EML440 English Curriculum: Understanding Language and Literacy (8)


This subject introduces foundational concepts about language and literacy as sociocultural practices, and theories and models of language acquisition and early literacy development. Students will explore contextual factors that impact language and literacy development such as cultural and linguistic diversity, and the influence of globalisation and new technologies on literacy teaching and learning. Students will critically engage with English Curriculum documents to understand the intent and organisation of English through the strands of language, literacy and literature. Students will develop core practices related to collecting, analysing and interpreting data in order to understand children's early language and literacy experiences in a range of contexts. They will connect these experiences to pedagogical approaches that support literacy learning in Years K-2.

+ Subject Availability Modes and Location

Session 1
DistanceBathurst Campus
Session 2
DistanceBathurst Campus
Continuing students should consult the SAL for current offering details: EML440
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 demonstrate understanding of language and literacy as sociocultural practices
  • be able to critically analyse the role of literacy
  • be able to demonstrate understanding of first and second language acquisition and early literacydevelopment
  • be able to understand pedagogical approaches to teaching
  • be able to understand language and literacy experiences
  • be able to understand the influence of cultural and linguistic diversity
  • be able to critically engage with English curriculum documents


The subject will cover the following topics:
  • sociocultural theories of language and literacy;
  • functional models of language;
  • standard Australian English & Aboriginal English;
  • language acquisition;
  • models of literacy learning;
  • knowing learners;
  • assessment; and
  • pedagogy.


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.