Everyday Language and Literacies: Learning and Practice

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Abstract

In this subject students will develop a critical knowledge of English language and literacy as sociocultural practice and investigate the everyday literacy practices of human beings, particularly young children. Students will develop an understanding of evidence-based practices across the following elements: oral language, phonemic awareness, comprehension, vocabulary, phonics and fluency. They will learn how oral language is acquired in first and additional languages, and explore the relationships between language, literacy and literature. Students will explore the features of oral, written, visual and multimodal texts and the ways these variously support language and literacy learning and the teaching of reading and writing for young children between 0 and 8 years of age. Students will also plan appropriate and targeted professional learning goals, with an early opportunity to evaluate, reflect on and improve their personal literacy levels measured against the standards required for Australian teachers.

Syllabus

English language and literacy in the everyday lives of young children: An introduction to sociocultural perspectivesOral Language: acquisition, use and developmentEnglish language learning and literacy practice: Understanding transitions across social and cultural contextsLiterature and the role of texts for language and literacy learning in early childhoodPlay, language and learning: Phonemic … For more content click the Read More button below.

English language and literacy in the everyday lives of young children: An introduction to sociocultural perspectives
Oral Language: acquisition, use and development
English language learning and literacy practice: Understanding transitions across social and cultural contexts
Literature and the role of texts for language and literacy learning in early childhood
Play, language and learning: Phonemic awareness and comprehension
Self-evaluation of personal literacy levels against the literacy standards required for teachers in Australia to plan appropriate professional learning goals

Assessment items

1. BKSB Initial and Diagnostic Assessment

2. Early language development: A sociocultural view

3. Quality books for the Read Aloud

Learning outcomes

Upon successful completion of this subject, students should:

be able to demonstrate knowledge of English language and literacy as sociocultural practice;

to be able to demonstrate a critical understanding of oral language acquisition and the everyday language and literacy practices of young children, including Indigenous and English language learners;

to be able to transmit knowledge about phonics and phonemic awareness and their relationship to everyday language and literacy practices of young children;

to be able to explain the complexities of different kinds of social and educational transitions (for example, to preschool, to school, to new social and cultural contexts) as related to language, learning and literacy practices;

to be able to describe the relationship between language, literacy and literature;

to be able to evaluate how different aspects of reading and writing relate to language, learning and literature, and everyday literacy practices;

to be able to critique ways different texts (literary, factual, multimodal and digital) support the language and literacy learning of young children between 0 and 8 years of age; and

to be able to explain succinctly the connections between play, language and learning.

Enrolment restrictions

This subject is only available to students enrolled in the Bachelor of Teaching (Primary), Master of Teaching (Primary), Bachelor of Educational Studies and Bachelor of Arts (Humanities Pathway to Teaching) courses.

Incompatible