This unit provides an orientation for language professionals to social language theory and systemic functional linguistics. Halliday's language model is introduced with reference to authentic texts drawn from the range of settings in which participants function in their workplace and daily lives.

This unit constitutes the teaching practice component of the Graduate Diploma and graduate Certificate in Adult TESOL. It offers teaching observation and practice in the current Australian TESOL context, in a range of English language training settings, using different curriculum and assessment approaches and practices. It also provides opportunities for students, where feasible, to undertake practice in teaching ESL in overseas settings in order to develop and compare their knowledge of TESOL and TEFL teaching.

This unit introduces beginning teachers in the TESOL field to the social and cultural contexts of English language teaching and learning, as well as to the basic principles of English language teaching methodology, the components of language grammar, phonology, and semantics, the four macroskills of listening, speaking, reading and writing and the role of context in language use. It offers an overview of a broad range of adult language learner types and settings, both within Australian and international contexts.

This unit builds on Adult TESOL Methods 1 and addresses the practical issues associated with teaching and learning the English language. It introduces beginning TESOL teachers to key aspects of language teaching, such as choosing appropriate language, selecting, sequencing and evaluating appropriate activities, planning a series of lessons and assessing learner achievements. Students also learn to manage the learning environment, including the teacher's role and the cultural diversity and range of proficiency of learners, to evaluate existing language learning resources, to design appropriate new materials and to become reflective practitioners.

This unit provides students with knowledge of second language learning processes, an understanding of how research-based teaching may effectively help that process in learners as well as reflections and experiences on teaching practices.