EML449 Everyday Language and Literacies: Learning and Practice (8)

In this subject students will develop a critical knowledge of English language and literacy as sociocultural practice and investigate the everyday literacy practices of human beings, particularly young children. Students will develop an understanding of evidence-based practices across the following elements: oral language, phonemic awareness, comprehension, vocabulary, phonics and fluency. They will learn how oral language is acquired in first and additional languages, and explore the relationships between language, literacy and literature. Students will explore the features of oral, written, visual and multimodal texts and the ways these variously support language and literacy learning and the teaching of reading and writing for young children between 0 and 8 years of age.

Students will also plan appropriate and targeted professional learning goals, with an early opportunity to evaluate, reflect on and improve their personal literacy levels measured against the standards required for Australian teachers.

Availability

Session 1 (30)
Online
Wagga Wagga Campus
Session 2 (60)
Online
Wagga Wagga Campus

Continuing students should consult the SAL for current offering details: EML449. Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject Information

Grading System

HD/FL

Duration

One session

School

School of Education

Enrolment Restrictions

This subject is only available to students enrolled in the Bachelor of Teaching (Primary), Master of Teaching (Primary) and Bachelor of Educational Studies courses.

Subject Relationships

EML106 Paired Subject

Incompatible Subjects

EML106

Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to demonstrate knowledge of English language and literacy as sociocultural practice;
  • to be able to demonstrate a critical understanding of oral language acquisition and the everyday language and literacy practices of young children, including Indigenous and English language learners;
  • to be able to transmit knowledge about phonics and phonemic awareness and their relationship to everyday language and literacy practices of young children;
  • to be able to explain the complexities of different kinds of social and educational transitions (for example, to preschool, to school, to new social and cultural contexts) as related to language, learning and literacy practices;
  • to be able to describe the relationship between language, literacy and literature;
  • to be able to evaluate how different aspects of reading and writing relate to language, learning and literature, and everyday literacy practices;
  • to be able to critique ways different texts (literary, factual, multimodal and digital) support the language and literacy learning of young children between 0 and 8 years of age; and
  • to be able to explain succinctly the connections between play, language and learning.

Syllabus

This subject will cover the following topics:
  • English language and literacy in the everyday lives of young children: An introduction to sociocultural perspectives
  • Oral Language: acquisition, use and development
  • English language learning and literacy practice: Understanding transitions across social and cultural contexts
  • Literature and the role of texts for language and literacy learning in early childhood
  • Play, language and learning: Phonemic awareness and comprehension
  • Self-evaluation of personal literacy levels against the literacy standards required for teachers in Australia to plan appropriate professional learning goals

The information contained in the CSU Handbook was accurate at the date of publication: June 2022. The University reserves the right to vary the information at any time without notice.

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