EML302 Investigation: Literacy (8)
Abstract| In this subject the acquisition of oral language and the conditions supporting emergent literacy are considered within diverse social and cultural contexts. The central role of parents, carers and teachers in guiding language and emergent literacy through interactions with children is a special focus. The potential for learning and language development through dramatic play, music and movement is examined. |
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+ Subject Availability Modes and Location
| Session 2 | | Internal | Northern Sydney Institute | | Distance | Bathurst Campus | Session 3 | | Distance | Bathurst Campus |
Continuing students should consult the SAL for current offering details: EML302
Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.
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Subject information| Duration | Grading System | School: |
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| One session | HD/FL | School of Teacher Education |
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Learning OutcomesUpon successful completion of this subject, students should:
- identify and describe the similarities and differences in children's oral language development, (birth - 5 years) including development in more than one language
- understand and apply key principles relating to linguistic diversity in children aged birth - 5 years
- demonstrate knowledge of and plan for emergent literacy in children birth - 5 years
- understand and explain teaching strategies which assist the development of children's talk, thinking and emergent literacy
- demonstrate awareness of the use of dramatic play, music and movement to promote development of children's language and thinking. |
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SyllabusThe subject will cover the following topics:
- A socio-cultural, interactionist view of language learning
- Language development in mono-, bi- and multi-lingual children
- Development of talk, reading, writing for birth - 5 year old children
- Linguistic diversity - six key principles; diverse home and community experiences
- Teaching strategies: working with families, creating environments, using interaction, scaffolding, revisiting experience
- Dramatic play: spontaneous play, teacher-in-role, music, movement. |
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The information contained in the 2015 CSU Handbook was accurate at the date of publication: 01 October 2015. The University reserves the right to vary the information at any time without notice.
