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EML448 Language and Literacy 2 (8)

Abstract

This subject extends foundational knowledge, skills, concepts and practices of teaching Language and Literacy while exploring approaches to English Language Learners, Special Education, differentiation, cross-curricular learning and culturally relevant and responsive pedagogies. The principles of collaborative teacher inquiry and reflective practice are applied in a Language and Literacy context. Students use their knowledge of developmentally appropriate Language and Literacy, learning theories and assessment data to inform planning of a responsive progression of differentiated lessons to advance learning, while planning with the end in mind. They use ongoing collection of data to monitor and responsively adjust instructional practices based on student performance.

+ Subject Availability Modes and Location

Continuing students should consult the SAL for current offering details prior to contacting their course coordinator: EML448
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 termHD/FLSchool of Teacher Education

Assumed Knowledge

EML450 Language and Literacy
EER416 Collaborative Inquiry
 

Enrolment restrictions

This subject is restricted to students enrolled in the Bachelor of Primary Education Studies.

Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to extend understanding of central concepts, knowledge, skills and processes associated with Language and Literacy learning and instruction;
  • be able to gather data by observing students individually, in interaction with the learning environment, learning materials and each other as well as other sources of student data;
  • be able to interpret data using various learning theories and research-based concepts and their related pedagogical practices;
  • be able to design a plan for teacher inquiry and reflective practice in Language and Literacy;
  • be able to demonstrate capacities to collaborate with other colleagues around shared questions and areas of interest, looking at evidence and research, theory or other bodies of knowledge in order to make precise, personalised pedagogical decisions and determine next steps;
  • be able to design culturally relevant and responsive content, instruction and assessment to engage all students, support positive identity development, and address individual students? strengths, interests, and needs, particularly for members of under-served communities or groups;
  • be able to develop ways to differentiate content, process and product and ways to address students? common misunderstandings of needed skills in Language and Literacy;
  • be able to plan and monitor a responsive progression of differentiated lessons to advance learning;
  • be able to use strategies and tools in assessment for learning and as learning, and the relationship of assessment to setting learning goals, developing success criteria, establishing feedback mechanisms, and interpreting evidence of learning;
  • be able to demonstrate ways in which Language and Literacy skills and concepts can be effectively integrated to meet expectations across subjects and support student learning and achievement; and
  • be able to use technology to enhance differentiation, collaborative learning, and construction and mobilization of knowledge as well as to encourage innovation, intellectual curiosity, and creativity.

Syllabus

The subject will cover the following topics:
  • Pedagogical content knowledge and developmental nature of language and literacy acquisition.
  • Teacher inquiry and reflective practice.
  • Assessment practices, data gathering and interpretation.
  • Planning academically and culturally relevant and responsive progressions of differentiated lessons to address learning needs.
  • Assessment strategies for, as, and of learning to monitor learning.
  • Current policy documents and regulations that address special education needs and English Language Learners.
  • Special Education and Language and Literacy instruction.
  • Strategies for English Language Learners in Language and Literacy.
  • Approaches to differentiated instruction in Language and Literacy.
  • Language and Literacy across the curriculum.
  • Use of technology in Language and Literacy learning and teaching.

Specialised Resources

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.