Oral Language, Literacy & Learning (EDUC90507)
Graduate courseworkPoints: 12.5Online and Dual-Delivery (Parkville)
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About this subject
Contact information
March
March
Overview
| Availability | March - Online March - Dual-Delivery |
|---|---|
| Fees | Look up fees |
This subject examines contemporary research in oral language acquisition and the links between oral language, learning, literacy and behaviour.
Frameworks are provided for educators to use to describe, and monitor speaking and listening knowledge and skills. These frameworks assist educators to break language into its main components and examine the basic rule systems. The underpinning cognitive skills that support oral language learning are also discussed.
The subject looks at developmental trends and implications for delayed language acquisition and language difficulties. It examines a variety of formal and informal procedures and assessments to monitor oral language development and to identify strengths and difficulties.
Pedagogy associated with oral language teaching and a range of intervention strategies to support speaking and listening are also reviewed.
Intended learning outcomes
On completion of this subject students should be able to;
- Discuss the relationship between oral language knowledge and learning, literacy learning and behaviour.
- Describe frameworks that teachers can use to identify the different components of language.
- Describe developmental trends in oral language acquisition and use these to monitor student use and learning.
- Use a range of informal and formal procedures to assess and identify the speaking and listening skills of students in the context of the regular classroom.
- Plan and implement education programmes in speaking and listening within the classroom context that are supported by current research.
- Identify strategies and evidence based intervention programs for students who have oral language learning difficulties
- Recognise when to refer students who present with significant language and learning difficulties to another relevant professional for further assessment
Generic skills
Students should be able to demonstrate:
• Commitment to professional and academic ethics and excellence.
• Ability to set personal targets and plan to achieve them.
• Highly developed independent learning.
• Ability to read critically and present material concisely and coherently in relevant written and oral presentations.
• Skills in observation, evaluation and applying their findings to their own personal situations.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
None
Corequisites
None
Non-allowed subjects
None
Inherent 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
Last updated: 10 February 2024
Assessment
| Description | Timing | Percentage |
|---|---|---|
Reflective tasks
| Early semester | 10% |
Written task on assessment and analysis of a language component
| Mid semester | 40% |
Written task on planning and intervention for a language component
| End of semester | 50% |
| Hurdle requirement: Minimum of 75% attendance at all scheduled lectures, tutorials, seminars and workshops. | Throughout the teaching period | N/A |
Last updated: 10 February 2024
Dates & times
- March - Online
Coordinator Sharon Klieve Mode of delivery Online Contact hours Total time commitment 170 hours Pre teaching start date 12 March 2022 Pre teaching requirements During the pre-teaching period, students are required to engage with materials posted on the LMS. This availability is for students in the Online course mode. Teaching period 19 March 2022 to 7 May 2022 Last self-enrol date 14 March 2022 Census date 1 April 2022 Last date to withdraw without fail 13 May 2022 Assessment period ends 6 June 2022 March contact information
- March - Dual-Delivery
Principal coordinator Sharon Klieve Mode of delivery Dual-Delivery (Parkville) Contact hours 24 hours Total time commitment 170 hours Pre teaching start date 12 March 2022 Pre teaching requirements During the preteaching period, students are required to engage with materials posted on the LMS. Teaching period 19 March 2022 to 7 May 2022 Last self-enrol date 14 March 2022 Census date 1 April 2022 Last date to withdraw without fail 13 May 2022 Assessment period ends 6 June 2022 March contact information
Time commitment details
170 hours
Additional delivery details
Last updated: 10 February 2024
Further information
- Texts
- Related Handbook entries
This subject contributes to the following:
Type Name Course Graduate Certificate in Learning Intervention Course Master of Learning Intervention Course Graduate Certificate in Education (Specific Learning Difficulties) Specialisation (formal) Specific Learning Difficulties Specialisation (formal) Deaf Education - Available through the Community Access Program
About the Community Access Program (CAP)
This subject is available through the Community Access Program (also called Single Subject Studies) which allows you to enrol in single subjects offered by the University of Melbourne, without the commitment required to complete a whole degree.
Please note Single Subject Studies via Community Access Program is not available to student visa holders or applicants
Entry requirements including prerequisites may apply. Please refer to the CAP applications page for further information.
Additional information for this subject
Additional entry requirements apply.
- Available to Study Abroad and/or Study Exchange Students
Last updated: 10 February 2024