EEE754 - Language, Literacies and Learning
| Year: | 2023 unit information |
|---|---|
| Enrolment modes: | Trimester 1: Burwood (Melbourne), Online
For D303 and D304 students only: Trimester 3: Online |
| Credit point(s): | 1 |
| EFTSL value: | 0.125 |
| Cohort rule: | Students commencing in 2020 must be enrolled in course D303, D304, E761, E762, E763, E764 or E765 |
| Prerequisite: | D303 or D304 course students must have passed 24 credit points of study at levels 1, 2 & 3 with a minimum WAM of 60% |
| Corequisite: | Nil |
| Incompatible with: | EEE752 |
| Study commitment | Students will on average spend 150-hours over the trimester undertaking the teaching, learning and assessment activities for this unit. |
| Scheduled learning activities - campus | Time engaging in learning activities is expected to total a combined equivalent of 8-10 hours per week. This includes engagement with materials, responses to tasks, independent study and 1 x 3-hour scheduled face-to-face workshop per non-placement teaching week (approx. 6-9 weeks). |
| Scheduled learning activities - online | Time engaging in learning activities is expected to total a combined equivalent of 8-10 hours per week. This includes engagement with materials, responses to tasks, regular forum posting and responding to others, scheduled synchronous online discussions and independent study during non-placement teaching weeks (approx. 6-9 weeks). It is highly recommended that you attend scheduled synchronous discussions in CloudDeakin throughout the trimester |
| In-person attendance requirements | Students who are completing professional experience placements are not required to attend classes or scheduled synchronous sessions during the placement. |
| Note: | Students will be required to have a Working With Children Check |
Content
This unit introduces PSTs to language and literacies development across the years of informal and formal schooling in educational, community, and policy contexts. Students engage with broad and literacy-specific theories of learning and make connections to languages and literacies teaching practice. Specific literacy practices and teaching strategies are taught including early reading behaviours of phonemic awareness, phonics, vocabulary development, reading fluency and comprehension and the range of assessment strategies for understanding learners’ literacy needs. PSTs also learn about the importance of oral language and the ways in which teachers support their students’ language and literacy learning throughout the years of schooling and in different discipline areas.
This unit also introduces PSTs to recent developments in literacy policy and curriculum, and makes links between policy, research, theory, and practice. The unit engages with current theory, practices and debates in literacy education and supports students to critically engage with these ideas. It supports PSTs to work with students’ strengths and their home and community knowledges. The unit has two assignments, both of which provide opportunities for the PSTs to deepen their reading and understanding of literacy learning appropriate to their area of training (Early Childhood, Primary and/or Secondary). In these assignments, PSTs engage with their own histories of literacy development and learning to reflect on their theoretical learning more deeply. They investigate oral language through an assessment activity where they listen to a child or young person and record what they said and analyse this for how they can support their language and text composition skills. They analyse an interview with a teacher relevant to the years of schooling they are training to teach and consider the enactment of policy and teacher agency in literacy teaching.
Unit Fee Information
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