Handbook : Unit informationEdith Cowan University

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 4: Planning and Differentiating the English Curriculum in Early Childhood

• Unit Code

  LAN3260

• Year

  2019

• Enrolment Period

  1

• Version

  2

• Credit Points

  15

• Full Year Unit

  N

• Mode of Delivery

  On Campus
  Online

• Unit Coordinator

  Mrs Karen Lee NOCITI

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Description

This unit extends students' knowledge of English teaching and learning by focusing on differentiating the curriculum for diverse English language and literacy learners. With a focus on planning, the unit consolidates the English teaching and learning research and practices presented in previous units. In addition, students will explore areas of diversity, such as working with children for whom English is an additional language or dialect, and differentiating the curriculum for children who are gifted English learners.

Prerequisite Rule

Students must pass LAN1265, LAN2266 and LAN3246 to enrol in this unit.

Equivalent Rule

Unit was previously coded LIT4110

Learning Outcomes

On completion of this unit students should be able to:

1. Access community resources which support teachers in working with EAL children.
2. Apply knowledge of written and oral communication, relevant curriculum documents and of teaching and learning strategies and resources to developing a plan for English teaching and learning in the early childhood phase of schooling.
3. Articulate an understanding of principles and practices important to effectively planning for childrens learning and development in English.
4. Articulate effective literacy assessment principles and demonstrate methods for monitoring literacy development in early childhood contexts.
5. Articulate understanding of theoretical principles of second language learning and the unique English learning and development pathway in speaking, listening, reading and writing for children for whom English is an Additional Language or dialect (EAL / EAD).
6. Demonstrate knowledge of how to adapt teaching strategies, learning experience and resources so as to best cater for the English learning and development of EAL / EAD children, in the workplace.
7. Demonstrate understanding of methods to identify gifted and talented English language learners, of theoretical principles of second language learning and the unique learning needs and of planning suitable teaching and learning experiences.

Unit Content

1. Critique of different practices for catering for English gifted and talented children.
2. English (reading, writing speaking and listening) assessment and planning methods and curriculum and other relevant documents.
3. Language and culture.
4. Resources and methods for EAL / EAD English language teaching.
5. Resources and planning for enrichment and extension in English.
6. The EAL / EAD learner the WA context.
7. The English planning, teaching and assessment cycle.
8. Theory and teaching and learning principles for English as an additional language or dialect; factors affecting learning English as an additional language / dialect.
9. WA ESL / ESD documents for English assessment and monitoring.
10. WA community supports and services for working with EAL / EAD children.

Learning Experience

ON-CAMPUS

Students will attend on campus classes as well as engage in learning activities through ECU Blackboard.

For more information see the Semester Timetable

ONLINE

Students will engage in learning experiences through ECU Blackboard as well as additional ECU learning technologies.

Additional Learning Experience Information

May include lectures , workshops, workplace experiences, independent learning modules, DVD/video and use of other multi-media resources.

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.

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