EDUC90587 Grammar for Language Teachers
The Complete Study & Assessment Guide · S2 2026EDUC90587 Overview
- Faculty of Education
- Semester 2, 2026
- graduate coursework
- 12.5 points
- a language-teacher education subject
EDUC90587 Grammar for Language Teachers covers grammar as a resource for meaning across word, phrase, clause, sentence, text and discourse, with applications to language teaching. It is taught within Faculty of Education. It is graduate coursework. It carries 12.5 points.
- Grammar is patterned choice Forms realise meanings in context rather than functioning as isolated correctness rules.
- Levels interact Word and phrase choices build clauses, while clause patterns organise larger texts and discourse.
- Description precedes correction Teachers need to identify what a learner is doing before deciding whether and how to intervene.
- Pedagogy needs evidence Contrasting authentic examples reveal distribution, register and communicative effect better than rule recitation alone.
How EDUC90587 is assessed
| Component | Weight | Format |
|---|
No current 2026 assessment weights or dates were available in the retrieved subject materials, and the official assessment endpoint returned a block page. No assessment structure is inferred from older or generic assignment resources; confirm the current assessment table in the live LMS.
Current EDUC90587 dates
| Date | Item | Control |
|---|---|---|
| Not available in retrieved 2026 materials | Assessment dates | Confirm in the live LMS. |
Current-offering dates captured in the course materials. Confirm changes and exact submission settings in the live LMS.
What EDUC90587 covers
The sequence opens at Language Levels and Dimensions, develops its central analytical shift in Clause Structure, Process and Participants, and closes with Grammar Pedagogy with Authentic Texts.
Language Levels and Dimensions
language level · form · function · locate a feature and trace its effects across levels02Grammars, Rules and Teacher Knowledge
descriptive grammar · prescriptive grammar · pedagogical grammar · compare descriptive, prescriptive and pedagogical claims03Words, Categories and Morphology
word class · morpheme · derivation · classify words using morphology, distribution and function04Phrases, Groups and Experiential Meaning
noun group · verb group · circumstance · segment groups and connect structure to experiential meaning05Clause Structure, Process and Participants
clause · transitivity · finite · analyse clause constituency and experiential roles06Clause Relations and Complex Sentences
clause complex · coordination · subordination · analyse how clauses combine to sequence and qualify claims07Cohesion, Theme and Suprasentential Grammar
theme · cohesion · reference chain · trace information flow and cohesion beyond the sentence08Spoken and Written Grammar in Context
register · spoken grammar · written grammar · compare spoken and written patterns without deficit assumptions09Grammar Pedagogy with Authentic Texts
noticing task · consciousness raising · genre · design noticing, guided analysis and production from authentic textIt is positioned as a language-teacher education subject.
The subject uses authentic learner, spoken and written texts to connect grammatical description with contextualised pedagogy.
The retrieved current-offering evidence does not publish a complete assessment weighting for EDUC90587.
The retrieved 2026 materials do not publish a current assessment table; confirm components and weights in the live LMS.
The operational assessment conditions matter here.
No current final-task mode was available in the retrieved 2026 materials; confirm it in the live LMS.
What makes EDUC90587 demanding is concrete: explaining grammatical choice precisely enough to support learning while preserving context, register, variation and the learner's communicative purpose
No current hurdle or pass-condition table was available in the retrieved 2026 materials; confirm all requirements in the live LMS.
For enrolment planning, Confirm current eligibility in the 2026 Handbook; the landed endpoint was blocked.
The sequence opens at Language Levels and Dimensions, develops its central analytical shift in Clause Structure, Process and Participants, and closes with Grammar Pedagogy with Authentic Texts.
Explain a grammatical contrast
- 1Identify time reference and verb group.
- 1Acknowledge that the message is intelligible.
- 1Contrast present and past choices in context.
- 1Elicit a new sentence in the same narrative.
Key terms
- Language level
- Analytical scale such as word, phrase, clause, sentence, text or discourse. This chapter uses the concept when students locate a feature and trace its effects across levels.
- Form
- Observable linguistic pattern or structure. It helps explain the reasoning required to locate a feature and trace its effects across levels.
- Function
- Work a linguistic choice performs in construing meaning or interaction. Its limit matters because the same string can serve different functions in different contexts.
- Descriptive grammar
- Account of how language is patterned in actual use. This chapter uses the concept when students compare descriptive, prescriptive and pedagogical claims.
- Prescriptive grammar
- Rules promoting selected forms as correct or preferred. It helps explain the reasoning required to compare descriptive, prescriptive and pedagogical claims.
- Pedagogical grammar
- Learner-oriented explanation designed for a particular instructional purpose. Its limit matters because frequency does not alone determine appropriateness in every genre.
- Word class
- Category such as noun, verb, adjective or adverb defined through distribution and function. This chapter uses the concept when students classify words using morphology, distribution and function.
- Morpheme
- Smallest meaningful or grammatical unit in a word. It helps explain the reasoning required to classify words using morphology, distribution and function.
- Derivation
- Word formation that creates a new lexeme or category. Its limit matters because dictionary labels can shift when a word is used in a new construction.
- Noun group
- Head noun with determiners, modifiers and qualifiers functioning as a participant expression. This chapter uses the concept when students segment groups and connect structure to experiential meaning.
- Verb group
- Lexical verb with auxiliaries expressing process, tense, aspect, modality or voice. It helps explain the reasoning required to segment groups and connect structure to experiential meaning.
- Circumstance
- Element adding information such as time, place, manner or cause. Its limit matters because different grammar traditions use group and phrase labels differently.
- Clause
- Grammatical unit organising a process with participants and circumstances. This chapter uses the concept when students analyse clause constituency and experiential roles.
EDUC90587 FAQ
Where is the hardest reasoning in Grammar for Language Teachers?
Explaining grammatical choice precisely enough to support learning while preserving context, register, variation and the learner's communicative purpose. Grammar as a resource for meaning across word, phrase, clause, sentence, text and discourse, with applications to language teaching.
How does assessment work in Grammar for Language Teachers?
The retrieved 2026 materials do not publish a current assessment table; confirm components and weights in the live LMS. No current final-task mode was available in the retrieved 2026 materials; confirm it in the live LMS.
What should a student check before enrolling in Grammar for Language Teachers?
Confirm current eligibility in the 2026 Handbook; the landed endpoint was blocked. This resource covers Semester 2, 2026. Grammar as a resource for meaning across word, phrase, clause, sentence, text and discourse, with applications to language teaching.
Which teaching period does this Grammar for Language Teachers resource cover?
It is aligned to Semester 2, 2026; confirm your enrolled class and timetable in the current institutional system. Assessment dates: Not available in retrieved 2026 materials. Grammar as a resource for meaning across word, phrase, clause, sentence, text and discourse, with applications to language teaching.
Where should current dates for Grammar for Language Teachers be confirmed?
Assessment dates: Not available in retrieved 2026 materials. Confirm any change and the exact submission setting in the live LMS. The retrieved 2026 materials do not publish a current assessment table; confirm components and weights in the live LMS.
Who controls the official rules for Grammar for Language Teachers?
The university does. This is an independent EDUC90587 study resource; current institutional instructions remain authoritative for assessment operation. Grammar as a resource for meaning across word, phrase, clause, sentence, text and discourse, with applications to language teaching.
How to prepare for the assessments
Retrieve the course map, practise the recurring method—locate a language feature at word, phrase, clause, sentence, text and discourse levels, connect form to meaning and context, test the account against contrasting evidence, and design a teachable explanation—on changed scenarios, and verify every operational assessment detail in the live institutional system.
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