|Year of offer||2019|
|Subject level||Graduate coursework|
|Fees||Subject EFTSL, Level, Discipline & Census Date|
This subject investigates the ways in which children learn language and literacy, as well as the critical importance of both language and literacy in children’s successful learning. The content in this subject will focus on both the typical developmental progression in language and literacy and the evidence-based strategies to build rich language and literacy programmes in early childhood settings.
Teacher candidates will be introduced to the VEYLDF Outcome 5: Children are Effective Communicators and to the Victorian English Curriculum: Language Modes of Reading, Writing, and Speaking and Listening; and the Strands of Language, Literature, and Literacy.
Additional topics covered in this subject include adult interactions supporting infant communication and language development, family literacy and the home learning environment, reading and writing development, as well as evidence based pedagogies for language, reading and writing learning. Digital technologies as a tool to support language and literacy learning will also be discussed. Students will also be introduced to the assessment of language and literacy in the context of children’s learning.
Intended learning outcomes
On completion of this subject, Teacher Candidates will have the knowledge, skills and understanding to enable them to:
- Understand the models and theories of language and literacy development (the form and function of spoken and written language). (Graduate Standards 1.1, 1.2)
- Demonstrate knowledge of the typical sequence of emergence of language and literacy skills. (Graduate Standards 1.1, 1.2)
- Demonstrate an understanding of the importance of adult interaction in supporting infant communication and language development, including the home learning environment. (Graduate Standards 1.1, 3.7)
- Identify, analyse, and critically evaluate pedagogies for language and literacy learning. (Graduate Standards 1.2, 3.3)
- Demonstrate an ability to design and implement diverse language, literature, and literacy curricula that take into account the impact of culture, cultural identity, history and linguistic background as part of an integrated early childhood programme. (Graduate Standards 1.3, 2.3, 3.3, 4.1, 4.2)
- Identify and address the language, literature, and literacy learning needs of individual children, provide timely and appropriate feedback about their learning in a range of contexts. (Graduate Standards 1.5, 5.1, 5.2, 5.4)
- Demonstrate an ability to use digital technologies and processes to support children’s diverse language learning needs. (Graduate Standard 3.4)
- Critically reflect on research into how students learn and understand the concepts, substance, structure and implications for effective teaching practice, including the creation of effective learning environments. (Graduate Standards 1.2, 1.5, 2.1, 3.2 & 3.6)
- Understand how to set learning goals that provide achievable challenges for students of varying abilities and characteristics. (Graduate Standards 3.1, 3.2, 3.4 & 3.6)
- Select appropriate strategies to differentiate teaching to meet specific needs of students, including verbal and non-verbal communication, digital technologies, literacy, numeracy and 21st Century skills in order to engage and empower students in their learning. (Graduate Standards 1.2, 1.5, 2.5, 3.3, 3.4 & 2.6)
- Evaluate teaching programs to improve learning and to determine the effectiveness of strategies and resources. (Graduate Standards 3.3, 3.4, 3.6 & 5.1)
- Identify assessment strategies including formal and informal diagnostic, formative and summative approaches to assess and to support students’ learning. (Graduate Standards 2.3, 3.4, 3.6 & 5.1)
Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers.
Graduates will develop the following set of key transferable skills:
- Clinical reasoning and thinking
- Problem solving
- Evidence based decision making
- Creativity and innovation
- Teamwork and professional collaboration
- Learning to learn and metacognition
- Responsiveness to a changing knowledge base
- Reflection for continuous improvement
- Linking theory and practice
- Inquiry and research
- Active and participatory citizenship.
Eligibility and requirements
Core participation requirements
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
- 4 x Reviews of one (1) essential and one (1) additional reading from presented lecture topics (500 words each, total 2000 words) due each fortnight throughout the semester (50%)
- Planning for Language- & Literacy-Rich Programmes, 2500 words due in the final teaching week (50%)
- Reflective summary – written after reviewing peers Language and Literacy Programme Plans (500 words) due June
- Minimum of 80% attendance at all scheduled lectures, tutorials, seminars and workshops.
Dates & times
Coordinator Lucinda Stewart Mode of delivery On Campus — Parkville Contact hours 36 Total time commitment 170 hours Teaching period 25 February 2019 to 10 May 2019 Last self-enrol date 12 March 2019 Census date 22 March 2019 Last date to withdraw without fail 17 May 2019 Assessment period ends 24 June 2019
February contact information
Time commitment details
Fellowes, J.& Oakley. G. (2014) Language, Literacy and Early Childhood Education, 2 nd Ed, Oxford University Press.
- Related Handbook entries