EML302 Investigation: Literacy (8)


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.

+ Subject Availability Modes and Location

Session 1
DistanceBathurst Campus
Session 2
InternalNorthern Sydney Institute
DistanceBathurst Campus
Session 3
DistanceBathurst 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.

Subject information

Duration Grading System School:
One sessionHD/FLSchool of Teacher Education

Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to identify environments that enhance children's language and literacy development.
  • be able to analyse and describe children's oral language development.
  • understand the key role adults can play in enhancing or impeding children's language and literacy development.
  • demonstrate knowledge of and ability to plan for emergent literacy in children.
  • understand and be able to explain teaching strategies which assist the development of children's talk, thinking and emergent literacy.
  • demonstrate awareness of promoting children's language and literacy through using a range of play-based learning experiences (e.g. dramatic play, music and movement).


The 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.


The information contained in the 2016 CSU Handbook was accurate at the date of publication: 06 September 2016. The University reserves the right to vary the information at any time without notice.