ECU Web Unit Outline
 
FACULTY OF EDUCATION & ARTS
SCHOOL OF EDUCATION
Full Unit Outline - Enrolment Approved Tuesday, 22 April 2008
Disclaimer
This unit outline 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 LAN4105
CREDIT POINTS 12
FULL YEAR UNIT No
MODE OF DELIVERY On-campus
Online

DESCRIPTION

This unit explores models of oral language, reading and writing and their implementation in classroom contexts. A range of resources, particularly children’s literature, to support classroom practices, is investigated. There is a direct link between lecture material and students’ weekly School Experience Practice visit.

 
LEARNING OUTCOMES

On completion of this unit, students should be able to:


  1. demonstrate an understanding of theories of literacy learning and implications for classroom teaching;
  2. support the development of literacy and language learning through appropriate skills, strategies and resources with an emphasis on children’s literature;
  3. plan, implement and analyse a variety of oral language interactions to demonstrate an understanding of the relationship between oral language development and literacy learning; and
  4. reflect on and critically analyse a range of texts as resources for classroom use.
 
UNIT CONTENT
  1. Examine literacy learning theories through implementation of a variety of language interactions in classroom contexts.
  2. Analyse and reflect on the construction and use of oral and written texts.
  3. Explore a range of texts, particularly children’s literature, in order to develop strategies for response and interpretation, and as a resource for learning to write.
  4. Examine different models of reading and writing to develop strategies appropriate for effective literacy development.
  5. Plan and implement a range of teaching strategies to support literacy.
 
TEACHING AND LEARNING PROCESSES
Lectures, workshops, tutorials, school based learning and videos.
 
ASSESSMENT
Grading Schema 1
 
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.
 

Item

On-Campus Assessment

Value

 

 

Essay/project

60%

 

Examination

40%

 
TEXTS
To be selected by the lecturer.
 
SIGNIFICANT REFERENCES
Anstey, M., & Bull, G. (1996). The literacy labyrinth. Sydney: Prentice Hall.
Clay, M. M. (1979). The early detection of reading difficulties. Portsmouth, NH: Heinemann.
Derewianka, B. (1990). Exploring how texts work. Sydney: PETA.
Harris, P and others. (2001). Reading in the primary school years. Katoomba, NSW: Social Science Press.
Harris, P and others. (2003). Writing in the primary school years. Katoomba,NSW: Social Science Press.
Jones, P. (Ed.). (1996). Talking to learn. Newtown: PETA.
Knobel,M & Healy, A.(eds) (1998). Critical literacies in the primary classroom. Sydney:PETA.
Winch, G and others (2004). Literacy: Reading, writing and children’s literature (3rd ed.). Sydney: Oxford University Press.
Wing-Jan, L. (1991). Write ways: Modelling writing forms. Sydney: Oxford University Press.
 
JOURNALS
Newark, Delaware: International Reading Association. The Reading Teacher.
Urbana, Illinois: NCTE. Language Arts.
Sydney: Primary English Teaching Association. Primary English Notes.
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.
Fitzroy, Vic: ALEA Practically Primary.
New York: Agathon Press. Children’s Literature in Education.
Victoria Park, WA: The Singing Tree. Magpies: Talking about Books for Children.
 
WEB SITES
ALEA Australian Literacy Educators’ Association www.alea.edu.au
AATE Australian Association of Teachers of English www.AATE.org.au
CBC Children’s Book Council www.slsa.sa.gov.au/cbca/index.html
IRA International Reading Association www.reading.org
PETA Primary English Teachers’ Association www.peta.edu.au
Online Literacy www.nexus.edu.au/teachstud/onlit/index.html
Education Department of WA www.eddept.wa.edu.au/Check CMIS
Tasmanian Education Department www.discover.tased.edu.au/
Centre for Inclusive Schooling www.cis.perthwa.net/
 
 
 
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, Graduate Attributes 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 Student Equity, Diversity and Disability Service website:
http://intranet.ecu.edu.au/student/support/student-equity
 
 


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.




ECU Web Unit Outline