EML307 Language and Communication (8)

Abstract

In this subject students will study the variety of home and community language practices experienced by children, including bi/multilingual children. The acquisition of oral language and the conditions supporting emergent literacy are considered within diverse social and cultural contexts. The central role of parents, caregivers and educators in guiding language and emergent literacy through a variety of settings and interactions with children is a particular focus. The potential for language development and literacy learning to be enhanced and documented throughout a play-based environment is explored. This subject supports students in developing appropriate pedagogical approaches to support emerging language and literacy and to respond to a wide range of learners.

+ Subject Availability Modes and Location

Term 1
Internal	Canada Campus

Continuing students should consult the SAL for current offering details: EML307
Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject information

Duration	Grading System	School:
One session	HD/FL	School of Teacher Education

Enrolment restrictions

This subject is restricted to students enrolled in the Bachelor of Early Childhood Studies or as approved by the Course Coordinator.

Learning Outcomes

Upon successful completion of this subject, students should:

demonstrate an understanding of the following aspects of language and literacy learning in young children: theories of language development; the functions of children's language; the components of language development; diversity in children's language experiences; effective adult-child, child-child interactions and invitational settings that promote language and emergent literacy; appropriate and responsive pedagogies;
critically reflect on the impact of dominance: linguistic, race, ethnic gender, role and age in providing equitable conditions for language and literacy development in young children across the spectrum of development;
demonstrate an understanding of the relationship between oral and written language and the impact of oral language development on children's literacy development;
demonstrate an understanding of the range of literacies through which children can communicate their understanding and how these literacies are interrelated;
design settings that invite effective adult-child, child-child interactions and facilitate the development of children's talk, thinking and emergent literacy, based on a theoretical knowledge of early language and literacy development and children's interests; and
demonstrate an understanding of the potential of a play based environment, a pedagogy of listening, pedagogical documentation and contextual approaches to assessment to promote children's language and literacy learning.

Syllabus

The subject will cover the following topics:

The components of language development: phonological, semantic, syntactic, pragmatic.
Socio-cultural, interactionist, dialogic views of language learning.
Theories of language and literacy learning.
Various conceptualisations of the functions and components of language development.
Language development in mono, bi and multilingual children.
The impact of dominance (linguistic, racial, ethnic, gender, role, age) in language development.
Development of thinking, communication and emergent literacy in young children.
The range of literacies through which children communicate understanding.
Linguistic diversity - diverse home and community experiences.
Effective adult-child, child-child interactions: working with families, creating environments, the role of conversation, listening and documentation in promoting language and literacy.
The role of play-based environments and contextual approaches to assessment in enhancing language and literacy development.

Specialised Resources

For this subject students require a laptop computer and/or appropriate mobile device.

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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.

Handbook 2015