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  2. Language Education [LAN4015]

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

    Language Education

  • Unit Code

    LAN4015

  • Year

    2016

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    10

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit explores a balanced approach to literacy teaching with an emphasis on both theoretical and practical aspects of language development. It examines the theories, knowledge, skills, concepts and understandings significant for teaching listening and speaking, reading, writing and viewing in the primary school context. A range of resources, including childrens literature, will be investigated. This unit is available in both on-campus and residency modes of delivery.

Learning Outcomes

On completion of this unit students should be able to:

  1. Communicate to others the main terms of multiliteracies and a balanced approach to literacy learning.
  2. Describe theories of language learning which inform effective literacy teaching.
  3. Discuss the role of Childrens Literature in language education.
  4. Explain the importance of reading comprehension and writing in content areas.
  5. Explain the interrelationship between listening and speaking, reading, writing and viewing.
  6. Link assessment, teaching and learning within language education.
  7. Plan and appraise a range of literacy learning experiences.
  8. Support the development of literacy learning through appropriate skills, strategies and resources.

Unit Content

  1. Childrens Literature.
  2. Evaluation of a range of literacy learning experiences.
  3. Introduction to literacy teaching practices, skills and strategies for oral language, reading, writing and viewing.
  4. Introduction to methods of observation and assessment of childrens literacy knowledge that can inform literacy teaching.
  5. Linking assessment, teaching and learning within language education.
  6. Multiliteracies.
  7. Planning literacy lessons.
  8. Reading comprehension and writing in content areas.
  9. The interrelationships between oral, written and visual language.
  10. Theories of language learning.

Additional Learning Experience Information

Lectures Workshops Tutorials School based learning and videos will be employed in both on-campus and residency modes of delivery

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
AssignmentApplied Language Tasks60%
ExaminationExamination (on campus mode of delivery)40%

Text References

  • Annandale, K., Bindon, R., Handley, K., Johnston, A., Lockett, L., & Lynch, P. (2004). Reading map of development: Addressing current literacy challenges. (2nd ed.). Port Melbourne: Reed International.
  • Annandale, K., Bindon, R., Handley, K., Johnston, A., Lockett, L., & Lynch, P. (2004). Reading resource book: Addressing current literacy challenges. (2nd ed.). Port Melbourne: Reed International.
  • Annandale, K., Bindon, R., Broz, J., Handley, K., Johnston, A., Lockett, L., Lynch, P., & Rourke, R.(2005). Writing map of development: Addressing current literacy challenges. (2nd ed.). Port Melbourne: Reed International.
  • Anstey, M., & Bull, G. (2004). The literacy labyrinth. (2nd ed.). Sydney: Prentice Hall.
  • Campbell, R., & Green, D. (2006). Literacies and learners: Current perspectives. (3rd ed.). Frenchs Forest: Pearson Education.
  • Clay, M. M. (2002). An observation of early literacy achievement. Portsmouth, NH: Heinemann.
  • Konza, D. (2006). Teaching children with reading difficulties. (2nd ed.). Melbourne Thomson. Social Science Press.
  • Graves, M. F., Juel, C., & Graves, B. (2007). Teaching reading in the 21st century. (4th ed.). Boston: Pearson Education.
  • Alvermann, D. E., Swafford, J., & Montero, M. K. (2004). Content area literacy instruction for the elementary grades. Boston: Pearson Education.
  • Winch, G., Johnson, R., March, P., Ljungdahl, L., & Holliday, M. (2006). Literacy: Reading, writing and children's literature. (3rd ed.). Sydney: OUP.
  • Clay, M.M. (2002). An observation survey of early literacy achievement. Portsmouth, NH: Heinemann
  • Morrow, L. M. (2005). Literacy development in the early years: Helping children read and write. Upper Saddle River, NJ: Allyn and Bacon.
  • Emmitt, M., Komesaroff, L., & Pollock, J. (2006). Language and learning. An introduction for teaching. (4th ed.). South Melbourne Oxford University Press.

Journal References

  • Newark, Delaware: International Reading Association The Reading Teacher.
  • Urbana, Illinois: NCTE. Language Arts.
  • Melbourne: ARA. Reading Around.
  • (1978-1991). Melbourne: ARA. The Australian Journal of Reading
  • Fitzroy, Vic: ALEA. The Australian Journal of Language and Literacy
  • Parkside: AAJE English in Australia
  • Urbana, Illinois: NCTE Research in the Teaching of English.
  • New York: Agathon Press. Children?s Literature in Education.
  • Fitzroy, Vic: ALEA Practically Primary

Website References

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.

LAN4015|1|1

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

    Language Education

  • Unit Code

    LAN4015

  • Year

    2016

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    10

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit explores a balanced approach to literacy teaching with an emphasis on both theoretical and practical aspects of language development. It examines the theories, knowledge, skills, concepts and understandings significant for teaching listening and speaking, reading, writing and viewing in the primary school context. A range of resources, including childrens literature, will be investigated. This unit is available in both on-campus and residency modes of delivery.

Learning Outcomes

On completion of this unit students should be able to:

  1. Communicate to others the main terms of multiliteracies and a balanced approach to literacy learning.
  2. Describe theories of language learning which inform effective literacy teaching.
  3. Discuss the role of Childrens Literature in language education.
  4. Explain the importance of reading comprehension and writing in content areas.
  5. Explain the interrelationship between listening and speaking, reading, writing and viewing.
  6. Link assessment, teaching and learning within language education.
  7. Plan and appraise a range of literacy learning experiences.
  8. Support the development of literacy learning through appropriate skills, strategies and resources.

Unit Content

  1. Childrens Literature.
  2. Evaluation of a range of literacy learning experiences.
  3. Introduction to literacy teaching practices, skills and strategies for oral language, reading, writing and viewing.
  4. Introduction to methods of observation and assessment of childrens literacy knowledge that can inform literacy teaching.
  5. Linking assessment, teaching and learning within language education.
  6. Multiliteracies.
  7. Planning literacy lessons.
  8. Reading comprehension and writing in content areas.
  9. The interrelationships between oral, written and visual language.
  10. Theories of language learning.

Additional Learning Experience Information

Lectures Workshops Tutorials School based learning and videos will be employed in both on-campus and residency modes of delivery

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
AssignmentApplied Language Tasks60%
ExaminationExamination (on campus mode of delivery)40%

Text References

  • Annandale, K., Bindon, R., Handley, K., Johnston, A., Lockett, L., & Lynch, P. (2004). Reading map of development: Addressing current literacy challenges. (2nd ed.). Port Melbourne: Reed International.
  • Annandale, K., Bindon, R., Handley, K., Johnston, A., Lockett, L., & Lynch, P. (2004). Reading resource book: Addressing current literacy challenges. (2nd ed.). Port Melbourne: Reed International.
  • Annandale, K., Bindon, R., Broz, J., Handley, K., Johnston, A., Lockett, L., Lynch, P., & Rourke, R.(2005). Writing map of development: Addressing current literacy challenges. (2nd ed.). Port Melbourne: Reed International.
  • Anstey, M., & Bull, G. (2004). The literacy labyrinth. (2nd ed.). Sydney: Prentice Hall.
  • Campbell, R., & Green, D. (2006). Literacies and learners: Current perspectives. (3rd ed.). Frenchs Forest: Pearson Education.
  • Clay, M. M. (2002). An observation of early literacy achievement. Portsmouth, NH: Heinemann.
  • Konza, D. (2006). Teaching children with reading difficulties. (2nd ed.). Melbourne Thomson. Social Science Press.
  • Graves, M. F., Juel, C., & Graves, B. (2007). Teaching reading in the 21st century. (4th ed.). Boston: Pearson Education.
  • Alvermann, D. E., Swafford, J., & Montero, M. K. (2004). Content area literacy instruction for the elementary grades. Boston: Pearson Education.
  • Winch, G., Johnson, R., March, P., Ljungdahl, L., & Holliday, M. (2006). Literacy: Reading, writing and children's literature. (3rd ed.). Sydney: OUP.
  • Clay, M.M. (2002). An observation survey of early literacy achievement. Portsmouth, NH: Heinemann
  • Morrow, L. M. (2005). Literacy development in the early years: Helping children read and write. Upper Saddle River, NJ: Allyn and Bacon.
  • Emmitt, M., Komesaroff, L., & Pollock, J. (2006). Language and learning. An introduction for teaching. (4th ed.). South Melbourne Oxford University Press.

Journal References

  • Newark, Delaware: International Reading Association The Reading Teacher.
  • Urbana, Illinois: NCTE. Language Arts.
  • Melbourne: ARA. Reading Around.
  • (1978-1991). Melbourne: ARA. The Australian Journal of Reading
  • Fitzroy, Vic: ALEA. The Australian Journal of Language and Literacy
  • Parkside: AAJE English in Australia
  • Urbana, Illinois: NCTE Research in the Teaching of English.
  • New York: Agathon Press. Children?s Literature in Education.
  • Fitzroy, Vic: ALEA Practically Primary

Website References

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.

LAN4015|1|2