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  2. English 1: Oral Communication [LAN1265]

Faculty of Education and Arts

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    English 1: Oral Communication

  • Unit Code

    LAN1265

  • Year

    2015

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit investigates how young children learn to communicate from birth to eight years, taking into account the experiences of children from a diverse range of linguistic and cultural backgrounds, and emphasizing the relationship between family, community, care and educational settings. Students will. through workplace learning and the use of evidence based research, explore the development of oral language from a range of theoretical and pedagogical perspectives, and will investigate a wide range of practices including the use of drama, play and literature.

Equivalent Rule

Unit was previously coded LIT1110

Learning Outcomes

On completion of this unit students should be able to:

  1. Articulate an understanding of the development of oral language from birth to 8 years.
  2. Demonstrate a developing understanding of Early Years Learning Framework, WA and National curriculum documents and other related documents in relation to English.
  3. Demonstrate an understanding of a variety of strategies including the use of drama, play and literature to facilitate communication.
  4. Demonstrate literacy skills of writing a report.
  5. Describe and justify appropriate strategies to assess, monitor and record the various aspects of individual childrens language, including those with language difficulties.
  6. Describe key theories of language learning and identify the implications for practice.
  7. Identify the diversity of family language experiences for children and consider how early childhood educators utilize these.
  8. Plan, implement and evaluate a range of language experiences based on an analysis of oral language across several learning contexts.

Unit Content

  1. Communication as a social system; family and community influence on language development and use.
  2. Conventions of report writing.
  3. Development and components of spoken language, including semantics, phonology, syntax and pragmatics.
  4. Effective communication and language environments using written and visual and ICT skills.
  5. Effective teaching and learning practices through play, drama, literature and learning centres in childcare, preschool and early years of school settings.
  6. Language and thinking: the relationship between language and cognition and the influence of brain development.
  7. Linguistic diversity, with reference to Aboriginal English, English as a second dialect and bilingual and multilingualism.
  8. Methods of assessing, monitoring and planning oral language for children with a range of different needs.
  9. Modeling, explicit instruction, scaffolding, co-constructing and questioning strategies for building on and extending communication in a variety of activities.
  10. Recording and analysing oral language within different contexts and activities.

Additional Learning Experience Information

May include workplace based learning, tutorials, lectures, independent inquiry and on-line modules.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
ReportEvidence based report50%
ExaminationExamination50%
ONLINE
TypeDescriptionValue
ReportEvidence based report50%
ExaminationExamination50%

Text References

  • Smith, P. (Ed.). (2001). Talking classrooms: Shaping children's learning through oral language instruction. Newark, DE: International Reading Association.
  • Russell, D. (2005). Literature for children. (5th ed.). Boston, MA: Pearson Education.
  • Makin, L., & Jones, D. C. (2002). Literacies in early childhood: Changing views, challenging practice. Pymble, Australia: Harper Educational.
  • Huff, M.J. (2002). Storytelling with puppets, props and playful tales. Ballarat, Australia: Wizzard Books.
  • Beecher, B., & Arthur, L. (2001). Play and literacy in children's worlds. Newtown, Australia: PETA.
  • Gains, P. (2000). Stories: Early years activities to promote a love of literature. Dunstable, United Kingdom: Belair Publications.
  • Fleer, M., & Williams-Kennedy, D. (2001). Building bridges: Literacy development in young Indigenous children. Watson, Australia: Early Childhood Australia Inc.
  • Brock, B., & Rankin, C. (2008). Communication, language and literacy from birth to five. London, United Kingdom: Sage.
  • Baldwin, P. (2004). With drama in mind. Stafford: Network Education Press Ltd.
  • Griffiths, F. (2002). Communication counts: Speech and language difficulties in the early years. London, United Kingdom: David Fulton.
  • ^ Fellowes, J. & Oakley, G. (2014). Language, literacy and early childhood education. Victoria, Australia: Oxford University Press.

Journal References

  • Practically Primary
  • The Reading Teacher
  • Journal of Early Childhood Literacy
  • Australian Journal of Language and Literacy
  • Australian Journal of Early Childhood

Website References

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

LAN1265|1|1

Faculty of Education and Arts

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    English 1: Oral Communication

  • Unit Code

    LAN1265

  • Year

    2015

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit investigates how young children learn to communicate from birth to eight years, taking into account the experiences of children from a diverse range of linguistic and cultural backgrounds, and emphasizing the relationship between family, community, care and educational settings. Students will. through workplace learning and the use of evidence based research, explore the development of oral language from a range of theoretical and pedagogical perspectives, and will investigate a wide range of practices including the use of drama, play and literature.

Equivalent Rule

Unit was previously coded LIT1110

Learning Outcomes

On completion of this unit students should be able to:

  1. Articulate an understanding of the development of oral language from birth to 8 years.
  2. Demonstrate a developing understanding of Early Years Learning Framework, WA and National curriculum documents and other related documents in relation to English.
  3. Demonstrate an understanding of a variety of strategies including the use of drama, play and literature to facilitate communication.
  4. Demonstrate literacy skills of writing a report.
  5. Describe and justify appropriate strategies to assess, monitor and record the various aspects of individual childrens language, including those with language difficulties.
  6. Describe key theories of language learning and identify the implications for practice.
  7. Identify the diversity of family language experiences for children and consider how early childhood educators utilize these.
  8. Plan, implement and evaluate a range of language experiences based on an analysis of oral language across several learning contexts.

Unit Content

  1. Communication as a social system; family and community influence on language development and use.
  2. Conventions of report writing.
  3. Development and components of spoken language, including semantics, phonology, syntax and pragmatics.
  4. Effective communication and language environments using written and visual and ICT skills.
  5. Effective teaching and learning practices through play, drama, literature and learning centres in childcare, preschool and early years of school settings.
  6. Language and thinking: the relationship between language and cognition and the influence of brain development.
  7. Linguistic diversity, with reference to Aboriginal English, English as a second dialect and bilingual and multilingualism.
  8. Methods of assessing, monitoring and planning oral language for children with a range of different needs.
  9. Modeling, explicit instruction, scaffolding, co-constructing and questioning strategies for building on and extending communication in a variety of activities.
  10. Recording and analysing oral language within different contexts and activities.

Additional Learning Experience Information

May include workplace based learning, tutorials, lectures, independent inquiry and on-line modules.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
ReportEvidence based report50%
ExaminationExamination50%
ONLINE
TypeDescriptionValue
ReportEvidence based report50%
ExaminationExamination50%

Text References

  • Palmer, S. Bayley, R., & Raban B. (2014) Foundations of Early Literacy: A balanced approach to language, listening and literacy skills in the early years. Albert Park: Teaching Solutions Note: This text is an optional or supplementary text. It is highly recommended that students purchase this text as it has value for the teaching and learning processes in the unit.

  • Baldwin, P. (2004). With drama in mind. Stafford: Network Education Press Ltd.
  • Beecher, B., & Arthur, L. (2001). Play and literacy in children's worlds. Newtown, Australia: PETA.
  • Brock, B., & Rankin, C. (2008). Communication, language and literacy from birth to five. London, United Kingdom: Sage.
  • Fleer, M., & Williams-Kennedy, D. (2001). Building bridges: Literacy development in young Indigenous children. Watson, Australia: Early Childhood Australia Inc.
  • Gains, P. (2000). Stories: Early years activities to promote a love of literature. Dunstable, United Kingdom: Belair Publications.
  • Russell, D. (2005). Literature for children. (5th ed.). Boston, MA: Pearson Education.
  • Makin, L., & Jones, D. C. (2002). Literacies in early childhood: Changing views, challenging practice. Pymble, Australia: Harper Educational.
  • Huff, M.J. (2002). Storytelling with puppets, props and playful tales. Ballarat, Australia: Wizzard Books.
  • Griffiths, F. (2002). Communication counts: Speech and language difficulties in the early years. London, United Kingdom: David Fulton.
  • Smith, P. (Ed.). (2001). Talking classrooms: Shaping children's learning through oral language instruction. Newark, DE: International Reading Association.
  • ^ Fellowes, J. & Oakley, G. (2014). Language, literacy and early childhood education. Victoria, Australia: Oxford University Press.

Journal References

  • Practically Primary
  • Australian Journal of Early Childhood
  • Journal of Early Childhood Literacy
  • Australian Journal of Language and Literacy
  • The Reading Teacher

Website References

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

LAN1265|1|2