Early Language and Literacy

Subject EDUC90705 (2015)

Note: This is an archived Handbook entry from 2015.

Credit Points: 12.5
Level: 9 (Graduate/Postgraduate)
Dates & Locations:

This subject has the following teaching availabilities in 2015:

February, Parkville - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period 23-Feb-2015 to 15-May-2015
Assessment Period End 26-Jun-2015
Last date to Self-Enrol 11-Mar-2015
Census Date 20-Mar-2015
Last date to Withdraw without fail 15-May-2015

Semester 1, Parkville - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period 23-Feb-2015 to 31-May-2015
Assessment Period End 26-Jun-2015
Last date to Self-Enrol 06-Mar-2015
Census Date 31-Mar-2015
Last date to Withdraw without fail 08-May-2015

Timetable can be viewed here. For information about these dates, click here.
Time Commitment: Contact Hours: 36 hours
Total Time Commitment:

170 hours


Admission to the Master of Teaching (Early Childhood) or Master of Teaching (Early Years)

Study Period Commencement:
Credit Points:
Recommended Background Knowledge: None
Non Allowed Subjects: None
Core Participation Requirements:

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes and Assessment Requirements of this entry.

The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the Disability Liaison website: http://www.services.unimelb.edu.au/disability


Dr Amelia Church, Prof Susan Wright


Contact Us
Call: 13 MELB (13 6352)

Subject Overview:

This subject investigates the ways in which children learn language and literacy, and the centrality of language and literacy for learning. Topics will include: social context of language, language as symbolisation; language at home, early reading and writing; language, literacy and play; development of narrative; language, literacy and literature; multiliteracies; language assessment for learning and ICT as a tool to support language and literacy learning.

Learning Outcomes:

On completion of this subject, teacher candidates will have the knowledge, skills and understanding to enable them to:

  • Demonstrate an understanding of contemporary research in early language and literacy development and the relevance of this research to practice;
  • Understand the function and form of spoken and written language and the importance of symbolisation;
  • Identify, analyse and evaluate creative and integrated pedagogies for language and literacy learning;
  • Create a language- and print-rich environment within a range of early childhood contexts;
  • Demonstrate an ability to design and implement diverse language and literacy curricula as part of an integrated early childhood program;
  • Identify and address the language and literacy learning needs of individual children across the early childhood years, and in a range of contexts.
  • Demonstrate an ability to use ICT techniques and processes to support children’s diverse language learning needs.
  • 5 reports totalling 1500 words, due throughout the semester, 50%
  • One essay of 2500 words, due end of semester, 50%

Attendance at all classes (tutorial/seminars/practical classes/lectures/labs) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.

Prescribed Texts: None
Breadth Options:

This subject is not available as a breadth subject.

Fees Information: Subject EFTSL, Level, Discipline & Census Date
Generic Skills:

On completion of this subject, students will be able to:

  • Demonstrate high level analytical skills in the critique of contemporary theory and practice;
  • Demonstrate evidence-based decision making in pedagogical practices;
  • Have the ability and confidence to participate effectively in collaborative learning contexts, while respecting individual differences;
  • Reflect on their own learning and pedagogic competencies;
  • Demonstrate evidence of using advanced communication technologies to support children’s diverse language learning needs as well as their professional research and learning.
Related Course(s): Master of Teaching (Early Childhood)
Master of Teaching (Early Years)

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