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Language for Learning (EDUC90507)
Graduate courseworkPoints: 12.5Online
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable (login required)(opens in new window)
Contact information
August
Overview
Availability | August - Online |
---|---|
Fees | Look up fees |
This subject examines contemporary research in language acquisition and the links between 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 language learning are also discussed.
The subject looks at developmental trends and implications for delayed language acquisition and language difficulties. It also explores signed and augmented alternative language systems.
The subject examines a variety of formal and informal procedures and assessments to monitor language development and to identify strengths and areas of growth. Pedagogy associated with whole class instruction that fosters oracy along with evidence based small group and individual intervention strategies for learners with language difficulties are examined.
Intended learning outcomes
On completion of this subject, students should be able to;
- Analyse the relationship between language knowledge and learning, literacy learning and behaviour.
- Evaluate frameworks that teachers can use to identify the different components of language.
- Investigate developmental trends in language acquisition and use these to monitor learner use and learning.
- Integrate formal and informal assessment data to identify the speaking and listening skills of learners in the context of the regular classroom.
- Examine instructional strategies in speaking and listening within the whole class context that are supported by current research.
- Evaluate different sources of evidence to design evidence based intervention programmes for learners who have language learning difficulties including those who use spoken language, sign language or augmentative and alternative communication (AAC).
Generic skills
This subject will develop the following set of key transferable skills:
- Critical reasoning and thinking
- Problem solving
- Communication
- Evidence based decision making
- Creativity and innovation
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
Admission into the MC-LI Master of Learning Intervention, GC-LI Graduate Certificate in Learning Intervention
OR
Permission of Coordinator
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 |
---|---|---|
Written reflection
| Early semester | 20% |
Written report on oracy assessment
| Mid semester | 40% |
Written report on language intervention plan
| During the examination period | 40% |
Attendance Hurdle requirement: A minimum of 75% attendance at, or engagement with, all sessions identified as contact hours (may include lectures, tutorials, seminars and workshops, both synchronous and asynchronous). | Throughout the teaching period | N/A |
Last updated: 10 February 2024
Dates & times
- August - Online
Coordinator Sharon Klieve Mode of delivery Online Contact hours 24 hours (18 hours of synchronous classes, and 6 hours of asynchronous activities) Total time commitment 170 hours Pre teaching start date 21 July 2024 Pre teaching requirements During the pre-teaching period, students will be expected to engage with materials posted on the LMS. Teaching period 4 August 2024 to 12 October 2024 Last self-enrol date 23 July 2024 Census date 16 August 2024 Last date to withdraw without fail 4 October 2024 Assessment period ends 18 November 2024 August contact information
What do these dates mean
Visit this webpage to find out about these key dates, including how they impact on:
- Your tuition fees, academic transcript and statements.
- And for Commonwealth Supported students, your:
- Student Learning Entitlement. This applies to all students enrolled in a Commonwealth Supported Place (CSP).
Subjects withdrawn after the census date (including up to the ‘last day to withdraw without fail’) count toward the Student Learning Entitlement.
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
There are no specifically prescribed or recommended texts for this subject.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Graduate Certificate in Learning Intervention Course Master of Learning Intervention - Links to additional information
Faculty of Education: https://education.unimelb.edu.au/
- 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.
Entry requirements including prerequisites may apply. Please refer to the CAP applications page for further information.
Additional information for this subject
Approval of Subject Coordinator is required to enrol in this subject.
Last updated: 10 February 2024