Oral Language for Literacy and Learning

This subject is not offered in 2016.

170 hours

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability

This subject will examine the role of oral language in classroom contexts, and the nature of student talk from a range of theoretical and practical perspectives. The significance of children's increasing language competence will be explored with reference to students' thinking, learning and comprehension of texts. The subject will focus on the relationship between language and literacy learning, strategies and approaches to support students' oral language development across a range of contexts and purposes, and the importance of strategic teacher talk in supporting students' learning.

On completion of the subject students will be able to:

• demonstrate an understanding of theories of oracy related to literacy and learning;
• articulate the purposes of classroom talk across a range of contexts and purposes; and
• develop and extensive knowledge of strategies and approaches to promote students' language use.

Two assessment tasks equivalent to 5,000 words

• An analysis of student talk interactions (2,000 words) due half way through the subject (40 per cent)
• A negotiated project comprising an oral presentation (15 minutes, equivalent to 1000 words, 20 per cent) and a paper (2000 words, 40 per cent) due at the end of the subject.

This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.

This subject is not available as a breadth subject.

This subject aims to build skills in:

• understanding the relationship between theoretical perspectives and classroom practice;
• analysis and critical reflection on classroom practice; and
• a capacity to articulate knowledge and understanding in oral and written presentations.