Early Language and Literacy

This subject has the following teaching availabilities in 2016:

170 hours

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

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.

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%

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.

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.