research approaches, or the designs for research that includes quasi-experiments, ethnography, discourse analysis, and action research; (c) data collection and analysis techniques, that include surveys, observation, interviews, introspection, and verbal report protocols. Working with these topics and completing assignments will prepare students to design research projects and to critique research in the field of applied linguistics.

View detailed information in the Handbook

This is an introductory subject designed to enable students to acquire the basic tools necessary for critically reading about and carrying out quantitative empirical research in applied linguistics. Students will be given practice in the application of statistics in the analysis of data obtained from research and will be introduced to the use of computers with statistical packages to analyse data. Throughout, there will be a focus on the practicality and usefulness of the skills developed for the tasks of understanding research literature in Applied Linguistics, and of carrying out research in settings relevant to students. No prior knowledge of mathematics or of statistical procedures will be assumed.

View detailed information in the Handbook

This subject adopts a language for specific purposes (LSP) framework to processes of language education. It begins from the premise that all language teaching involves the teaching of language for some specific purpose, and in some specific context. Working within an LSP framework, we look at a range of theoretical and practical approaches to needs analyses and to the design of programs and curricula. Approaches include corpus linguistics, genre theory, Systemic Functional Linguistics, and more socially critical approaches such as Academic Literacies. The subject will involve students collecting and analysing data (e.g. sample texts and interviews) to research the needs of learners and identify the discourses and practices of target communities in academic and professional contexts. Students will also participate in evaluating and developing LSP pedagogical materials and course curricula.

View detailed information in the Handbook

In this subject, we examine different ways in which the value and/or success of language programs can be understood and measured, drawing on concepts and approaches to evaluation in applied linguistics as well as in the wider field of program evaluation. We consider the ways in which language policy agendas and stakeholder values and goals at various levels (macro-, meso-, and micro-levels) shape the design and implementation of language programs, and the impact this has on classroom practices, teachers, language learners, and language learning outcomes. We will draw on examples of various kinds of language program, including academic and other specific purpose language programs, heritage language programs, and indigenous language programs, to illustrate key concepts, ethical considerations, and practical steps involved in conducting evaluations of language programs.

View detailed information in the Handbook

Introduction to the theory and practice of language assessment in a range of second language contexts. Topics covered include testing listening, reading, writing, speaking, test analysis, construction and validation of language tests, classroom language assessment and alternative assessment practices. Students will be encouraged to develop solutions to language assessment problems relevant to their own work settings.

View detailed information in the Handbook

This subject focuses on aspects of the English sound system with particular focus on Australian English. Students gain a detailed understanding of the sound system of different varieties of English. The main topics covered include: phonetic analysis (vowel and consonant systems, phonotactics, stress and intonation) of selected English varieties including L2 varieties of English. Throughout the subject, material is drawn from different varieties of English, including English spoken by second language learners. This subject also provides the chance for training in the accurate perception and production of English speech, transcription, and an introduction to acoustic phonetic analysis.

View detailed information in the Handbook

This subject explores the main areas of grammar, at the level of the word, the sentence and the text. Throughout the subject, material is drawn from across a range of contexts of use and varieties of English, including Standard English. Through seminars and practical application students gain a systematic understanding of the major features of English grammar, including morphology, syntax, and stylistics, with additional focus on the role of grammar in language use, and descriptive and methodological approaches to the analysis of grammar.

View detailed information in the Handbook

In this subject, students will gain a systematic understanding of the relation between language and society and culture and its implications for language learning and teaching. The main topics covered include: Social, regional and stylistic variation and their consequences for the learning and teaching of English and other second languages; bi-multilingualism and diglossia; language, attitudes and identity; language policy, especially languages-in-education policy; cultural values in communication; and multi-modal communication, both online and non-verbal interactions.

View detailed information in the Handbook

The subject will introduce students to key theories of second language writing and composing processes and approaches to second language writing instruction. It will focus on issues that are pertinent to second language writing teachers such as assessing writing, the efficacy of different types of feedback on writing, and measures that can be used to investigate development in L2 writing.

View detailed information in the Handbook

This subject examines the phenomenon of bi/multilingualism from both individual and societal perspectives. It enables students to understand the language choices made by speakers in bilingual and multilingual settings, the role of language contact in language change, the relationship between language and cognition and the psychological and societal factors influencing language acquisition, language maintenance, and language loss. It also considers educational and political issues associated with bilingualism, and familiarises students with a range of institutional models whereby citizens can be encouraged to successfully learn and use two or more languages in their daily lives.

View detailed information in the Handbook

One outcome of the globalisation of the Australian and international job markets is the increasing need for transcultural communication skills in both the private and public sectors. Transcultural communication typically entails interaction in which one or more of the communicators use a second or third language. Successful transcultural communication requires not only a shared language but also strong intercultural awareness and skills. These include verbal skills such as how and when to use speech and silence as well as non-verbal skills knowing how and when gaze, gesture and body posture may differ across cultures. This subject will provide students with the tools to achieve successful transcultural encounters in professional settings and embrace intercultural citizenship. The delivery of the subject will include lectures with audio-visual materials, discussion sessions to deepen the students’ understanding of theories and key concepts pertaining to transcultural communication. Students will also be evaluating the practical implications of theories and concepts discussed in the classroom and applying them to real-world scenarios. This subject will focus on transcultural communication using an intersectional approach by exploring topics such as, multicultural and Indigenous Australia, identity, intercultural citizenship, politeness and rapport management.

View detailed information in the Handbook

This subject investigates the nature of spoken discourse and major approaches to analysing and understanding it; written discourse will also be touched on for comparative purposes. Students will develop their skills in the collection and transcription of spoken language data and in designing research projects in discourse analysis relevant to applied linguistics. A variety of discourse types and genres will be studied, with a focus on dialogic interaction. Theories and approaches covered will include pragmatics, conversation analysis, and critical discourse analysis.

View detailed information in the Handbook

This subject provides an overview of research in second language pragmatics. It covers research methods in second language pragmatics, learners’ developmental pathways, effects of individual learner differences and learning contexts on pragmatics learning, teaching and assessment of second language pragmatics, and pragmatics in the age of globalization.

View detailed information in the Handbook

This subject is a general introduction to psycholinguistics. We will study the ways in which language is represented and processed in real time and discuss the factors that enable us to comprehend and use the language. Topics include word processing, sentence processing, discourse processing, linguistic relativity, and non-literal language processing by monolingual and bilingual speakers. Practical training will be provided to familiarize students with a variety of tasks and techniques associated with this field. Students will learn to use the research techniques to design behavioural psycholinguistic experiments.

View detailed information in the Handbook

This subject is designed for graduate students who would like to improve their spoken English skills for professional contexts. It is aimed at speakers of English as an additional language.

Students who complete this subject will become familiar with Australian English pronunciation, will develop confidence and self-awareness, and will improve the clarity and fluency of their speech for use in professional communication. The content covers various aspects of pronunciation, such as individual sounds, sound combinations, syllables and word stress, rhythm, sentence stress, connected speech processes and intonation. Students will also improve their listening-discrimination skills, develop an understanding of the basic processes involved in speech production and gain practical knowledge about the communicative nature of sentence stress and intonation, especially as they apply to workplace settings.

View detailed information in the Handbook

The subject aims to improve students’ ability to edit their written texts in order to produce grammatically accurate and stylistically appropriate texts for professional purposes. The subject begins with a review of the most frequent errors in the writing of students who speak English as a Second Language, including errors in morphology, syntax, cohesion, and punctuation, and then considers the impact that such errors may have on meaning. In the second half of the subject, students engage in linguistic analysis of a range of work-related texts (e.g., email communication, job application letters). The aim of this analysis is to identify the most salient grammatical and stylistic features that contribute to the clarity of the texts. Throughout the subject students will engage in identifying areas of concern in their writing (annotation), self and peer editing exercises, keeping logs of their progress, and using available online grammar resources.

View detailed information in the Handbook

This subject aims to develop effective written communication skills for use in professional workplace contexts. It is designed for graduate students, who are speakers of English as an additional language. Given the wide range of professional workplaces and modes of writing found within these, this subject aims to help students reflect on the different contexts and interactions that are at stake in professional reading and writing. It will do this by teaching students techniques of text analysis to assist them in identifying the conventions of a variety of genres encountered in the workplace. Students will also develop skills in structuring and writing texts that respond appropriately and flexibly to a range of communicative purposes and audiences. Particular attention will be paid to workplace modes of writing (including promotional and hortatory text types), and to the processes of collaborative professional writing.

View detailed information in the Handbook

This subject enhances students’ ability to communicate effectively and strategically in English-speaking professional settings in Australia and internationally. Students will acquire research-based discourse analytic tools to understand workplace cultures and norms of interaction, and develop practical skills in advanced spoken and email-based workplace interaction. Topics include opening and closing conversations, engaging in small talk, raising sensitive issues with peers and superior, making and responding to requests, complaints, and refusals from a position of strength and weakness, structuring short ad hoc speeches, participating in job interviews, and understanding cultural norms of humour, sarcasm and non-literal language use. There will be an emphasis throughout on intercultural differences and awareness raising of how cultural norms impact interaction.

Note: This subject is aimed at speakers of English as an additional language. It is not suitable for native speakers of English.

View detailed information in the Handbook

Budget management requires an understanding of specific vocabulary, and the application of key foundational principles of finance, resources and risk in organisations. This subject will give students the skills and confidence to develop a financial budget, resource and risk management strategy in a variety of different situations. This subject will provide students with different conceptualisations of risk, from sociological understandings through to psychological theories. It will also introduce concepts of the ISO 31000 international standard on risk management that establishes a risk management framework that must be adhered to in a range of organisations. Topics covered will include budget and resource fundamentals, risk assessment, risk perception and communication, risk management and governance, and solving real risk and budget problems and issues. The subject makes extensive use of practical and case-based learning.

View detailed information in the Handbook

Leadership is a pivotal part of every formal and informal group, every community and organisation. Leading involves a critical connection between the individual capacity of a leader and the formal authority and responsibility vested in the position they occupy. It is personal and structural; it is something learned and practised every day; it is rooted in deep aspects of personality, gender and culture.

This subject helps students develop leadership skills by examining the attributes of leadership and the roles that leaders play. It does this through a dialogue between contemporary leadership theory and the ‘classic texts’ of authors such as Sophocles, Machiavelli, Shakespeare, Camus and Sun Tzu. The subject examines how these classic texts position the leader in different contexts, noting how they: develop a vision and goals; build support and deal with threats; impose costs and create alliances; and find a moral compass. We use contemporary leadership theories and cases to interpret these 'classic' studies of leadership and to see what works and why.

Seminar discussion and analysis of leadership theory will be complemented by guest speakers, and opportunities for group discussion and critical self-reflection.

This subject is compulsory in the Executive Master of Arts (MC-EMA). It is open to students in other graduate coursework programs with the written permission of course and subject coordinators.

View detailed information in the Handbook

This subject is designed to provide students with the ability to apply the foundation principles of project management in a variety of contexts. The program will examine the language of project management, and how foundation principles of project management can be used to enhance the sustainability and effectiveness of organisations. This subject will equip students with the skills and background information to successfully complete an internship with an external organisation or a group project.

Using Project Management methodologies, students will learn:
- How to develop a project, a business plan, and timelines
- How to manage stakeholders and risks; and how to monitor a project.

View detailed information in the Handbook

This subject introduces students to the fundamentals of successful communication in professional contexts. It focuses on both oral and written communications and canvases a range of contemporary communications skills and practices, using case study and simulation-based approaches to build practical skills and theoretical understandings. Areas covered include business speaking and presentation, strategic organisational communication, the basics of strategic public communications as practiced in the advertising and public relations industries, and cross-cultural communication. Students also gain an understanding of the changes impacting the contemporary organisational communications environment, such as media convergence, and the challenges posed to organisational communications by the emergence of digital media. Students completing this subject will have acquired a strong understanding of contemporary professional communications practices, and practical tools for effective communication, with a particular emphasis on leadership.

View detailed information in the Handbook

This subject examines the ‘secret life of organisations’ using a range of disciplinary approaches to the different functions and structures of corporate, government and non-government organisations Students will examine the history of organisations and the nature of work people do within them. They will also consider how distinct types of organisations have reacted and adapted to what the sociologist Richard Sennett has called the ‘new capitalism’—the growth of non-traditional organisational structures, and a broader shift to a knowledge-based service economy. At the same time students will grapple with the practicalities of how to work in such organisations, by considering the strategies managers use to pursue organisational goals, and how such organisations are best negotiated by workers to exert influence and show leadership within them. Students will develop an understanding of the history and structure of the sociological ‘field’ of modern organisations, and a practical grasp of how best to make their way in the world of work.

View detailed information in the Handbook

This subject focuses on how we can best develop and harness good ideas. The approach will combine the general and particular. On the general side, we will discuss philosophical questions about conceptual innovation and the nature of truth, and will look at a range of thinking tools, from formal logic to creativity heuristics. On the particular side, we shall study some shining examples of critical and creative thinking in philosophy, science, and the arts.

View detailed information in the Handbook

Moral decision-making is a practical skill which we exercise many times a day, confidently and accurately. Sometimes, however, we face situations of moral complexity or novelty, where it is not obvious what we should do. In this subject, we look at the ways in which moral theory can assist us to think about such situations, particularly as they arise in our working and organisational life. We begin by examining the nature of moral reasoning, and then see how it can be applied to a number of ethical issues which we are likely to encounter in our professional lives. These issues may include, autonomy and paternalism, role morality and its relationship with personal morality, whistle-blowing, free speech in the workplace, personal and professional relationships, corruption and bribery, conflicts of interest, and privacy and confidentiality. We focus on the factors that help or hinder ethical action in organizational settings, including both structural elements (such as role clarity, avoidance of perverse incentives, accountability mechanisms) and personal traits (such as cognitive biases and moral (dis)engagement). Case studies will provide a focus for reflective work: students will be encouraged to develop case studies from their own experience, and pursue their own interests.

View detailed information in the Handbook

Have you ever wondered how language actually works? Or how it can be that a 6 year-old child can know more about their native language than the most sophisticated computers? This subject is a practical introduction to the nature of human language which gives a conceptual framework for discussing language and provides the tools required to analyse and describe all of the world's 6000+ languages. Central areas of linguistics will be covered using data from languages from all over the world, including speech sounds, word structure, sentence structure, meaning, language learning, and language change.

View detailed information in the Handbook

Concepts in Applied Linguistics is a compulsory subject for all students on the Master in Applied Linguistics, and should be taken in the first semester of enrolment in the program. This introductory subject teaches students core concepts; current issues and debates; and diverse research methods in applied linguistics. It introduces students to the three principal specialisations of the Master program: Teaching English as a Second Language (TESOL); Language Testing; and English Language. It tracks the origins of these fields from their diverse theoretical inceptions, such as psycholinguistics, pedagogy and sociolinguistics, to their applications in various domains, including, for example, language teaching and learning; language assessment; and language policy and planning. It also shows how advancements in applied linguistics have been applied to real-world problems such as how to train language teachers; how to design fair and effective language tests; how to combat language discrimination; and how minority languages can be revived and maintained. The subject is an essential part of foundational study for the Master and prepares students for more specialised subjects on the program; for further independent research and study; and for professions in public service, teaching, translation and speech pathology.

View detailed information in the Handbook

Introduction to the theory and practice of language assessment in a range of second language contexts. Topics covered include testing listening, reading, writing, speaking, test analysis, construction and validation of language tests, classroom language assessment and alternative assessment practices. Students will be encouraged to develop solutions to language assessment problems relevant to their own work settings.

View detailed information in the Handbook

A minor thesis of 12,000 words on an approved research project.

View detailed information in the Handbook

A minor thesis of 12,000 words on an approved research project.

View detailed information in the Handbook

This subject provides an introduction to the range of approaches to research as practised in applied linguistics in three main areas: (a) research paradigms, or the philosophical assumptions concerning knowledge and ethical considerations; (b) research approaches, or the designs for research that includes quasi-experiments, ethnography, discourse analysis, and action research; (c) data collection and analysis techniques, that include surveys, observation, interviews, introspection, and verbal report protocols. Working with these topics and completing assignments will prepare students to design research projects and to critique research in the field of applied linguistics.

View detailed information in the Handbook

This subject provides students with the opportunity to apply their disciplinary knowledge to a team-based practical project related to their chosen specialisation (TESOL, Language Testing, English Language). Students will gain experience in co-designing and conducting a project, teamwork, and project evaluation. They will develop professional writing skills relevant to producing project proposals and reports, and professional presentation skills relevant to communicating project goals and outcomes to different stakeholders.

View detailed information in the Handbook

This subject focuses on how second/additional languages are acquired and learnt, what factors explain why only some learners are successful in learning second/additional languages, and how to teach a language in light of learners’ individual differences. We begin by looking at a range of theories which present different perspectives on the process of second/additional language acquisition. We then consider individual factors that may affect success and retention. These factors include age, aptitude, motivation and learning strategies. We examine approaches to second/additional language instruction, focusing not only on the four macro skills of speaking, listening, reading and writing, but also on a wide range of other communicative competences essential to appropriately use a language in real-world interactions.

Classroom observations and language textbook analysis are utilised to directly apply theoretical knowledge and reflect on the role of teachers, students, curriculum requirements, policies and resources when learning and teaching languages. These include widely spoken languages, and minority and Indigenous languages. The investigation of the role of technological tools, including generative Artificial Intelligence tools, contributes to students’ understanding of the affordances of technology for language learning and teaching. Students are encouraged to reflect upon their own language learning experiences and explain these experiences by reference to the theories and key concepts covered in the subject.

View detailed information in the Handbook

This subject is an introduction to basic concepts and methods of syntactic analysis and description. Emphasis is on practical analysis and description of a wide range of phenomena from a variety of languages. Students should become familiar with topics such as constituent structure, syntactic categories, grammatical functions (interface with morphology), thematic relations (interface with semantics), word order, multi-clausal constructions, including complement clauses, relative clauses and clause linking, and unbounded dependencies.

View detailed information in the Handbook

This subject examines how social and cultural factors influence language, and the role language plays in structuring and representing social categories across cultures. It examines how society and language shape each other: how language represents and enables social interaction, and how social interaction influences the form of language. Specific topics to be covered include socially determined variation in language styles and registers, language varieties reflecting social class, gender and ethnic group. It also examines factors affecting language choice such as, bi- and multi-lingualism, and factors of language contact and change.

View detailed information in the Handbook

This subject is an overview of how children learn language - from before birth through the school years. We will study development across the core domains of language, including phonology, grammar, semantics and pragmatics. Throughout the subject, there is a focus on cross-linguistic comparison and grounding in relation to current theoretical models of language acquisition and cognitive and social development.

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This subject is an introduction to the study of meaning, looking at the main linguistic approaches to the study of meaning, techniques of semantic analysis and argumentation, and problems of accounting for some selected areas of linguistic meaning. Topics include classical approaches to meaning, prototype semantics, cognitive linguistics, formal semantics and linguistic categorisation across languages.

View detailed information in the Handbook

Corpus Linguistics is the computational analysis of real-life language use, drawing on databases of written, spoken or signed language. Corpus data reveals patterns in language that go beyond the standard assumptions of linguistic theory, and it is corpus data that forms the foundation of language technologies such as Google and AI. Students in this course will engage in hands-on workshops, learning how to use custom corpus software, as well as basic Python coding, to discover patterns in language. They will also be guided into the theoretical underpinnings of corpus linguistics – how it reflects the cognitive processing of language, and how it relates to theories of grammatical structure. This course does not assume any previous technical skills, but students must be ready to learn computational tools for exploring corpus data. Assessment will involve data exploration, presenting and discussing analyses, and written work.

View detailed information in the Handbook

This subject focuses on the advanced language required for successful graduate study in English. In this subject students will develop critical approaches to researching, reading and writing. They will also develop the ability to plan and present confidently on a research topic and to write a literature review fluently and accurately. Particular attention is paid to grammatical and stylistic aspects of written and spoken academic discourse. Students write and present on a research topic that is relevant to their field of study.

View detailed information in the Handbook

This subject provides an introduction to the range of approaches to research as practised in applied linguistics in three main areas: (a) research paradigms, or the philosophical assumptions concerning knowledge and ethical considerations; (b) research approaches, or the designs for research that includes quasi-experiments, ethnography, discourse analysis, and action research; (c) data collection and analysis techniques, that include surveys, observation, interviews, introspection, and verbal report protocols. Working with these topics and completing assignments will prepare students to design research projects and to critique research in the field of applied linguistics.

View detailed information in the Handbook

This is an introductory subject designed to enable students to acquire the basic tools necessary for critically reading about and carrying out quantitative empirical research in applied linguistics. Students will be given practice in the application of statistics in the analysis of data obtained from research and will be introduced to the use of computers with statistical packages to analyse data. Throughout, there will be a focus on the practicality and usefulness of the skills developed for the tasks of understanding research literature in Applied Linguistics, and of carrying out research in settings relevant to students. No prior knowledge of mathematics or of statistical procedures will be assumed.

View detailed information in the Handbook

This subject adopts a language for specific purposes (LSP) framework to processes of language education. It begins from the premise that all language teaching involves the teaching of language for some specific purpose, and in some specific context. Working within an LSP framework, we look at a range of theoretical and practical approaches to needs analyses and to the design of programs and curricula. Approaches include corpus linguistics, genre theory, Systemic Functional Linguistics, and more socially critical approaches such as Academic Literacies. The subject will involve students collecting and analysing data (e.g. sample texts and interviews) to research the needs of learners and identify the discourses and practices of target communities in academic and professional contexts. Students will also participate in evaluating and developing LSP pedagogical materials and course curricula.

View detailed information in the Handbook

In this subject, we examine different ways in which the value and/or success of language programs can be understood and measured, drawing on concepts and approaches to evaluation in applied linguistics as well as in the wider field of program evaluation. We consider the ways in which language policy agendas and stakeholder values and goals at various levels (macro-, meso-, and micro-levels) shape the design and implementation of language programs, and the impact this has on classroom practices, teachers, language learners, and language learning outcomes. We will draw on examples of various kinds of language program, including academic and other specific purpose language programs, heritage language programs, and indigenous language programs, to illustrate key concepts, ethical considerations, and practical steps involved in conducting evaluations of language programs.

View detailed information in the Handbook

This subject offers a survey of the principal topics currently addressed in the study of second language acquisition, and of the major research methods and paradigms used in such studies. Students should expect to be able to understand critical observation, description and analysis of second language learners and their language performance, the social and psychological aspects of second language learning situations, and the special characteristics of learner language.

View detailed information in the Handbook

This subject focuses on aspects of the English sound system with particular focus on Australian English. Students gain a detailed understanding of the sound system of different varieties of English. The main topics covered include: phonetic analysis (vowel and consonant systems, phonotactics, stress and intonation) of selected English varieties including L2 varieties of English. Throughout the subject, material is drawn from different varieties of English, including English spoken by second language learners. This subject also provides the chance for training in the accurate perception and production of English speech, transcription, and an introduction to acoustic phonetic analysis.

View detailed information in the Handbook

This subject explores the main areas of grammar, at the level of the word, the sentence and the text. Throughout the subject, material is drawn from across a range of contexts of use and varieties of English, including Standard English. Through seminars and practical application students gain a systematic understanding of the major features of English grammar, including morphology, syntax, and stylistics, with additional focus on the role of grammar in language use, and descriptive and methodological approaches to the analysis of grammar.

View detailed information in the Handbook

In this subject, students will gain a systematic understanding of the relation between language and society and culture and its implications for language learning and teaching. The main topics covered include: Social, regional and stylistic variation and their consequences for the learning and teaching of English and other second languages; bi-multilingualism and diglossia; language, attitudes and identity; language policy, especially languages-in-education policy; cultural values in communication; and multi-modal communication, both online and non-verbal interactions.

View detailed information in the Handbook

The subject will introduce students to key theories of second language writing and composing processes and approaches to second language writing instruction. It will focus on issues that are pertinent to second language writing teachers such as assessing writing, the efficacy of different types of feedback on writing, and measures that can be used to investigate development in L2 writing.

View detailed information in the Handbook

This subject examines the phenomenon of bi/multilingualism from both individual and societal perspectives. It enables students to understand the language choices made by speakers in bilingual and multilingual settings, the role of language contact in language change, the relationship between language and cognition and the psychological and societal factors influencing language acquisition, language maintenance, and language loss. It also considers educational and political issues associated with bilingualism, and familiarises students with a range of institutional models whereby citizens can be encouraged to successfully learn and use two or more languages in their daily lives.

View detailed information in the Handbook

One outcome of the globalisation of the Australian and international job markets is the increasing need for transcultural communication skills in both the private and public sectors. Transcultural communication typically entails interaction in which one or more of the communicators use a second or third language. Successful transcultural communication requires not only a shared language but also strong intercultural awareness and skills. These include verbal skills such as how and when to use speech and silence as well as non-verbal skills knowing how and when gaze, gesture and body posture may differ across cultures. This subject will provide students with the tools to achieve successful transcultural encounters in professional settings and embrace intercultural citizenship. The delivery of the subject will include lectures with audio-visual materials, discussion sessions to deepen the students’ understanding of theories and key concepts pertaining to transcultural communication. Students will also be evaluating the practical implications of theories and concepts discussed in the classroom and applying them to real-world scenarios. This subject will focus on transcultural communication using an intersectional approach by exploring topics such as, multicultural and Indigenous Australia, identity, intercultural citizenship, politeness and rapport management.

View detailed information in the Handbook

This subject investigates the nature of spoken discourse and major approaches to analysing and understanding it; written discourse will also be touched on for comparative purposes. Students will develop their skills in the collection and transcription of spoken language data and in designing research projects in discourse analysis relevant to applied linguistics. A variety of discourse types and genres will be studied, with a focus on dialogic interaction. Theories and approaches covered will include pragmatics, conversation analysis, and critical discourse analysis.

View detailed information in the Handbook

This subject provides an overview of research in second language pragmatics. It covers research methods in second language pragmatics, learners’ developmental pathways, effects of individual learner differences and learning contexts on pragmatics learning, teaching and assessment of second language pragmatics, and pragmatics in the age of globalization.

View detailed information in the Handbook

This subject is a general introduction to psycholinguistics. We will study the ways in which language is represented and processed in real time and discuss the factors that enable us to comprehend and use the language. Topics include word processing, sentence processing, discourse processing, linguistic relativity, and non-literal language processing by monolingual and bilingual speakers. Practical training will be provided to familiarize students with a variety of tasks and techniques associated with this field. Students will learn to use the research techniques to design behavioural psycholinguistic experiments.

View detailed information in the Handbook

This subject is designed for graduate students who would like to improve their spoken English skills for professional contexts. It is aimed at speakers of English as an additional language.

Students who complete this subject will become familiar with Australian English pronunciation, will develop confidence and self-awareness, and will improve the clarity and fluency of their speech for use in professional communication. The content covers various aspects of pronunciation, such as individual sounds, sound combinations, syllables and word stress, rhythm, sentence stress, connected speech processes and intonation. Students will also improve their listening-discrimination skills, develop an understanding of the basic processes involved in speech production and gain practical knowledge about the communicative nature of sentence stress and intonation, especially as they apply to workplace settings.

View detailed information in the Handbook

The subject aims to improve students’ ability to edit their written texts in order to produce grammatically accurate and stylistically appropriate texts for professional purposes. The subject begins with a review of the most frequent errors in the writing of students who speak English as a Second Language, including errors in morphology, syntax, cohesion, and punctuation, and then considers the impact that such errors may have on meaning. In the second half of the subject, students engage in linguistic analysis of a range of work-related texts (e.g., email communication, job application letters). The aim of this analysis is to identify the most salient grammatical and stylistic features that contribute to the clarity of the texts. Throughout the subject students will engage in identifying areas of concern in their writing (annotation), self and peer editing exercises, keeping logs of their progress, and using available online grammar resources.

View detailed information in the Handbook

This subject aims to develop effective written communication skills for use in professional workplace contexts. It is designed for graduate students, who are speakers of English as an additional language. Given the wide range of professional workplaces and modes of writing found within these, this subject aims to help students reflect on the different contexts and interactions that are at stake in professional reading and writing. It will do this by teaching students techniques of text analysis to assist them in identifying the conventions of a variety of genres encountered in the workplace. Students will also develop skills in structuring and writing texts that respond appropriately and flexibly to a range of communicative purposes and audiences. Particular attention will be paid to workplace modes of writing (including promotional and hortatory text types), and to the processes of collaborative professional writing.

View detailed information in the Handbook

This subject enhances students’ ability to communicate effectively and strategically in English-speaking professional settings in Australia and internationally. Students will acquire research-based discourse analytic tools to understand workplace cultures and norms of interaction, and develop practical skills in advanced spoken and email-based workplace interaction. Topics include opening and closing conversations, engaging in small talk, raising sensitive issues with peers and superior, making and responding to requests, complaints, and refusals from a position of strength and weakness, structuring short ad hoc speeches, participating in job interviews, and understanding cultural norms of humour, sarcasm and non-literal language use. There will be an emphasis throughout on intercultural differences and awareness raising of how cultural norms impact interaction.

Note: This subject is aimed at speakers of English as an additional language. It is not suitable for native speakers of English.

View detailed information in the Handbook

Budget management requires an understanding of specific vocabulary, and the application of key foundational principles of finance, resources and risk in organisations. This subject will give students the skills and confidence to develop a financial budget, resource and risk management strategy in a variety of different situations. This subject will provide students with different conceptualisations of risk, from sociological understandings through to psychological theories. It will also introduce concepts of the ISO 31000 international standard on risk management that establishes a risk management framework that must be adhered to in a range of organisations. Topics covered will include budget and resource fundamentals, risk assessment, risk perception and communication, risk management and governance, and solving real risk and budget problems and issues. The subject makes extensive use of practical and case-based learning.

View detailed information in the Handbook

Leadership is a pivotal part of every formal and informal group, every community and organisation. Leading involves a critical connection between the individual capacity of a leader and the formal authority and responsibility vested in the position they occupy. It is personal and structural; it is something learned and practised every day; it is rooted in deep aspects of personality, gender and culture.

This subject helps students develop leadership skills by examining the attributes of leadership and the roles that leaders play. It does this through a dialogue between contemporary leadership theory and the ‘classic texts’ of authors such as Sophocles, Machiavelli, Shakespeare, Camus and Sun Tzu. The subject examines how these classic texts position the leader in different contexts, noting how they: develop a vision and goals; build support and deal with threats; impose costs and create alliances; and find a moral compass. We use contemporary leadership theories and cases to interpret these 'classic' studies of leadership and to see what works and why.

Seminar discussion and analysis of leadership theory will be complemented by guest speakers, and opportunities for group discussion and critical self-reflection.

This subject is compulsory in the Executive Master of Arts (MC-EMA). It is open to students in other graduate coursework programs with the written permission of course and subject coordinators.

View detailed information in the Handbook

This subject is designed to provide students with the ability to apply the foundation principles of project management in a variety of contexts. The program will examine the language of project management, and how foundation principles of project management can be used to enhance the sustainability and effectiveness of organisations. This subject will equip students with the skills and background information to successfully complete an internship with an external organisation or a group project.

Using Project Management methodologies, students will learn:
- How to develop a project, a business plan, and timelines
- How to manage stakeholders and risks; and how to monitor a project.

View detailed information in the Handbook

This subject introduces students to the fundamentals of successful communication in professional contexts. It focuses on both oral and written communications and canvases a range of contemporary communications skills and practices, using case study and simulation-based approaches to build practical skills and theoretical understandings. Areas covered include business speaking and presentation, strategic organisational communication, the basics of strategic public communications as practiced in the advertising and public relations industries, and cross-cultural communication. Students also gain an understanding of the changes impacting the contemporary organisational communications environment, such as media convergence, and the challenges posed to organisational communications by the emergence of digital media. Students completing this subject will have acquired a strong understanding of contemporary professional communications practices, and practical tools for effective communication, with a particular emphasis on leadership.

View detailed information in the Handbook

This subject examines the ‘secret life of organisations’ using a range of disciplinary approaches to the different functions and structures of corporate, government and non-government organisations Students will examine the history of organisations and the nature of work people do within them. They will also consider how distinct types of organisations have reacted and adapted to what the sociologist Richard Sennett has called the ‘new capitalism’—the growth of non-traditional organisational structures, and a broader shift to a knowledge-based service economy. At the same time students will grapple with the practicalities of how to work in such organisations, by considering the strategies managers use to pursue organisational goals, and how such organisations are best negotiated by workers to exert influence and show leadership within them. Students will develop an understanding of the history and structure of the sociological ‘field’ of modern organisations, and a practical grasp of how best to make their way in the world of work.

View detailed information in the Handbook

This subject focuses on how we can best develop and harness good ideas. The approach will combine the general and particular. On the general side, we will discuss philosophical questions about conceptual innovation and the nature of truth, and will look at a range of thinking tools, from formal logic to creativity heuristics. On the particular side, we shall study some shining examples of critical and creative thinking in philosophy, science, and the arts.

View detailed information in the Handbook

Moral decision-making is a practical skill which we exercise many times a day, confidently and accurately. Sometimes, however, we face situations of moral complexity or novelty, where it is not obvious what we should do. In this subject, we look at the ways in which moral theory can assist us to think about such situations, particularly as they arise in our working and organisational life. We begin by examining the nature of moral reasoning, and then see how it can be applied to a number of ethical issues which we are likely to encounter in our professional lives. These issues may include, autonomy and paternalism, role morality and its relationship with personal morality, whistle-blowing, free speech in the workplace, personal and professional relationships, corruption and bribery, conflicts of interest, and privacy and confidentiality. We focus on the factors that help or hinder ethical action in organizational settings, including both structural elements (such as role clarity, avoidance of perverse incentives, accountability mechanisms) and personal traits (such as cognitive biases and moral (dis)engagement). Case studies will provide a focus for reflective work: students will be encouraged to develop case studies from their own experience, and pursue their own interests.

View detailed information in the Handbook

Concepts in Applied Linguistics is a compulsory subject for all students on the Master in Applied Linguistics, and should be taken in the first semester of enrolment in the program. This introductory subject teaches students core concepts; current issues and debates; and diverse research methods in applied linguistics. It introduces students to the three principal specialisations of the Master program: Teaching English as a Second Language (TESOL); Language Testing; and English Language. It tracks the origins of these fields from their diverse theoretical inceptions, such as psycholinguistics, pedagogy and sociolinguistics, to their applications in various domains, including, for example, language teaching and learning; language assessment; and language policy and planning. It also shows how advancements in applied linguistics have been applied to real-world problems such as how to train language teachers; how to design fair and effective language tests; how to combat language discrimination; and how minority languages can be revived and maintained. The subject is an essential part of foundational study for the Master and prepares students for more specialised subjects on the program; for further independent research and study; and for professions in public service, teaching, translation and speech pathology.

View detailed information in the Handbook

Introduction to the theory and practice of language assessment in a range of second language contexts. Topics covered include testing listening, reading, writing, speaking, test analysis, construction and validation of language tests, classroom language assessment and alternative assessment practices. Students will be encouraged to develop solutions to language assessment problems relevant to their own work settings.

View detailed information in the Handbook

A minor thesis of 12,000 words on an approved research project.

View detailed information in the Handbook

A minor thesis of 12,000 words on an approved research project.

View detailed information in the Handbook

This subject provides an introduction to the range of approaches to research as practised in applied linguistics in three main areas: (a) research paradigms, or the philosophical assumptions concerning knowledge and ethical considerations; (b) research approaches, or the designs for research that includes quasi-experiments, ethnography, discourse analysis, and action research; (c) data collection and analysis techniques, that include surveys, observation, interviews, introspection, and verbal report protocols. Working with these topics and completing assignments will prepare students to design research projects and to critique research in the field of applied linguistics.

View detailed information in the Handbook

This subject provides students with the opportunity to apply their disciplinary knowledge to a team-based practical project related to their chosen specialisation (TESOL, Language Testing, English Language). Students will gain experience in co-designing and conducting a project, teamwork, and project evaluation. They will develop professional writing skills relevant to producing project proposals and reports, and professional presentation skills relevant to communicating project goals and outcomes to different stakeholders.

View detailed information in the Handbook

This subject focuses on the advanced language required for successful graduate study in English. In this subject students will develop critical approaches to researching, reading and writing. They will also develop the ability to plan and present confidently on a research topic and to write a literature review fluently and accurately. Particular attention is paid to grammatical and stylistic aspects of written and spoken academic discourse. Students write and present on a research topic that is relevant to their field of study.

View detailed information in the Handbook

This subject provides an introduction to the range of approaches to research as practised in applied linguistics in three main areas: (a) research paradigms, or the philosophical assumptions concerning knowledge and ethical considerations; (b) research approaches, or the designs for research that includes quasi-experiments, ethnography, discourse analysis, and action research; (c) data collection and analysis techniques, that include surveys, observation, interviews, introspection, and verbal report protocols. Working with these topics and completing assignments will prepare students to design research projects and to critique research in the field of applied linguistics.

View detailed information in the Handbook

This is an introductory subject designed to enable students to acquire the basic tools necessary for critically reading about and carrying out quantitative empirical research in applied linguistics. Students will be given practice in the application of statistics in the analysis of data obtained from research and will be introduced to the use of computers with statistical packages to analyse data. Throughout, there will be a focus on the practicality and usefulness of the skills developed for the tasks of understanding research literature in Applied Linguistics, and of carrying out research in settings relevant to students. No prior knowledge of mathematics or of statistical procedures will be assumed.

View detailed information in the Handbook

This subject adopts a language for specific purposes (LSP) framework to processes of language education. It begins from the premise that all language teaching involves the teaching of language for some specific purpose, and in some specific context. Working within an LSP framework, we look at a range of theoretical and practical approaches to needs analyses and to the design of programs and curricula. Approaches include corpus linguistics, genre theory, Systemic Functional Linguistics, and more socially critical approaches such as Academic Literacies. The subject will involve students collecting and analysing data (e.g. sample texts and interviews) to research the needs of learners and identify the discourses and practices of target communities in academic and professional contexts. Students will also participate in evaluating and developing LSP pedagogical materials and course curricula.

View detailed information in the Handbook

In this subject, we examine different ways in which the value and/or success of language programs can be understood and measured, drawing on concepts and approaches to evaluation in applied linguistics as well as in the wider field of program evaluation. We consider the ways in which language policy agendas and stakeholder values and goals at various levels (macro-, meso-, and micro-levels) shape the design and implementation of language programs, and the impact this has on classroom practices, teachers, language learners, and language learning outcomes. We will draw on examples of various kinds of language program, including academic and other specific purpose language programs, heritage language programs, and indigenous language programs, to illustrate key concepts, ethical considerations, and practical steps involved in conducting evaluations of language programs.

View detailed information in the Handbook

This subject offers a survey of the principal topics currently addressed in the study of second language acquisition, and of the major research methods and paradigms used in such studies. Students should expect to be able to understand critical observation, description and analysis of second language learners and their language performance, the social and psychological aspects of second language learning situations, and the special characteristics of learner language.

View detailed information in the Handbook

This subject focuses on aspects of the English sound system with particular focus on Australian English. Students gain a detailed understanding of the sound system of different varieties of English. The main topics covered include: phonetic analysis (vowel and consonant systems, phonotactics, stress and intonation) of selected English varieties including L2 varieties of English. Throughout the subject, material is drawn from different varieties of English, including English spoken by second language learners. This subject also provides the chance for training in the accurate perception and production of English speech, transcription, and an introduction to acoustic phonetic analysis.

View detailed information in the Handbook

This subject explores the main areas of grammar, at the level of the word, the sentence and the text. Throughout the subject, material is drawn from across a range of contexts of use and varieties of English, including Standard English. Through seminars and practical application students gain a systematic understanding of the major features of English grammar, including morphology, syntax, and stylistics, with additional focus on the role of grammar in language use, and descriptive and methodological approaches to the analysis of grammar.

View detailed information in the Handbook

In this subject, students will gain a systematic understanding of the relation between language and society and culture and its implications for language learning and teaching. The main topics covered include: Social, regional and stylistic variation and their consequences for the learning and teaching of English and other second languages; bi-multilingualism and diglossia; language, attitudes and identity; language policy, especially languages-in-education policy; cultural values in communication; and multi-modal communication, both online and non-verbal interactions.

View detailed information in the Handbook

The subject will introduce students to key theories of second language writing and composing processes and approaches to second language writing instruction. It will focus on issues that are pertinent to second language writing teachers such as assessing writing, the efficacy of different types of feedback on writing, and measures that can be used to investigate development in L2 writing.

View detailed information in the Handbook

This subject examines the phenomenon of bi/multilingualism from both individual and societal perspectives. It enables students to understand the language choices made by speakers in bilingual and multilingual settings, the role of language contact in language change, the relationship between language and cognition and the psychological and societal factors influencing language acquisition, language maintenance, and language loss. It also considers educational and political issues associated with bilingualism, and familiarises students with a range of institutional models whereby citizens can be encouraged to successfully learn and use two or more languages in their daily lives.

View detailed information in the Handbook

One outcome of the globalisation of the Australian and international job markets is the increasing need for transcultural communication skills in both the private and public sectors. Transcultural communication typically entails interaction in which one or more of the communicators use a second or third language. Successful transcultural communication requires not only a shared language but also strong intercultural awareness and skills. These include verbal skills such as how and when to use speech and silence as well as non-verbal skills knowing how and when gaze, gesture and body posture may differ across cultures. This subject will provide students with the tools to achieve successful transcultural encounters in professional settings and embrace intercultural citizenship. The delivery of the subject will include lectures with audio-visual materials, discussion sessions to deepen the students’ understanding of theories and key concepts pertaining to transcultural communication. Students will also be evaluating the practical implications of theories and concepts discussed in the classroom and applying them to real-world scenarios. This subject will focus on transcultural communication using an intersectional approach by exploring topics such as, multicultural and Indigenous Australia, identity, intercultural citizenship, politeness and rapport management.

View detailed information in the Handbook

This subject investigates the nature of spoken discourse and major approaches to analysing and understanding it; written discourse will also be touched on for comparative purposes. Students will develop their skills in the collection and transcription of spoken language data and in designing research projects in discourse analysis relevant to applied linguistics. A variety of discourse types and genres will be studied, with a focus on dialogic interaction. Theories and approaches covered will include pragmatics, conversation analysis, and critical discourse analysis.

View detailed information in the Handbook

This subject provides an overview of research in second language pragmatics. It covers research methods in second language pragmatics, learners’ developmental pathways, effects of individual learner differences and learning contexts on pragmatics learning, teaching and assessment of second language pragmatics, and pragmatics in the age of globalization.

View detailed information in the Handbook

This subject is a general introduction to psycholinguistics. We will study the ways in which language is represented and processed in real time and discuss the factors that enable us to comprehend and use the language. Topics include word processing, sentence processing, discourse processing, linguistic relativity, and non-literal language processing by monolingual and bilingual speakers. Practical training will be provided to familiarize students with a variety of tasks and techniques associated with this field. Students will learn to use the research techniques to design behavioural psycholinguistic experiments.

View detailed information in the Handbook

This subject is designed for graduate students who would like to improve their spoken English skills for professional contexts. It is aimed at speakers of English as an additional language.

Students who complete this subject will become familiar with Australian English pronunciation, will develop confidence and self-awareness, and will improve the clarity and fluency of their speech for use in professional communication. The content covers various aspects of pronunciation, such as individual sounds, sound combinations, syllables and word stress, rhythm, sentence stress, connected speech processes and intonation. Students will also improve their listening-discrimination skills, develop an understanding of the basic processes involved in speech production and gain practical knowledge about the communicative nature of sentence stress and intonation, especially as they apply to workplace settings.

View detailed information in the Handbook

The subject aims to improve students’ ability to edit their written texts in order to produce grammatically accurate and stylistically appropriate texts for professional purposes. The subject begins with a review of the most frequent errors in the writing of students who speak English as a Second Language, including errors in morphology, syntax, cohesion, and punctuation, and then considers the impact that such errors may have on meaning. In the second half of the subject, students engage in linguistic analysis of a range of work-related texts (e.g., email communication, job application letters). The aim of this analysis is to identify the most salient grammatical and stylistic features that contribute to the clarity of the texts. Throughout the subject students will engage in identifying areas of concern in their writing (annotation), self and peer editing exercises, keeping logs of their progress, and using available online grammar resources.

View detailed information in the Handbook

This subject aims to develop effective written communication skills for use in professional workplace contexts. It is designed for graduate students, who are speakers of English as an additional language. Given the wide range of professional workplaces and modes of writing found within these, this subject aims to help students reflect on the different contexts and interactions that are at stake in professional reading and writing. It will do this by teaching students techniques of text analysis to assist them in identifying the conventions of a variety of genres encountered in the workplace. Students will also develop skills in structuring and writing texts that respond appropriately and flexibly to a range of communicative purposes and audiences. Particular attention will be paid to workplace modes of writing (including promotional and hortatory text types), and to the processes of collaborative professional writing.

View detailed information in the Handbook

This subject enhances students’ ability to communicate effectively and strategically in English-speaking professional settings in Australia and internationally. Students will acquire research-based discourse analytic tools to understand workplace cultures and norms of interaction, and develop practical skills in advanced spoken and email-based workplace interaction. Topics include opening and closing conversations, engaging in small talk, raising sensitive issues with peers and superior, making and responding to requests, complaints, and refusals from a position of strength and weakness, structuring short ad hoc speeches, participating in job interviews, and understanding cultural norms of humour, sarcasm and non-literal language use. There will be an emphasis throughout on intercultural differences and awareness raising of how cultural norms impact interaction.

Note: This subject is aimed at speakers of English as an additional language. It is not suitable for native speakers of English.

View detailed information in the Handbook

Budget management requires an understanding of specific vocabulary, and the application of key foundational principles of finance, resources and risk in organisations. This subject will give students the skills and confidence to develop a financial budget, resource and risk management strategy in a variety of different situations. This subject will provide students with different conceptualisations of risk, from sociological understandings through to psychological theories. It will also introduce concepts of the ISO 31000 international standard on risk management that establishes a risk management framework that must be adhered to in a range of organisations. Topics covered will include budget and resource fundamentals, risk assessment, risk perception and communication, risk management and governance, and solving real risk and budget problems and issues. The subject makes extensive use of practical and case-based learning.

View detailed information in the Handbook

Leadership is a pivotal part of every formal and informal group, every community and organisation. Leading involves a critical connection between the individual capacity of a leader and the formal authority and responsibility vested in the position they occupy. It is personal and structural; it is something learned and practised every day; it is rooted in deep aspects of personality, gender and culture.

This subject helps students develop leadership skills by examining the attributes of leadership and the roles that leaders play. It does this through a dialogue between contemporary leadership theory and the ‘classic texts’ of authors such as Sophocles, Machiavelli, Shakespeare, Camus and Sun Tzu. The subject examines how these classic texts position the leader in different contexts, noting how they: develop a vision and goals; build support and deal with threats; impose costs and create alliances; and find a moral compass. We use contemporary leadership theories and cases to interpret these 'classic' studies of leadership and to see what works and why.

Seminar discussion and analysis of leadership theory will be complemented by guest speakers, and opportunities for group discussion and critical self-reflection.

This subject is compulsory in the Executive Master of Arts (MC-EMA). It is open to students in other graduate coursework programs with the written permission of course and subject coordinators.

View detailed information in the Handbook

This subject is designed to provide students with the ability to apply the foundation principles of project management in a variety of contexts. The program will examine the language of project management, and how foundation principles of project management can be used to enhance the sustainability and effectiveness of organisations. This subject will equip students with the skills and background information to successfully complete an internship with an external organisation or a group project.

Using Project Management methodologies, students will learn:
- How to develop a project, a business plan, and timelines
- How to manage stakeholders and risks; and how to monitor a project.

View detailed information in the Handbook

This subject introduces students to the fundamentals of successful communication in professional contexts. It focuses on both oral and written communications and canvases a range of contemporary communications skills and practices, using case study and simulation-based approaches to build practical skills and theoretical understandings. Areas covered include business speaking and presentation, strategic organisational communication, the basics of strategic public communications as practiced in the advertising and public relations industries, and cross-cultural communication. Students also gain an understanding of the changes impacting the contemporary organisational communications environment, such as media convergence, and the challenges posed to organisational communications by the emergence of digital media. Students completing this subject will have acquired a strong understanding of contemporary professional communications practices, and practical tools for effective communication, with a particular emphasis on leadership.

View detailed information in the Handbook

This subject examines the ‘secret life of organisations’ using a range of disciplinary approaches to the different functions and structures of corporate, government and non-government organisations Students will examine the history of organisations and the nature of work people do within them. They will also consider how distinct types of organisations have reacted and adapted to what the sociologist Richard Sennett has called the ‘new capitalism’—the growth of non-traditional organisational structures, and a broader shift to a knowledge-based service economy. At the same time students will grapple with the practicalities of how to work in such organisations, by considering the strategies managers use to pursue organisational goals, and how such organisations are best negotiated by workers to exert influence and show leadership within them. Students will develop an understanding of the history and structure of the sociological ‘field’ of modern organisations, and a practical grasp of how best to make their way in the world of work.

View detailed information in the Handbook

This subject focuses on how we can best develop and harness good ideas. The approach will combine the general and particular. On the general side, we will discuss philosophical questions about conceptual innovation and the nature of truth, and will look at a range of thinking tools, from formal logic to creativity heuristics. On the particular side, we shall study some shining examples of critical and creative thinking in philosophy, science, and the arts.

View detailed information in the Handbook

Moral decision-making is a practical skill which we exercise many times a day, confidently and accurately. Sometimes, however, we face situations of moral complexity or novelty, where it is not obvious what we should do. In this subject, we look at the ways in which moral theory can assist us to think about such situations, particularly as they arise in our working and organisational life. We begin by examining the nature of moral reasoning, and then see how it can be applied to a number of ethical issues which we are likely to encounter in our professional lives. These issues may include, autonomy and paternalism, role morality and its relationship with personal morality, whistle-blowing, free speech in the workplace, personal and professional relationships, corruption and bribery, conflicts of interest, and privacy and confidentiality. We focus on the factors that help or hinder ethical action in organizational settings, including both structural elements (such as role clarity, avoidance of perverse incentives, accountability mechanisms) and personal traits (such as cognitive biases and moral (dis)engagement). Case studies will provide a focus for reflective work: students will be encouraged to develop case studies from their own experience, and pursue their own interests.

View detailed information in the Handbook

Concepts in Applied Linguistics is a compulsory subject for all students on the Master in Applied Linguistics, and should be taken in the first semester of enrolment in the program. This introductory subject teaches students core concepts; current issues and debates; and diverse research methods in applied linguistics. It introduces students to the three principal specialisations of the Master program: Teaching English as a Second Language (TESOL); Language Testing; and English Language. It tracks the origins of these fields from their diverse theoretical inceptions, such as psycholinguistics, pedagogy and sociolinguistics, to their applications in various domains, including, for example, language teaching and learning; language assessment; and language policy and planning. It also shows how advancements in applied linguistics have been applied to real-world problems such as how to train language teachers; how to design fair and effective language tests; how to combat language discrimination; and how minority languages can be revived and maintained. The subject is an essential part of foundational study for the Master and prepares students for more specialised subjects on the program; for further independent research and study; and for professions in public service, teaching, translation and speech pathology.

View detailed information in the Handbook

Introduction to the theory and practice of language assessment in a range of second language contexts. Topics covered include testing listening, reading, writing, speaking, test analysis, construction and validation of language tests, classroom language assessment and alternative assessment practices. Students will be encouraged to develop solutions to language assessment problems relevant to their own work settings.

View detailed information in the Handbook

A minor thesis of 12,000 words on an approved research project.

View detailed information in the Handbook

A minor thesis of 12,000 words on an approved research project.

View detailed information in the Handbook

This subject provides an introduction to the range of approaches to research as practised in applied linguistics in three main areas: (a) research paradigms, or the philosophical assumptions concerning knowledge and ethical considerations; (b) research approaches, or the designs for research that includes quasi-experiments, ethnography, discourse analysis, and action research; (c) data collection and analysis techniques, that include surveys, observation, interviews, introspection, and verbal report protocols. Working with these topics and completing assignments will prepare students to design research projects and to critique research in the field of applied linguistics.

View detailed information in the Handbook

This subject provides students with the opportunity to apply their disciplinary knowledge to a team-based practical project related to their chosen specialisation (TESOL, Language Testing, English Language). Students will gain experience in co-designing and conducting a project, teamwork, and project evaluation. They will develop professional writing skills relevant to producing project proposals and reports, and professional presentation skills relevant to communicating project goals and outcomes to different stakeholders.

View detailed information in the Handbook

This subject focuses on the advanced language required for successful graduate study in English. In this subject students will develop critical approaches to researching, reading and writing. They will also develop the ability to plan and present confidently on a research topic and to write a literature review fluently and accurately. Particular attention is paid to grammatical and stylistic aspects of written and spoken academic discourse. Students write and present on a research topic that is relevant to their field of study.

View detailed information in the Handbook

This subject provides an introduction to the range of approaches to research as practised in applied linguistics in three main areas: (a) research paradigms, or the philosophical assumptions concerning knowledge and ethical considerations; (b) research approaches, or the designs for research that includes quasi-experiments, ethnography, discourse analysis, and action research; (c) data collection and analysis techniques, that include surveys, observation, interviews, introspection, and verbal report protocols. Working with these topics and completing assignments will prepare students to design research projects and to critique research in the field of applied linguistics.

View detailed information in the Handbook

This is an introductory subject designed to enable students to acquire the basic tools necessary for critically reading about and carrying out quantitative empirical research in applied linguistics. Students will be given practice in the application of statistics in the analysis of data obtained from research and will be introduced to the use of computers with statistical packages to analyse data. Throughout, there will be a focus on the practicality and usefulness of the skills developed for the tasks of understanding research literature in Applied Linguistics, and of carrying out research in settings relevant to students. No prior knowledge of mathematics or of statistical procedures will be assumed.

View detailed information in the Handbook

This subject adopts a language for specific purposes (LSP) framework to processes of language education. It begins from the premise that all language teaching involves the teaching of language for some specific purpose, and in some specific context. Working within an LSP framework, we look at a range of theoretical and practical approaches to needs analyses and to the design of programs and curricula. Approaches include corpus linguistics, genre theory, Systemic Functional Linguistics, and more socially critical approaches such as Academic Literacies. The subject will involve students collecting and analysing data (e.g. sample texts and interviews) to research the needs of learners and identify the discourses and practices of target communities in academic and professional contexts. Students will also participate in evaluating and developing LSP pedagogical materials and course curricula.

View detailed information in the Handbook

In this subject, we examine different ways in which the value and/or success of language programs can be understood and measured, drawing on concepts and approaches to evaluation in applied linguistics as well as in the wider field of program evaluation. We consider the ways in which language policy agendas and stakeholder values and goals at various levels (macro-, meso-, and micro-levels) shape the design and implementation of language programs, and the impact this has on classroom practices, teachers, language learners, and language learning outcomes. We will draw on examples of various kinds of language program, including academic and other specific purpose language programs, heritage language programs, and indigenous language programs, to illustrate key concepts, ethical considerations, and practical steps involved in conducting evaluations of language programs.

View detailed information in the Handbook

This subject offers a survey of the principal topics currently addressed in the study of second language acquisition, and of the major research methods and paradigms used in such studies. Students should expect to be able to understand critical observation, description and analysis of second language learners and their language performance, the social and psychological aspects of second language learning situations, and the special characteristics of learner language.

View detailed information in the Handbook

This subject focuses on aspects of the English sound system with particular focus on Australian English. Students gain a detailed understanding of the sound system of different varieties of English. The main topics covered include: phonetic analysis (vowel and consonant systems, phonotactics, stress and intonation) of selected English varieties including L2 varieties of English. Throughout the subject, material is drawn from different varieties of English, including English spoken by second language learners. This subject also provides the chance for training in the accurate perception and production of English speech, transcription, and an introduction to acoustic phonetic analysis.

View detailed information in the Handbook

This subject explores the main areas of grammar, at the level of the word, the sentence and the text. Throughout the subject, material is drawn from across a range of contexts of use and varieties of English, including Standard English. Through seminars and practical application students gain a systematic understanding of the major features of English grammar, including morphology, syntax, and stylistics, with additional focus on the role of grammar in language use, and descriptive and methodological approaches to the analysis of grammar.

View detailed information in the Handbook

In this subject, students will gain a systematic understanding of the relation between language and society and culture and its implications for language learning and teaching. The main topics covered include: Social, regional and stylistic variation and their consequences for the learning and teaching of English and other second languages; bi-multilingualism and diglossia; language, attitudes and identity; language policy, especially languages-in-education policy; cultural values in communication; and multi-modal communication, both online and non-verbal interactions.

View detailed information in the Handbook

The subject will introduce students to key theories of second language writing and composing processes and approaches to second language writing instruction. It will focus on issues that are pertinent to second language writing teachers such as assessing writing, the efficacy of different types of feedback on writing, and measures that can be used to investigate development in L2 writing.

View detailed information in the Handbook

This subject examines the phenomenon of bi/multilingualism from both individual and societal perspectives. It enables students to understand the language choices made by speakers in bilingual and multilingual settings, the role of language contact in language change, the relationship between language and cognition and the psychological and societal factors influencing language acquisition, language maintenance, and language loss. It also considers educational and political issues associated with bilingualism, and familiarises students with a range of institutional models whereby citizens can be encouraged to successfully learn and use two or more languages in their daily lives.

View detailed information in the Handbook

One outcome of the globalisation of the Australian and international job markets is the increasing need for transcultural communication skills in both the private and public sectors. Transcultural communication typically entails interaction in which one or more of the communicators use a second or third language. Successful transcultural communication requires not only a shared language but also strong intercultural awareness and skills. These include verbal skills such as how and when to use speech and silence as well as non-verbal skills knowing how and when gaze, gesture and body posture may differ across cultures. This subject will provide students with the tools to achieve successful transcultural encounters in professional settings and embrace intercultural citizenship. The delivery of the subject will include lectures with audio-visual materials, discussion sessions to deepen the students’ understanding of theories and key concepts pertaining to transcultural communication. Students will also be evaluating the practical implications of theories and concepts discussed in the classroom and applying them to real-world scenarios. This subject will focus on transcultural communication using an intersectional approach by exploring topics such as, multicultural and Indigenous Australia, identity, intercultural citizenship, politeness and rapport management.

View detailed information in the Handbook

This subject investigates the nature of spoken discourse and major approaches to analysing and understanding it; written discourse will also be touched on for comparative purposes. Students will develop their skills in the collection and transcription of spoken language data and in designing research projects in discourse analysis relevant to applied linguistics. A variety of discourse types and genres will be studied, with a focus on dialogic interaction. Theories and approaches covered will include pragmatics, conversation analysis, and critical discourse analysis.

View detailed information in the Handbook

This subject provides an overview of research in second language pragmatics. It covers research methods in second language pragmatics, learners’ developmental pathways, effects of individual learner differences and learning contexts on pragmatics learning, teaching and assessment of second language pragmatics, and pragmatics in the age of globalization.

View detailed information in the Handbook

This subject is a general introduction to psycholinguistics. We will study the ways in which language is represented and processed in real time and discuss the factors that enable us to comprehend and use the language. Topics include word processing, sentence processing, discourse processing, linguistic relativity, and non-literal language processing by monolingual and bilingual speakers. Practical training will be provided to familiarize students with a variety of tasks and techniques associated with this field. Students will learn to use the research techniques to design behavioural psycholinguistic experiments.

View detailed information in the Handbook

This subject is designed for graduate students who would like to improve their spoken English skills for professional contexts. It is aimed at speakers of English as an additional language.

Students who complete this subject will become familiar with Australian English pronunciation, will develop confidence and self-awareness, and will improve the clarity and fluency of their speech for use in professional communication. The content covers various aspects of pronunciation, such as individual sounds, sound combinations, syllables and word stress, rhythm, sentence stress, connected speech processes and intonation. Students will also improve their listening-discrimination skills, develop an understanding of the basic processes involved in speech production and gain practical knowledge about the communicative nature of sentence stress and intonation, especially as they apply to workplace settings.

View detailed information in the Handbook

The subject aims to improve students’ ability to edit their written texts in order to produce grammatically accurate and stylistically appropriate texts for professional purposes. The subject begins with a review of the most frequent errors in the writing of students who speak English as a Second Language, including errors in morphology, syntax, cohesion, and punctuation, and then considers the impact that such errors may have on meaning. In the second half of the subject, students engage in linguistic analysis of a range of work-related texts (e.g., email communication, job application letters). The aim of this analysis is to identify the most salient grammatical and stylistic features that contribute to the clarity of the texts. Throughout the subject students will engage in identifying areas of concern in their writing (annotation), self and peer editing exercises, keeping logs of their progress, and using available online grammar resources.

View detailed information in the Handbook

This subject aims to develop effective written communication skills for use in professional workplace contexts. It is designed for graduate students, who are speakers of English as an additional language. Given the wide range of professional workplaces and modes of writing found within these, this subject aims to help students reflect on the different contexts and interactions that are at stake in professional reading and writing. It will do this by teaching students techniques of text analysis to assist them in identifying the conventions of a variety of genres encountered in the workplace. Students will also develop skills in structuring and writing texts that respond appropriately and flexibly to a range of communicative purposes and audiences. Particular attention will be paid to workplace modes of writing (including promotional and hortatory text types), and to the processes of collaborative professional writing.

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This subject enhances students’ ability to communicate effectively and strategically in English-speaking professional settings in Australia and internationally. Students will acquire research-based discourse analytic tools to understand workplace cultures and norms of interaction, and develop practical skills in advanced spoken and email-based workplace interaction. Topics include opening and closing conversations, engaging in small talk, raising sensitive issues with peers and superior, making and responding to requests, complaints, and refusals from a position of strength and weakness, structuring short ad hoc speeches, participating in job interviews, and understanding cultural norms of humour, sarcasm and non-literal language use. There will be an emphasis throughout on intercultural differences and awareness raising of how cultural norms impact interaction.

Note: This subject is aimed at speakers of English as an additional language. It is not suitable for native speakers of English.

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Budget management requires an understanding of specific vocabulary, and the application of key foundational principles of finance, resources and risk in organisations. This subject will give students the skills and confidence to develop a financial budget, resource and risk management strategy in a variety of different situations. This subject will provide students with different conceptualisations of risk, from sociological understandings through to psychological theories. It will also introduce concepts of the ISO 31000 international standard on risk management that establishes a risk management framework that must be adhered to in a range of organisations. Topics covered will include budget and resource fundamentals, risk assessment, risk perception and communication, risk management and governance, and solving real risk and budget problems and issues. The subject makes extensive use of practical and case-based learning.

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Leadership is a pivotal part of every formal and informal group, every community and organisation. Leading involves a critical connection between the individual capacity of a leader and the formal authority and responsibility vested in the position they occupy. It is personal and structural; it is something learned and practised every day; it is rooted in deep aspects of personality, gender and culture.

This subject helps students develop leadership skills by examining the attributes of leadership and the roles that leaders play. It does this through a dialogue between contemporary leadership theory and the ‘classic texts’ of authors such as Sophocles, Machiavelli, Shakespeare, Camus and Sun Tzu. The subject examines how these classic texts position the leader in different contexts, noting how they: develop a vision and goals; build support and deal with threats; impose costs and create alliances; and find a moral compass. We use contemporary leadership theories and cases to interpret these 'classic' studies of leadership and to see what works and why.

Seminar discussion and analysis of leadership theory will be complemented by guest speakers, and opportunities for group discussion and critical self-reflection.

This subject is compulsory in the Executive Master of Arts (MC-EMA). It is open to students in other graduate coursework programs with the written permission of course and subject coordinators.

View detailed information in the Handbook

This subject is designed to provide students with the ability to apply the foundation principles of project management in a variety of contexts. The program will examine the language of project management, and how foundation principles of project management can be used to enhance the sustainability and effectiveness of organisations. This subject will equip students with the skills and background information to successfully complete an internship with an external organisation or a group project.

Using Project Management methodologies, students will learn:
- How to develop a project, a business plan, and timelines
- How to manage stakeholders and risks; and how to monitor a project.

View detailed information in the Handbook

This subject introduces students to the fundamentals of successful communication in professional contexts. It focuses on both oral and written communications and canvases a range of contemporary communications skills and practices, using case study and simulation-based approaches to build practical skills and theoretical understandings. Areas covered include business speaking and presentation, strategic organisational communication, the basics of strategic public communications as practiced in the advertising and public relations industries, and cross-cultural communication. Students also gain an understanding of the changes impacting the contemporary organisational communications environment, such as media convergence, and the challenges posed to organisational communications by the emergence of digital media. Students completing this subject will have acquired a strong understanding of contemporary professional communications practices, and practical tools for effective communication, with a particular emphasis on leadership.

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This subject examines the ‘secret life of organisations’ using a range of disciplinary approaches to the different functions and structures of corporate, government and non-government organisations Students will examine the history of organisations and the nature of work people do within them. They will also consider how distinct types of organisations have reacted and adapted to what the sociologist Richard Sennett has called the ‘new capitalism’—the growth of non-traditional organisational structures, and a broader shift to a knowledge-based service economy. At the same time students will grapple with the practicalities of how to work in such organisations, by considering the strategies managers use to pursue organisational goals, and how such organisations are best negotiated by workers to exert influence and show leadership within them. Students will develop an understanding of the history and structure of the sociological ‘field’ of modern organisations, and a practical grasp of how best to make their way in the world of work.

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This subject focuses on how we can best develop and harness good ideas. The approach will combine the general and particular. On the general side, we will discuss philosophical questions about conceptual innovation and the nature of truth, and will look at a range of thinking tools, from formal logic to creativity heuristics. On the particular side, we shall study some shining examples of critical and creative thinking in philosophy, science, and the arts.

View detailed information in the Handbook

Moral decision-making is a practical skill which we exercise many times a day, confidently and accurately. Sometimes, however, we face situations of moral complexity or novelty, where it is not obvious what we should do. In this subject, we look at the ways in which moral theory can assist us to think about such situations, particularly as they arise in our working and organisational life. We begin by examining the nature of moral reasoning, and then see how it can be applied to a number of ethical issues which we are likely to encounter in our professional lives. These issues may include, autonomy and paternalism, role morality and its relationship with personal morality, whistle-blowing, free speech in the workplace, personal and professional relationships, corruption and bribery, conflicts of interest, and privacy and confidentiality. We focus on the factors that help or hinder ethical action in organizational settings, including both structural elements (such as role clarity, avoidance of perverse incentives, accountability mechanisms) and personal traits (such as cognitive biases and moral (dis)engagement). Case studies will provide a focus for reflective work: students will be encouraged to develop case studies from their own experience, and pursue their own interests.

View detailed information in the Handbook

Have you ever wondered how language actually works? Or how it can be that a 6 year-old child can know more about their native language than the most sophisticated computers? This subject is a practical introduction to the nature of human language which gives a conceptual framework for discussing language and provides the tools required to analyse and describe all of the world's 6000+ languages. Central areas of linguistics will be covered using data from languages from all over the world, including speech sounds, word structure, sentence structure, meaning, language learning, and language change.

View detailed information in the Handbook

Concepts in Applied Linguistics is a compulsory subject for all students on the Master in Applied Linguistics, and should be taken in the first semester of enrolment in the program. This introductory subject teaches students core concepts; current issues and debates; and diverse research methods in applied linguistics. It introduces students to the three principal specialisations of the Master program: Teaching English as a Second Language (TESOL); Language Testing; and English Language. It tracks the origins of these fields from their diverse theoretical inceptions, such as psycholinguistics, pedagogy and sociolinguistics, to their applications in various domains, including, for example, language teaching and learning; language assessment; and language policy and planning. It also shows how advancements in applied linguistics have been applied to real-world problems such as how to train language teachers; how to design fair and effective language tests; how to combat language discrimination; and how minority languages can be revived and maintained. The subject is an essential part of foundational study for the Master and prepares students for more specialised subjects on the program; for further independent research and study; and for professions in public service, teaching, translation and speech pathology.

View detailed information in the Handbook

In this subject, students will gain a systematic understanding of the relation between language and society and culture and its implications for language learning and teaching. The main topics covered include: Social, regional and stylistic variation and their consequences for the learning and teaching of English and other second languages; bi-multilingualism and diglossia; language, attitudes and identity; language policy, especially languages-in-education policy; cultural values in communication; and multi-modal communication, both online and non-verbal interactions.

View detailed information in the Handbook

A minor thesis of 12,000 words on an approved research project.

View detailed information in the Handbook

A minor thesis of 12,000 words on an approved research project.

View detailed information in the Handbook

This subject provides an introduction to the range of approaches to research as practised in applied linguistics in three main areas: (a) research paradigms, or the philosophical assumptions concerning knowledge and ethical considerations; (b) research approaches, or the designs for research that includes quasi-experiments, ethnography, discourse analysis, and action research; (c) data collection and analysis techniques, that include surveys, observation, interviews, introspection, and verbal report protocols. Working with these topics and completing assignments will prepare students to design research projects and to critique research in the field of applied linguistics.

View detailed information in the Handbook

This subject provides students with the opportunity to apply their disciplinary knowledge to a team-based practical project related to their chosen specialisation (TESOL, Language Testing, English Language). Students will gain experience in co-designing and conducting a project, teamwork, and project evaluation. They will develop professional writing skills relevant to producing project proposals and reports, and professional presentation skills relevant to communicating project goals and outcomes to different stakeholders.

View detailed information in the Handbook

This subject focuses on how second/additional languages are acquired and learnt, what factors explain why only some learners are successful in learning second/additional languages, and how to teach a language in light of learners’ individual differences. We begin by looking at a range of theories which present different perspectives on the process of second/additional language acquisition. We then consider individual factors that may affect success and retention. These factors include age, aptitude, motivation and learning strategies. We examine approaches to second/additional language instruction, focusing not only on the four macro skills of speaking, listening, reading and writing, but also on a wide range of other communicative competences essential to appropriately use a language in real-world interactions.

Classroom observations and language textbook analysis are utilised to directly apply theoretical knowledge and reflect on the role of teachers, students, curriculum requirements, policies and resources when learning and teaching languages. These include widely spoken languages, and minority and Indigenous languages. The investigation of the role of technological tools, including generative Artificial Intelligence tools, contributes to students’ understanding of the affordances of technology for language learning and teaching. Students are encouraged to reflect upon their own language learning experiences and explain these experiences by reference to the theories and key concepts covered in the subject.

View detailed information in the Handbook

This subject is an introduction to basic concepts and methods of syntactic analysis and description. Emphasis is on practical analysis and description of a wide range of phenomena from a variety of languages. Students should become familiar with topics such as constituent structure, syntactic categories, grammatical functions (interface with morphology), thematic relations (interface with semantics), word order, multi-clausal constructions, including complement clauses, relative clauses and clause linking, and unbounded dependencies.

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This subject examines how social and cultural factors influence language, and the role language plays in structuring and representing social categories across cultures. It examines how society and language shape each other: how language represents and enables social interaction, and how social interaction influences the form of language. Specific topics to be covered include socially determined variation in language styles and registers, language varieties reflecting social class, gender and ethnic group. It also examines factors affecting language choice such as, bi- and multi-lingualism, and factors of language contact and change.

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This subject is an overview of how children learn language - from before birth through the school years. We will study development across the core domains of language, including phonology, grammar, semantics and pragmatics. Throughout the subject, there is a focus on cross-linguistic comparison and grounding in relation to current theoretical models of language acquisition and cognitive and social development.

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This subject is an introduction to the study of meaning, looking at the main linguistic approaches to the study of meaning, techniques of semantic analysis and argumentation, and problems of accounting for some selected areas of linguistic meaning. Topics include classical approaches to meaning, prototype semantics, cognitive linguistics, formal semantics and linguistic categorisation across languages.

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Corpus Linguistics is the computational analysis of real-life language use, drawing on databases of written, spoken or signed language. Corpus data reveals patterns in language that go beyond the standard assumptions of linguistic theory, and it is corpus data that forms the foundation of language technologies such as Google and AI. Students in this course will engage in hands-on workshops, learning how to use custom corpus software, as well as basic Python coding, to discover patterns in language. They will also be guided into the theoretical underpinnings of corpus linguistics – how it reflects the cognitive processing of language, and how it relates to theories of grammatical structure. This course does not assume any previous technical skills, but students must be ready to learn computational tools for exploring corpus data. Assessment will involve data exploration, presenting and discussing analyses, and written work.

View detailed information in the Handbook

This subject focuses on the advanced language required for successful graduate study in English. In this subject students will develop critical approaches to researching, reading and writing. They will also develop the ability to plan and present confidently on a research topic and to write a literature review fluently and accurately. Particular attention is paid to grammatical and stylistic aspects of written and spoken academic discourse. Students write and present on a research topic that is relevant to their field of study.

View detailed information in the Handbook

This subject provides an introduction to the range of approaches to research as practised in applied linguistics in three main areas: (a) research paradigms, or the philosophical assumptions concerning knowledge and ethical considerations; (b) research approaches, or the designs for research that includes quasi-experiments, ethnography, discourse analysis, and action research; (c) data collection and analysis techniques, that include surveys, observation, interviews, introspection, and verbal report protocols. Working with these topics and completing assignments will prepare students to design research projects and to critique research in the field of applied linguistics.

View detailed information in the Handbook

This is an introductory subject designed to enable students to acquire the basic tools necessary for critically reading about and carrying out quantitative empirical research in applied linguistics. Students will be given practice in the application of statistics in the analysis of data obtained from research and will be introduced to the use of computers with statistical packages to analyse data. Throughout, there will be a focus on the practicality and usefulness of the skills developed for the tasks of understanding research literature in Applied Linguistics, and of carrying out research in settings relevant to students. No prior knowledge of mathematics or of statistical procedures will be assumed.

View detailed information in the Handbook

This subject adopts a language for specific purposes (LSP) framework to processes of language education. It begins from the premise that all language teaching involves the teaching of language for some specific purpose, and in some specific context. Working within an LSP framework, we look at a range of theoretical and practical approaches to needs analyses and to the design of programs and curricula. Approaches include corpus linguistics, genre theory, Systemic Functional Linguistics, and more socially critical approaches such as Academic Literacies. The subject will involve students collecting and analysing data (e.g. sample texts and interviews) to research the needs of learners and identify the discourses and practices of target communities in academic and professional contexts. Students will also participate in evaluating and developing LSP pedagogical materials and course curricula.

View detailed information in the Handbook

In this subject, we examine different ways in which the value and/or success of language programs can be understood and measured, drawing on concepts and approaches to evaluation in applied linguistics as well as in the wider field of program evaluation. We consider the ways in which language policy agendas and stakeholder values and goals at various levels (macro-, meso-, and micro-levels) shape the design and implementation of language programs, and the impact this has on classroom practices, teachers, language learners, and language learning outcomes. We will draw on examples of various kinds of language program, including academic and other specific purpose language programs, heritage language programs, and indigenous language programs, to illustrate key concepts, ethical considerations, and practical steps involved in conducting evaluations of language programs.

View detailed information in the Handbook

Introduction to the theory and practice of language assessment in a range of second language contexts. Topics covered include testing listening, reading, writing, speaking, test analysis, construction and validation of language tests, classroom language assessment and alternative assessment practices. Students will be encouraged to develop solutions to language assessment problems relevant to their own work settings.

View detailed information in the Handbook

This subject offers a survey of the principal topics currently addressed in the study of second language acquisition, and of the major research methods and paradigms used in such studies. Students should expect to be able to understand critical observation, description and analysis of second language learners and their language performance, the social and psychological aspects of second language learning situations, and the special characteristics of learner language.

View detailed information in the Handbook

This subject focuses on aspects of the English sound system with particular focus on Australian English. Students gain a detailed understanding of the sound system of different varieties of English. The main topics covered include: phonetic analysis (vowel and consonant systems, phonotactics, stress and intonation) of selected English varieties including L2 varieties of English. Throughout the subject, material is drawn from different varieties of English, including English spoken by second language learners. This subject also provides the chance for training in the accurate perception and production of English speech, transcription, and an introduction to acoustic phonetic analysis.

View detailed information in the Handbook

This subject explores the main areas of grammar, at the level of the word, the sentence and the text. Throughout the subject, material is drawn from across a range of contexts of use and varieties of English, including Standard English. Through seminars and practical application students gain a systematic understanding of the major features of English grammar, including morphology, syntax, and stylistics, with additional focus on the role of grammar in language use, and descriptive and methodological approaches to the analysis of grammar.

View detailed information in the Handbook

The subject will introduce students to key theories of second language writing and composing processes and approaches to second language writing instruction. It will focus on issues that are pertinent to second language writing teachers such as assessing writing, the efficacy of different types of feedback on writing, and measures that can be used to investigate development in L2 writing.

View detailed information in the Handbook

This subject examines the phenomenon of bi/multilingualism from both individual and societal perspectives. It enables students to understand the language choices made by speakers in bilingual and multilingual settings, the role of language contact in language change, the relationship between language and cognition and the psychological and societal factors influencing language acquisition, language maintenance, and language loss. It also considers educational and political issues associated with bilingualism, and familiarises students with a range of institutional models whereby citizens can be encouraged to successfully learn and use two or more languages in their daily lives.

View detailed information in the Handbook

One outcome of the globalisation of the Australian and international job markets is the increasing need for transcultural communication skills in both the private and public sectors. Transcultural communication typically entails interaction in which one or more of the communicators use a second or third language. Successful transcultural communication requires not only a shared language but also strong intercultural awareness and skills. These include verbal skills such as how and when to use speech and silence as well as non-verbal skills knowing how and when gaze, gesture and body posture may differ across cultures. This subject will provide students with the tools to achieve successful transcultural encounters in professional settings and embrace intercultural citizenship. The delivery of the subject will include lectures with audio-visual materials, discussion sessions to deepen the students’ understanding of theories and key concepts pertaining to transcultural communication. Students will also be evaluating the practical implications of theories and concepts discussed in the classroom and applying them to real-world scenarios. This subject will focus on transcultural communication using an intersectional approach by exploring topics such as, multicultural and Indigenous Australia, identity, intercultural citizenship, politeness and rapport management.

View detailed information in the Handbook

This subject investigates the nature of spoken discourse and major approaches to analysing and understanding it; written discourse will also be touched on for comparative purposes. Students will develop their skills in the collection and transcription of spoken language data and in designing research projects in discourse analysis relevant to applied linguistics. A variety of discourse types and genres will be studied, with a focus on dialogic interaction. Theories and approaches covered will include pragmatics, conversation analysis, and critical discourse analysis.

View detailed information in the Handbook

This subject provides an overview of research in second language pragmatics. It covers research methods in second language pragmatics, learners’ developmental pathways, effects of individual learner differences and learning contexts on pragmatics learning, teaching and assessment of second language pragmatics, and pragmatics in the age of globalization.

View detailed information in the Handbook

This subject is a general introduction to psycholinguistics. We will study the ways in which language is represented and processed in real time and discuss the factors that enable us to comprehend and use the language. Topics include word processing, sentence processing, discourse processing, linguistic relativity, and non-literal language processing by monolingual and bilingual speakers. Practical training will be provided to familiarize students with a variety of tasks and techniques associated with this field. Students will learn to use the research techniques to design behavioural psycholinguistic experiments.

View detailed information in the Handbook

This subject is designed for graduate students who would like to improve their spoken English skills for professional contexts. It is aimed at speakers of English as an additional language.

Students who complete this subject will become familiar with Australian English pronunciation, will develop confidence and self-awareness, and will improve the clarity and fluency of their speech for use in professional communication. The content covers various aspects of pronunciation, such as individual sounds, sound combinations, syllables and word stress, rhythm, sentence stress, connected speech processes and intonation. Students will also improve their listening-discrimination skills, develop an understanding of the basic processes involved in speech production and gain practical knowledge about the communicative nature of sentence stress and intonation, especially as they apply to workplace settings.

View detailed information in the Handbook

The subject aims to improve students’ ability to edit their written texts in order to produce grammatically accurate and stylistically appropriate texts for professional purposes. The subject begins with a review of the most frequent errors in the writing of students who speak English as a Second Language, including errors in morphology, syntax, cohesion, and punctuation, and then considers the impact that such errors may have on meaning. In the second half of the subject, students engage in linguistic analysis of a range of work-related texts (e.g., email communication, job application letters). The aim of this analysis is to identify the most salient grammatical and stylistic features that contribute to the clarity of the texts. Throughout the subject students will engage in identifying areas of concern in their writing (annotation), self and peer editing exercises, keeping logs of their progress, and using available online grammar resources.

View detailed information in the Handbook

This subject aims to develop effective written communication skills for use in professional workplace contexts. It is designed for graduate students, who are speakers of English as an additional language. Given the wide range of professional workplaces and modes of writing found within these, this subject aims to help students reflect on the different contexts and interactions that are at stake in professional reading and writing. It will do this by teaching students techniques of text analysis to assist them in identifying the conventions of a variety of genres encountered in the workplace. Students will also develop skills in structuring and writing texts that respond appropriately and flexibly to a range of communicative purposes and audiences. Particular attention will be paid to workplace modes of writing (including promotional and hortatory text types), and to the processes of collaborative professional writing.

View detailed information in the Handbook

This subject enhances students’ ability to communicate effectively and strategically in English-speaking professional settings in Australia and internationally. Students will acquire research-based discourse analytic tools to understand workplace cultures and norms of interaction, and develop practical skills in advanced spoken and email-based workplace interaction. Topics include opening and closing conversations, engaging in small talk, raising sensitive issues with peers and superior, making and responding to requests, complaints, and refusals from a position of strength and weakness, structuring short ad hoc speeches, participating in job interviews, and understanding cultural norms of humour, sarcasm and non-literal language use. There will be an emphasis throughout on intercultural differences and awareness raising of how cultural norms impact interaction.

Note: This subject is aimed at speakers of English as an additional language. It is not suitable for native speakers of English.

View detailed information in the Handbook

Budget management requires an understanding of specific vocabulary, and the application of key foundational principles of finance, resources and risk in organisations. This subject will give students the skills and confidence to develop a financial budget, resource and risk management strategy in a variety of different situations. This subject will provide students with different conceptualisations of risk, from sociological understandings through to psychological theories. It will also introduce concepts of the ISO 31000 international standard on risk management that establishes a risk management framework that must be adhered to in a range of organisations. Topics covered will include budget and resource fundamentals, risk assessment, risk perception and communication, risk management and governance, and solving real risk and budget problems and issues. The subject makes extensive use of practical and case-based learning.

View detailed information in the Handbook

Leadership is a pivotal part of every formal and informal group, every community and organisation. Leading involves a critical connection between the individual capacity of a leader and the formal authority and responsibility vested in the position they occupy. It is personal and structural; it is something learned and practised every day; it is rooted in deep aspects of personality, gender and culture.

This subject helps students develop leadership skills by examining the attributes of leadership and the roles that leaders play. It does this through a dialogue between contemporary leadership theory and the ‘classic texts’ of authors such as Sophocles, Machiavelli, Shakespeare, Camus and Sun Tzu. The subject examines how these classic texts position the leader in different contexts, noting how they: develop a vision and goals; build support and deal with threats; impose costs and create alliances; and find a moral compass. We use contemporary leadership theories and cases to interpret these 'classic' studies of leadership and to see what works and why.

Seminar discussion and analysis of leadership theory will be complemented by guest speakers, and opportunities for group discussion and critical self-reflection.

This subject is compulsory in the Executive Master of Arts (MC-EMA). It is open to students in other graduate coursework programs with the written permission of course and subject coordinators.

View detailed information in the Handbook

This subject is designed to provide students with the ability to apply the foundation principles of project management in a variety of contexts. The program will examine the language of project management, and how foundation principles of project management can be used to enhance the sustainability and effectiveness of organisations. This subject will equip students with the skills and background information to successfully complete an internship with an external organisation or a group project.

Using Project Management methodologies, students will learn:
- How to develop a project, a business plan, and timelines
- How to manage stakeholders and risks; and how to monitor a project.

View detailed information in the Handbook

This subject introduces students to the fundamentals of successful communication in professional contexts. It focuses on both oral and written communications and canvases a range of contemporary communications skills and practices, using case study and simulation-based approaches to build practical skills and theoretical understandings. Areas covered include business speaking and presentation, strategic organisational communication, the basics of strategic public communications as practiced in the advertising and public relations industries, and cross-cultural communication. Students also gain an understanding of the changes impacting the contemporary organisational communications environment, such as media convergence, and the challenges posed to organisational communications by the emergence of digital media. Students completing this subject will have acquired a strong understanding of contemporary professional communications practices, and practical tools for effective communication, with a particular emphasis on leadership.

View detailed information in the Handbook

This subject examines the ‘secret life of organisations’ using a range of disciplinary approaches to the different functions and structures of corporate, government and non-government organisations Students will examine the history of organisations and the nature of work people do within them. They will also consider how distinct types of organisations have reacted and adapted to what the sociologist Richard Sennett has called the ‘new capitalism’—the growth of non-traditional organisational structures, and a broader shift to a knowledge-based service economy. At the same time students will grapple with the practicalities of how to work in such organisations, by considering the strategies managers use to pursue organisational goals, and how such organisations are best negotiated by workers to exert influence and show leadership within them. Students will develop an understanding of the history and structure of the sociological ‘field’ of modern organisations, and a practical grasp of how best to make their way in the world of work.

View detailed information in the Handbook

This subject focuses on how we can best develop and harness good ideas. The approach will combine the general and particular. On the general side, we will discuss philosophical questions about conceptual innovation and the nature of truth, and will look at a range of thinking tools, from formal logic to creativity heuristics. On the particular side, we shall study some shining examples of critical and creative thinking in philosophy, science, and the arts.

View detailed information in the Handbook

Moral decision-making is a practical skill which we exercise many times a day, confidently and accurately. Sometimes, however, we face situations of moral complexity or novelty, where it is not obvious what we should do. In this subject, we look at the ways in which moral theory can assist us to think about such situations, particularly as they arise in our working and organisational life. We begin by examining the nature of moral reasoning, and then see how it can be applied to a number of ethical issues which we are likely to encounter in our professional lives. These issues may include, autonomy and paternalism, role morality and its relationship with personal morality, whistle-blowing, free speech in the workplace, personal and professional relationships, corruption and bribery, conflicts of interest, and privacy and confidentiality. We focus on the factors that help or hinder ethical action in organizational settings, including both structural elements (such as role clarity, avoidance of perverse incentives, accountability mechanisms) and personal traits (such as cognitive biases and moral (dis)engagement). Case studies will provide a focus for reflective work: students will be encouraged to develop case studies from their own experience, and pursue their own interests.

View detailed information in the Handbook

Concepts in Applied Linguistics is a compulsory subject for all students on the Master in Applied Linguistics, and should be taken in the first semester of enrolment in the program. This introductory subject teaches students core concepts; current issues and debates; and diverse research methods in applied linguistics. It introduces students to the three principal specialisations of the Master program: Teaching English as a Second Language (TESOL); Language Testing; and English Language. It tracks the origins of these fields from their diverse theoretical inceptions, such as psycholinguistics, pedagogy and sociolinguistics, to their applications in various domains, including, for example, language teaching and learning; language assessment; and language policy and planning. It also shows how advancements in applied linguistics have been applied to real-world problems such as how to train language teachers; how to design fair and effective language tests; how to combat language discrimination; and how minority languages can be revived and maintained. The subject is an essential part of foundational study for the Master and prepares students for more specialised subjects on the program; for further independent research and study; and for professions in public service, teaching, translation and speech pathology.

View detailed information in the Handbook

In this subject, students will gain a systematic understanding of the relation between language and society and culture and its implications for language learning and teaching. The main topics covered include: Social, regional and stylistic variation and their consequences for the learning and teaching of English and other second languages; bi-multilingualism and diglossia; language, attitudes and identity; language policy, especially languages-in-education policy; cultural values in communication; and multi-modal communication, both online and non-verbal interactions.

View detailed information in the Handbook

A minor thesis of 12,000 words on an approved research project.

View detailed information in the Handbook

A minor thesis of 12,000 words on an approved research project.

View detailed information in the Handbook

This subject provides an introduction to the range of approaches to research as practised in applied linguistics in three main areas: (a) research paradigms, or the philosophical assumptions concerning knowledge and ethical considerations; (b) research approaches, or the designs for research that includes quasi-experiments, ethnography, discourse analysis, and action research; (c) data collection and analysis techniques, that include surveys, observation, interviews, introspection, and verbal report protocols. Working with these topics and completing assignments will prepare students to design research projects and to critique research in the field of applied linguistics.

View detailed information in the Handbook

This subject provides students with the opportunity to apply their disciplinary knowledge to a team-based practical project related to their chosen specialisation (TESOL, Language Testing, English Language). Students will gain experience in co-designing and conducting a project, teamwork, and project evaluation. They will develop professional writing skills relevant to producing project proposals and reports, and professional presentation skills relevant to communicating project goals and outcomes to different stakeholders.

View detailed information in the Handbook

This subject focuses on the advanced language required for successful graduate study in English. In this subject students will develop critical approaches to researching, reading and writing. They will also develop the ability to plan and present confidently on a research topic and to write a literature review fluently and accurately. Particular attention is paid to grammatical and stylistic aspects of written and spoken academic discourse. Students write and present on a research topic that is relevant to their field of study.

View detailed information in the Handbook

This subject provides an introduction to the range of approaches to research as practised in applied linguistics in three main areas: (a) research paradigms, or the philosophical assumptions concerning knowledge and ethical considerations; (b) research approaches, or the designs for research that includes quasi-experiments, ethnography, discourse analysis, and action research; (c) data collection and analysis techniques, that include surveys, observation, interviews, introspection, and verbal report protocols. Working with these topics and completing assignments will prepare students to design research projects and to critique research in the field of applied linguistics.

View detailed information in the Handbook

This is an introductory subject designed to enable students to acquire the basic tools necessary for critically reading about and carrying out quantitative empirical research in applied linguistics. Students will be given practice in the application of statistics in the analysis of data obtained from research and will be introduced to the use of computers with statistical packages to analyse data. Throughout, there will be a focus on the practicality and usefulness of the skills developed for the tasks of understanding research literature in Applied Linguistics, and of carrying out research in settings relevant to students. No prior knowledge of mathematics or of statistical procedures will be assumed.

View detailed information in the Handbook

This subject adopts a language for specific purposes (LSP) framework to processes of language education. It begins from the premise that all language teaching involves the teaching of language for some specific purpose, and in some specific context. Working within an LSP framework, we look at a range of theoretical and practical approaches to needs analyses and to the design of programs and curricula. Approaches include corpus linguistics, genre theory, Systemic Functional Linguistics, and more socially critical approaches such as Academic Literacies. The subject will involve students collecting and analysing data (e.g. sample texts and interviews) to research the needs of learners and identify the discourses and practices of target communities in academic and professional contexts. Students will also participate in evaluating and developing LSP pedagogical materials and course curricula.

View detailed information in the Handbook

In this subject, we examine different ways in which the value and/or success of language programs can be understood and measured, drawing on concepts and approaches to evaluation in applied linguistics as well as in the wider field of program evaluation. We consider the ways in which language policy agendas and stakeholder values and goals at various levels (macro-, meso-, and micro-levels) shape the design and implementation of language programs, and the impact this has on classroom practices, teachers, language learners, and language learning outcomes. We will draw on examples of various kinds of language program, including academic and other specific purpose language programs, heritage language programs, and indigenous language programs, to illustrate key concepts, ethical considerations, and practical steps involved in conducting evaluations of language programs.

View detailed information in the Handbook

Introduction to the theory and practice of language assessment in a range of second language contexts. Topics covered include testing listening, reading, writing, speaking, test analysis, construction and validation of language tests, classroom language assessment and alternative assessment practices. Students will be encouraged to develop solutions to language assessment problems relevant to their own work settings.

View detailed information in the Handbook

This subject offers a survey of the principal topics currently addressed in the study of second language acquisition, and of the major research methods and paradigms used in such studies. Students should expect to be able to understand critical observation, description and analysis of second language learners and their language performance, the social and psychological aspects of second language learning situations, and the special characteristics of learner language.

View detailed information in the Handbook

This subject focuses on aspects of the English sound system with particular focus on Australian English. Students gain a detailed understanding of the sound system of different varieties of English. The main topics covered include: phonetic analysis (vowel and consonant systems, phonotactics, stress and intonation) of selected English varieties including L2 varieties of English. Throughout the subject, material is drawn from different varieties of English, including English spoken by second language learners. This subject also provides the chance for training in the accurate perception and production of English speech, transcription, and an introduction to acoustic phonetic analysis.

View detailed information in the Handbook

This subject explores the main areas of grammar, at the level of the word, the sentence and the text. Throughout the subject, material is drawn from across a range of contexts of use and varieties of English, including Standard English. Through seminars and practical application students gain a systematic understanding of the major features of English grammar, including morphology, syntax, and stylistics, with additional focus on the role of grammar in language use, and descriptive and methodological approaches to the analysis of grammar.

View detailed information in the Handbook

The subject will introduce students to key theories of second language writing and composing processes and approaches to second language writing instruction. It will focus on issues that are pertinent to second language writing teachers such as assessing writing, the efficacy of different types of feedback on writing, and measures that can be used to investigate development in L2 writing.

View detailed information in the Handbook

This subject examines the phenomenon of bi/multilingualism from both individual and societal perspectives. It enables students to understand the language choices made by speakers in bilingual and multilingual settings, the role of language contact in language change, the relationship between language and cognition and the psychological and societal factors influencing language acquisition, language maintenance, and language loss. It also considers educational and political issues associated with bilingualism, and familiarises students with a range of institutional models whereby citizens can be encouraged to successfully learn and use two or more languages in their daily lives.

View detailed information in the Handbook

One outcome of the globalisation of the Australian and international job markets is the increasing need for transcultural communication skills in both the private and public sectors. Transcultural communication typically entails interaction in which one or more of the communicators use a second or third language. Successful transcultural communication requires not only a shared language but also strong intercultural awareness and skills. These include verbal skills such as how and when to use speech and silence as well as non-verbal skills knowing how and when gaze, gesture and body posture may differ across cultures. This subject will provide students with the tools to achieve successful transcultural encounters in professional settings and embrace intercultural citizenship. The delivery of the subject will include lectures with audio-visual materials, discussion sessions to deepen the students’ understanding of theories and key concepts pertaining to transcultural communication. Students will also be evaluating the practical implications of theories and concepts discussed in the classroom and applying them to real-world scenarios. This subject will focus on transcultural communication using an intersectional approach by exploring topics such as, multicultural and Indigenous Australia, identity, intercultural citizenship, politeness and rapport management.

View detailed information in the Handbook

This subject investigates the nature of spoken discourse and major approaches to analysing and understanding it; written discourse will also be touched on for comparative purposes. Students will develop their skills in the collection and transcription of spoken language data and in designing research projects in discourse analysis relevant to applied linguistics. A variety of discourse types and genres will be studied, with a focus on dialogic interaction. Theories and approaches covered will include pragmatics, conversation analysis, and critical discourse analysis.

View detailed information in the Handbook

This subject provides an overview of research in second language pragmatics. It covers research methods in second language pragmatics, learners’ developmental pathways, effects of individual learner differences and learning contexts on pragmatics learning, teaching and assessment of second language pragmatics, and pragmatics in the age of globalization.

View detailed information in the Handbook

This subject is a general introduction to psycholinguistics. We will study the ways in which language is represented and processed in real time and discuss the factors that enable us to comprehend and use the language. Topics include word processing, sentence processing, discourse processing, linguistic relativity, and non-literal language processing by monolingual and bilingual speakers. Practical training will be provided to familiarize students with a variety of tasks and techniques associated with this field. Students will learn to use the research techniques to design behavioural psycholinguistic experiments.

View detailed information in the Handbook

This subject is designed for graduate students who would like to improve their spoken English skills for professional contexts. It is aimed at speakers of English as an additional language.

Students who complete this subject will become familiar with Australian English pronunciation, will develop confidence and self-awareness, and will improve the clarity and fluency of their speech for use in professional communication. The content covers various aspects of pronunciation, such as individual sounds, sound combinations, syllables and word stress, rhythm, sentence stress, connected speech processes and intonation. Students will also improve their listening-discrimination skills, develop an understanding of the basic processes involved in speech production and gain practical knowledge about the communicative nature of sentence stress and intonation, especially as they apply to workplace settings.

View detailed information in the Handbook

The subject aims to improve students’ ability to edit their written texts in order to produce grammatically accurate and stylistically appropriate texts for professional purposes. The subject begins with a review of the most frequent errors in the writing of students who speak English as a Second Language, including errors in morphology, syntax, cohesion, and punctuation, and then considers the impact that such errors may have on meaning. In the second half of the subject, students engage in linguistic analysis of a range of work-related texts (e.g., email communication, job application letters). The aim of this analysis is to identify the most salient grammatical and stylistic features that contribute to the clarity of the texts. Throughout the subject students will engage in identifying areas of concern in their writing (annotation), self and peer editing exercises, keeping logs of their progress, and using available online grammar resources.

View detailed information in the Handbook

This subject aims to develop effective written communication skills for use in professional workplace contexts. It is designed for graduate students, who are speakers of English as an additional language. Given the wide range of professional workplaces and modes of writing found within these, this subject aims to help students reflect on the different contexts and interactions that are at stake in professional reading and writing. It will do this by teaching students techniques of text analysis to assist them in identifying the conventions of a variety of genres encountered in the workplace. Students will also develop skills in structuring and writing texts that respond appropriately and flexibly to a range of communicative purposes and audiences. Particular attention will be paid to workplace modes of writing (including promotional and hortatory text types), and to the processes of collaborative professional writing.

View detailed information in the Handbook

This subject enhances students’ ability to communicate effectively and strategically in English-speaking professional settings in Australia and internationally. Students will acquire research-based discourse analytic tools to understand workplace cultures and norms of interaction, and develop practical skills in advanced spoken and email-based workplace interaction. Topics include opening and closing conversations, engaging in small talk, raising sensitive issues with peers and superior, making and responding to requests, complaints, and refusals from a position of strength and weakness, structuring short ad hoc speeches, participating in job interviews, and understanding cultural norms of humour, sarcasm and non-literal language use. There will be an emphasis throughout on intercultural differences and awareness raising of how cultural norms impact interaction.

Note: This subject is aimed at speakers of English as an additional language. It is not suitable for native speakers of English.

View detailed information in the Handbook

Budget management requires an understanding of specific vocabulary, and the application of key foundational principles of finance, resources and risk in organisations. This subject will give students the skills and confidence to develop a financial budget, resource and risk management strategy in a variety of different situations. This subject will provide students with different conceptualisations of risk, from sociological understandings through to psychological theories. It will also introduce concepts of the ISO 31000 international standard on risk management that establishes a risk management framework that must be adhered to in a range of organisations. Topics covered will include budget and resource fundamentals, risk assessment, risk perception and communication, risk management and governance, and solving real risk and budget problems and issues. The subject makes extensive use of practical and case-based learning.

View detailed information in the Handbook

Leadership is a pivotal part of every formal and informal group, every community and organisation. Leading involves a critical connection between the individual capacity of a leader and the formal authority and responsibility vested in the position they occupy. It is personal and structural; it is something learned and practised every day; it is rooted in deep aspects of personality, gender and culture.

This subject helps students develop leadership skills by examining the attributes of leadership and the roles that leaders play. It does this through a dialogue between contemporary leadership theory and the ‘classic texts’ of authors such as Sophocles, Machiavelli, Shakespeare, Camus and Sun Tzu. The subject examines how these classic texts position the leader in different contexts, noting how they: develop a vision and goals; build support and deal with threats; impose costs and create alliances; and find a moral compass. We use contemporary leadership theories and cases to interpret these 'classic' studies of leadership and to see what works and why.

Seminar discussion and analysis of leadership theory will be complemented by guest speakers, and opportunities for group discussion and critical self-reflection.

This subject is compulsory in the Executive Master of Arts (MC-EMA). It is open to students in other graduate coursework programs with the written permission of course and subject coordinators.

View detailed information in the Handbook

This subject is designed to provide students with the ability to apply the foundation principles of project management in a variety of contexts. The program will examine the language of project management, and how foundation principles of project management can be used to enhance the sustainability and effectiveness of organisations. This subject will equip students with the skills and background information to successfully complete an internship with an external organisation or a group project.

Using Project Management methodologies, students will learn:
- How to develop a project, a business plan, and timelines
- How to manage stakeholders and risks; and how to monitor a project.

View detailed information in the Handbook

This subject introduces students to the fundamentals of successful communication in professional contexts. It focuses on both oral and written communications and canvases a range of contemporary communications skills and practices, using case study and simulation-based approaches to build practical skills and theoretical understandings. Areas covered include business speaking and presentation, strategic organisational communication, the basics of strategic public communications as practiced in the advertising and public relations industries, and cross-cultural communication. Students also gain an understanding of the changes impacting the contemporary organisational communications environment, such as media convergence, and the challenges posed to organisational communications by the emergence of digital media. Students completing this subject will have acquired a strong understanding of contemporary professional communications practices, and practical tools for effective communication, with a particular emphasis on leadership.

View detailed information in the Handbook

This subject examines the ‘secret life of organisations’ using a range of disciplinary approaches to the different functions and structures of corporate, government and non-government organisations Students will examine the history of organisations and the nature of work people do within them. They will also consider how distinct types of organisations have reacted and adapted to what the sociologist Richard Sennett has called the ‘new capitalism’—the growth of non-traditional organisational structures, and a broader shift to a knowledge-based service economy. At the same time students will grapple with the practicalities of how to work in such organisations, by considering the strategies managers use to pursue organisational goals, and how such organisations are best negotiated by workers to exert influence and show leadership within them. Students will develop an understanding of the history and structure of the sociological ‘field’ of modern organisations, and a practical grasp of how best to make their way in the world of work.

View detailed information in the Handbook

This subject focuses on how we can best develop and harness good ideas. The approach will combine the general and particular. On the general side, we will discuss philosophical questions about conceptual innovation and the nature of truth, and will look at a range of thinking tools, from formal logic to creativity heuristics. On the particular side, we shall study some shining examples of critical and creative thinking in philosophy, science, and the arts.

View detailed information in the Handbook

Moral decision-making is a practical skill which we exercise many times a day, confidently and accurately. Sometimes, however, we face situations of moral complexity or novelty, where it is not obvious what we should do. In this subject, we look at the ways in which moral theory can assist us to think about such situations, particularly as they arise in our working and organisational life. We begin by examining the nature of moral reasoning, and then see how it can be applied to a number of ethical issues which we are likely to encounter in our professional lives. These issues may include, autonomy and paternalism, role morality and its relationship with personal morality, whistle-blowing, free speech in the workplace, personal and professional relationships, corruption and bribery, conflicts of interest, and privacy and confidentiality. We focus on the factors that help or hinder ethical action in organizational settings, including both structural elements (such as role clarity, avoidance of perverse incentives, accountability mechanisms) and personal traits (such as cognitive biases and moral (dis)engagement). Case studies will provide a focus for reflective work: students will be encouraged to develop case studies from their own experience, and pursue their own interests.

View detailed information in the Handbook

Concepts in Applied Linguistics is a compulsory subject for all students on the Master in Applied Linguistics, and should be taken in the first semester of enrolment in the program. This introductory subject teaches students core concepts; current issues and debates; and diverse research methods in applied linguistics. It introduces students to the three principal specialisations of the Master program: Teaching English as a Second Language (TESOL); Language Testing; and English Language. It tracks the origins of these fields from their diverse theoretical inceptions, such as psycholinguistics, pedagogy and sociolinguistics, to their applications in various domains, including, for example, language teaching and learning; language assessment; and language policy and planning. It also shows how advancements in applied linguistics have been applied to real-world problems such as how to train language teachers; how to design fair and effective language tests; how to combat language discrimination; and how minority languages can be revived and maintained. The subject is an essential part of foundational study for the Master and prepares students for more specialised subjects on the program; for further independent research and study; and for professions in public service, teaching, translation and speech pathology.

View detailed information in the Handbook

In this subject, students will gain a systematic understanding of the relation between language and society and culture and its implications for language learning and teaching. The main topics covered include: Social, regional and stylistic variation and their consequences for the learning and teaching of English and other second languages; bi-multilingualism and diglossia; language, attitudes and identity; language policy, especially languages-in-education policy; cultural values in communication; and multi-modal communication, both online and non-verbal interactions.

View detailed information in the Handbook

A minor thesis of 12,000 words on an approved research project.

View detailed information in the Handbook

A minor thesis of 12,000 words on an approved research project.

View detailed information in the Handbook

This subject provides an introduction to the range of approaches to research as practised in applied linguistics in three main areas: (a) research paradigms, or the philosophical assumptions concerning knowledge and ethical considerations; (b) research approaches, or the designs for research that includes quasi-experiments, ethnography, discourse analysis, and action research; (c) data collection and analysis techniques, that include surveys, observation, interviews, introspection, and verbal report protocols. Working with these topics and completing assignments will prepare students to design research projects and to critique research in the field of applied linguistics.

View detailed information in the Handbook

This subject provides students with the opportunity to apply their disciplinary knowledge to a team-based practical project related to their chosen specialisation (TESOL, Language Testing, English Language). Students will gain experience in co-designing and conducting a project, teamwork, and project evaluation. They will develop professional writing skills relevant to producing project proposals and reports, and professional presentation skills relevant to communicating project goals and outcomes to different stakeholders.

View detailed information in the Handbook

This subject focuses on the advanced language required for successful graduate study in English. In this subject students will develop critical approaches to researching, reading and writing. They will also develop the ability to plan and present confidently on a research topic and to write a literature review fluently and accurately. Particular attention is paid to grammatical and stylistic aspects of written and spoken academic discourse. Students write and present on a research topic that is relevant to their field of study.

View detailed information in the Handbook

This subject provides an introduction to the range of approaches to research as practised in applied linguistics in three main areas: (a) research paradigms, or the philosophical assumptions concerning knowledge and ethical considerations; (b) research approaches, or the designs for research that includes quasi-experiments, ethnography, discourse analysis, and action research; (c) data collection and analysis techniques, that include surveys, observation, interviews, introspection, and verbal report protocols. Working with these topics and completing assignments will prepare students to design research projects and to critique research in the field of applied linguistics.

View detailed information in the Handbook

This is an introductory subject designed to enable students to acquire the basic tools necessary for critically reading about and carrying out quantitative empirical research in applied linguistics. Students will be given practice in the application of statistics in the analysis of data obtained from research and will be introduced to the use of computers with statistical packages to analyse data. Throughout, there will be a focus on the practicality and usefulness of the skills developed for the tasks of understanding research literature in Applied Linguistics, and of carrying out research in settings relevant to students. No prior knowledge of mathematics or of statistical procedures will be assumed.

View detailed information in the Handbook

This subject adopts a language for specific purposes (LSP) framework to processes of language education. It begins from the premise that all language teaching involves the teaching of language for some specific purpose, and in some specific context. Working within an LSP framework, we look at a range of theoretical and practical approaches to needs analyses and to the design of programs and curricula. Approaches include corpus linguistics, genre theory, Systemic Functional Linguistics, and more socially critical approaches such as Academic Literacies. The subject will involve students collecting and analysing data (e.g. sample texts and interviews) to research the needs of learners and identify the discourses and practices of target communities in academic and professional contexts. Students will also participate in evaluating and developing LSP pedagogical materials and course curricula.

View detailed information in the Handbook

In this subject, we examine different ways in which the value and/or success of language programs can be understood and measured, drawing on concepts and approaches to evaluation in applied linguistics as well as in the wider field of program evaluation. We consider the ways in which language policy agendas and stakeholder values and goals at various levels (macro-, meso-, and micro-levels) shape the design and implementation of language programs, and the impact this has on classroom practices, teachers, language learners, and language learning outcomes. We will draw on examples of various kinds of language program, including academic and other specific purpose language programs, heritage language programs, and indigenous language programs, to illustrate key concepts, ethical considerations, and practical steps involved in conducting evaluations of language programs.

View detailed information in the Handbook

Introduction to the theory and practice of language assessment in a range of second language contexts. Topics covered include testing listening, reading, writing, speaking, test analysis, construction and validation of language tests, classroom language assessment and alternative assessment practices. Students will be encouraged to develop solutions to language assessment problems relevant to their own work settings.

View detailed information in the Handbook

This subject offers a survey of the principal topics currently addressed in the study of second language acquisition, and of the major research methods and paradigms used in such studies. Students should expect to be able to understand critical observation, description and analysis of second language learners and their language performance, the social and psychological aspects of second language learning situations, and the special characteristics of learner language.

View detailed information in the Handbook

This subject focuses on aspects of the English sound system with particular focus on Australian English. Students gain a detailed understanding of the sound system of different varieties of English. The main topics covered include: phonetic analysis (vowel and consonant systems, phonotactics, stress and intonation) of selected English varieties including L2 varieties of English. Throughout the subject, material is drawn from different varieties of English, including English spoken by second language learners. This subject also provides the chance for training in the accurate perception and production of English speech, transcription, and an introduction to acoustic phonetic analysis.

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This subject explores the main areas of grammar, at the level of the word, the sentence and the text. Throughout the subject, material is drawn from across a range of contexts of use and varieties of English, including Standard English. Through seminars and practical application students gain a systematic understanding of the major features of English grammar, including morphology, syntax, and stylistics, with additional focus on the role of grammar in language use, and descriptive and methodological approaches to the analysis of grammar.

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The subject will introduce students to key theories of second language writing and composing processes and approaches to second language writing instruction. It will focus on issues that are pertinent to second language writing teachers such as assessing writing, the efficacy of different types of feedback on writing, and measures that can be used to investigate development in L2 writing.

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This subject examines the phenomenon of bi/multilingualism from both individual and societal perspectives. It enables students to understand the language choices made by speakers in bilingual and multilingual settings, the role of language contact in language change, the relationship between language and cognition and the psychological and societal factors influencing language acquisition, language maintenance, and language loss. It also considers educational and political issues associated with bilingualism, and familiarises students with a range of institutional models whereby citizens can be encouraged to successfully learn and use two or more languages in their daily lives.

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One outcome of the globalisation of the Australian and international job markets is the increasing need for transcultural communication skills in both the private and public sectors. Transcultural communication typically entails interaction in which one or more of the communicators use a second or third language. Successful transcultural communication requires not only a shared language but also strong intercultural awareness and skills. These include verbal skills such as how and when to use speech and silence as well as non-verbal skills knowing how and when gaze, gesture and body posture may differ across cultures. This subject will provide students with the tools to achieve successful transcultural encounters in professional settings and embrace intercultural citizenship. The delivery of the subject will include lectures with audio-visual materials, discussion sessions to deepen the students’ understanding of theories and key concepts pertaining to transcultural communication. Students will also be evaluating the practical implications of theories and concepts discussed in the classroom and applying them to real-world scenarios. This subject will focus on transcultural communication using an intersectional approach by exploring topics such as, multicultural and Indigenous Australia, identity, intercultural citizenship, politeness and rapport management.

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This subject investigates the nature of spoken discourse and major approaches to analysing and understanding it; written discourse will also be touched on for comparative purposes. Students will develop their skills in the collection and transcription of spoken language data and in designing research projects in discourse analysis relevant to applied linguistics. A variety of discourse types and genres will be studied, with a focus on dialogic interaction. Theories and approaches covered will include pragmatics, conversation analysis, and critical discourse analysis.

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This subject provides an overview of research in second language pragmatics. It covers research methods in second language pragmatics, learners’ developmental pathways, effects of individual learner differences and learning contexts on pragmatics learning, teaching and assessment of second language pragmatics, and pragmatics in the age of globalization.

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This subject is a general introduction to psycholinguistics. We will study the ways in which language is represented and processed in real time and discuss the factors that enable us to comprehend and use the language. Topics include word processing, sentence processing, discourse processing, linguistic relativity, and non-literal language processing by monolingual and bilingual speakers. Practical training will be provided to familiarize students with a variety of tasks and techniques associated with this field. Students will learn to use the research techniques to design behavioural psycholinguistic experiments.

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This subject is designed for graduate students who would like to improve their spoken English skills for professional contexts. It is aimed at speakers of English as an additional language.

Students who complete this subject will become familiar with Australian English pronunciation, will develop confidence and self-awareness, and will improve the clarity and fluency of their speech for use in professional communication. The content covers various aspects of pronunciation, such as individual sounds, sound combinations, syllables and word stress, rhythm, sentence stress, connected speech processes and intonation. Students will also improve their listening-discrimination skills, develop an understanding of the basic processes involved in speech production and gain practical knowledge about the communicative nature of sentence stress and intonation, especially as they apply to workplace settings.

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The subject aims to improve students’ ability to edit their written texts in order to produce grammatically accurate and stylistically appropriate texts for professional purposes. The subject begins with a review of the most frequent errors in the writing of students who speak English as a Second Language, including errors in morphology, syntax, cohesion, and punctuation, and then considers the impact that such errors may have on meaning. In the second half of the subject, students engage in linguistic analysis of a range of work-related texts (e.g., email communication, job application letters). The aim of this analysis is to identify the most salient grammatical and stylistic features that contribute to the clarity of the texts. Throughout the subject students will engage in identifying areas of concern in their writing (annotation), self and peer editing exercises, keeping logs of their progress, and using available online grammar resources.

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This subject aims to develop effective written communication skills for use in professional workplace contexts. It is designed for graduate students, who are speakers of English as an additional language. Given the wide range of professional workplaces and modes of writing found within these, this subject aims to help students reflect on the different contexts and interactions that are at stake in professional reading and writing. It will do this by teaching students techniques of text analysis to assist them in identifying the conventions of a variety of genres encountered in the workplace. Students will also develop skills in structuring and writing texts that respond appropriately and flexibly to a range of communicative purposes and audiences. Particular attention will be paid to workplace modes of writing (including promotional and hortatory text types), and to the processes of collaborative professional writing.

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This subject enhances students’ ability to communicate effectively and strategically in English-speaking professional settings in Australia and internationally. Students will acquire research-based discourse analytic tools to understand workplace cultures and norms of interaction, and develop practical skills in advanced spoken and email-based workplace interaction. Topics include opening and closing conversations, engaging in small talk, raising sensitive issues with peers and superior, making and responding to requests, complaints, and refusals from a position of strength and weakness, structuring short ad hoc speeches, participating in job interviews, and understanding cultural norms of humour, sarcasm and non-literal language use. There will be an emphasis throughout on intercultural differences and awareness raising of how cultural norms impact interaction.

Note: This subject is aimed at speakers of English as an additional language. It is not suitable for native speakers of English.

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Budget management requires an understanding of specific vocabulary, and the application of key foundational principles of finance, resources and risk in organisations. This subject will give students the skills and confidence to develop a financial budget, resource and risk management strategy in a variety of different situations. This subject will provide students with different conceptualisations of risk, from sociological understandings through to psychological theories. It will also introduce concepts of the ISO 31000 international standard on risk management that establishes a risk management framework that must be adhered to in a range of organisations. Topics covered will include budget and resource fundamentals, risk assessment, risk perception and communication, risk management and governance, and solving real risk and budget problems and issues. The subject makes extensive use of practical and case-based learning.

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Leadership is a pivotal part of every formal and informal group, every community and organisation. Leading involves a critical connection between the individual capacity of a leader and the formal authority and responsibility vested in the position they occupy. It is personal and structural; it is something learned and practised every day; it is rooted in deep aspects of personality, gender and culture.

This subject helps students develop leadership skills by examining the attributes of leadership and the roles that leaders play. It does this through a dialogue between contemporary leadership theory and the ‘classic texts’ of authors such as Sophocles, Machiavelli, Shakespeare, Camus and Sun Tzu. The subject examines how these classic texts position the leader in different contexts, noting how they: develop a vision and goals; build support and deal with threats; impose costs and create alliances; and find a moral compass. We use contemporary leadership theories and cases to interpret these 'classic' studies of leadership and to see what works and why.

Seminar discussion and analysis of leadership theory will be complemented by guest speakers, and opportunities for group discussion and critical self-reflection.

This subject is compulsory in the Executive Master of Arts (MC-EMA). It is open to students in other graduate coursework programs with the written permission of course and subject coordinators.

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This subject is designed to provide students with the ability to apply the foundation principles of project management in a variety of contexts. The program will examine the language of project management, and how foundation principles of project management can be used to enhance the sustainability and effectiveness of organisations. This subject will equip students with the skills and background information to successfully complete an internship with an external organisation or a group project.

Using Project Management methodologies, students will learn:
- How to develop a project, a business plan, and timelines
- How to manage stakeholders and risks; and how to monitor a project.

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This subject introduces students to the fundamentals of successful communication in professional contexts. It focuses on both oral and written communications and canvases a range of contemporary communications skills and practices, using case study and simulation-based approaches to build practical skills and theoretical understandings. Areas covered include business speaking and presentation, strategic organisational communication, the basics of strategic public communications as practiced in the advertising and public relations industries, and cross-cultural communication. Students also gain an understanding of the changes impacting the contemporary organisational communications environment, such as media convergence, and the challenges posed to organisational communications by the emergence of digital media. Students completing this subject will have acquired a strong understanding of contemporary professional communications practices, and practical tools for effective communication, with a particular emphasis on leadership.

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This subject examines the ‘secret life of organisations’ using a range of disciplinary approaches to the different functions and structures of corporate, government and non-government organisations Students will examine the history of organisations and the nature of work people do within them. They will also consider how distinct types of organisations have reacted and adapted to what the sociologist Richard Sennett has called the ‘new capitalism’—the growth of non-traditional organisational structures, and a broader shift to a knowledge-based service economy. At the same time students will grapple with the practicalities of how to work in such organisations, by considering the strategies managers use to pursue organisational goals, and how such organisations are best negotiated by workers to exert influence and show leadership within them. Students will develop an understanding of the history and structure of the sociological ‘field’ of modern organisations, and a practical grasp of how best to make their way in the world of work.

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This subject focuses on how we can best develop and harness good ideas. The approach will combine the general and particular. On the general side, we will discuss philosophical questions about conceptual innovation and the nature of truth, and will look at a range of thinking tools, from formal logic to creativity heuristics. On the particular side, we shall study some shining examples of critical and creative thinking in philosophy, science, and the arts.

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Moral decision-making is a practical skill which we exercise many times a day, confidently and accurately. Sometimes, however, we face situations of moral complexity or novelty, where it is not obvious what we should do. In this subject, we look at the ways in which moral theory can assist us to think about such situations, particularly as they arise in our working and organisational life. We begin by examining the nature of moral reasoning, and then see how it can be applied to a number of ethical issues which we are likely to encounter in our professional lives. These issues may include, autonomy and paternalism, role morality and its relationship with personal morality, whistle-blowing, free speech in the workplace, personal and professional relationships, corruption and bribery, conflicts of interest, and privacy and confidentiality. We focus on the factors that help or hinder ethical action in organizational settings, including both structural elements (such as role clarity, avoidance of perverse incentives, accountability mechanisms) and personal traits (such as cognitive biases and moral (dis)engagement). Case studies will provide a focus for reflective work: students will be encouraged to develop case studies from their own experience, and pursue their own interests.

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