Details for Language and Literacy

This subject enables students to develop their communication skills for academic and professional life, especially in 
regard to the teacher’s relationship with parents and the community while understanding the principles and 
theories of language and literacy development. The Teacher Education Student is prepared with the tools necessary 
for the more effective teaching of English. The synergy with EDU523 Inclusive Education is also explored with a 
range of diagnostic tools all in the context of a biblical perspective on personal holistic development. 

Awards offering Language and Literacy

This unit is offered as a part of the following awards:

• Graduate Certificate in Teacher Preparation
• Master of Teaching (Primary)

Unit Content

Outcomes

1. Discuss the relationship between language and literacy and their relevance to learner’s intellectual, social, emotional and spiritual development;
2. Demonstrate an understanding of the literacy acquisition challenges of learners from non-English speaking backgrounds (NESB) and culturally and linguistically diverse (CALD) backgrounds;
3. Apply different theories for the pedagogy of reading and writing to a range of leaning situations;
4. Employ a range of assessment, reporting and diagnostic tools in language and literacy to enhance learning and teaching;
5. Develop a personal philosophy of teaching language and literacy and how it relates to a Christian worldview.

Subject Content

1. The relationship between ACARA English F-10 curriculum and NESA English K-10 Syllabus (Stages 1-3), knowledge of their aims, rationale and sequential development with particular focus on the general capabilities and cross-curriculum priorities and the value of other resources and /support documents in developing effective teaching and learning programs.
2. Child Language and literacy development from child to adolescent (brain development, adult role in language acquisition; Vygotsky, Bruner, Piaget, Clay, Cambourne); language benchmarks for age levels, (e.g. First Steps Continuums, OECD, National Benchmarks, NSW English continua and syllabus outcomes and indicators from Early Stage 1, and Stages 1, 2, 3, and link between 3 and 4); children’s contexts either Christian and/or alternate worldview perspectives.
3. Literacy encompasses the knowledge and skills students need to access, understand, analyse and evaluate information, make meaning, express thoughts and emotions, present ideas and opinions, interact with others and participate in activities at school and in their lives beyond school: behaviours and dispositions assist students to become effective learners; students managing their own learning to be self-sufficient; working harmoniously with others; knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds; knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities; ; returning to tasks to improve and enhance their work; and being prepared to question the meanings and assumptions in texts; supporting parents/carers in cultivating literacy at home.
4. Taxonomies e.g. Gagne, Bloom (cognitive), Krathwohl (affective); cross-cultural issues in literacy development - oral cultures, second language learners: role of the home language in second language and sociocultural intellectual development; multiliteracies and school literacy, a metalanguage for literacies, critical thinking skills and embedded numeracy skills.
5. Meaning-making through - talking and listening, writing, reading and viewing; interrelationships in language and literacy acquisition and development. Oral Language: the relationship between context and text, language structures and features (text structure, grammar and conventions); contributing skills and strategies (interaction skills, presentation skills, listening skills, contextual and semantic, grammatical, graphological, phonological).
6. Strategies to engage students in multicultural and multilingual classrooms to read and compose texts more effectively and value English literacy acquisition. Different theoretical frameworks for teaching EALD students and 1st phase learners; culturally inclusive curriculum; use of interpreters, collaborating with bilingual families and agencies; the use of curriculum, assessment data and reporting to parents/carers and other professionals.

This course may be offered in the following formats

• Face-to-Face
• Intensive
• Distance/ Global Online

Please consult your course prospectus or enquire about how and when this course will be offered next at Alphacrucis University College.

Assessment Methods

1. Forum Posts (10%)
2. Individual Case Study (30%)
3. Minor Essay (30%)
4. Critical Reflection (30%

Prescribed Text

• References will include the most current curriculum requirements for schools.

Check with the instructor each semester before purchasing any prescribed texts or representative references