Details for Teaching and Learning English
- Currently offered by Alphacrucis: Yes
- Course code: EDU413
- Credit points: 9
EDU401 Foundations for Christian teaching and Learning, EDU402 Human Society in the Environment: Platforms and Perspectives for the Christian Educator and EDU403 Language and Literacy Acquisition and Development
The unit Teaching and Learning English is part of the subject area Education and is offered as a part of the following Awards: Master of Teaching (Primary) (Alphacrucis College (NSW Dept. of Education)).
This unit builds on the constructs of EDU403 Language and Literacy Acquisition and Development and pedagogical frameworks introduced in EDU401 Foundations in Christian Teaching and Learning. The unit introduces Pre-Service Teachers to the social construction view of language. A holistic approach is taken to the teaching of language and literacy, where explicit teaching of grammar within a rich language environment will enable the Pre-service teachers to not only compose texts with critical understanding of social contexts but plan and program for the NSW English syllabus Stages 1-3: specifically… how to teach listening and speaking; reading and viewing; writing and the conventions of English language such as spelling; grammar and word usage; punctuation and handwriting as well as literacy learning across the curriculum. Students will also develop a critical theory approach to fiction, non fiction and multimodal texts which may differ from their own Christian worldview. Developing higher order thinking skills in classrooms and critical thinking particularly as it relates to consumer literacy will be addressed. Access to schools through the EDU400 Professional Practice will enhance the Pre-service Teachers resource collection and build their skills in the implementation of the concepts in this unit. Pre- Service Teachers will reflect on how globalisation and societal changes have impacted on the language and literacy skills needed to make meaning and how multiliteracies are influencing the future of teaching.
NSW Syllabus Examination
- Stages 1-3:
- Reading, Viewing, Listening and Speaking, Writing- spelling, word usage, grammar, punctuation
- Pre-service Teachers handwriting practice (incl black/whiteboard and electronic whiteboards)
- Departmental resources
Pedagogies, Programming and Planning
- Approaches to language and literacy pedagogy: Behaviourist, (skill based, cognitive skills for decoding print-sound symbol, relationships, sight vocab, whole word); Naturalistic (whole language top down, whole text, Language Experience Approach); Sociological (individual interpretations, authorized meanings). Reading/writing connection.
- Links between language and learning theories and program planning (including Teaching and Learning Principles- See EDU401 and NSW Model of Pedagogy), incorporating “intellectual quality,” “quality learning environments,” and “significance” in the integration of literacy across the curriculum.
- Knowledge about Language, developing a metalanguage- Genre, Text and Grammar- analysis and appreciation e.g. of:- picture books, novels, newspapers, letters, conversation, speeches, performances of plays, feature films, television programs, computer graphics and advertisements. Role of Grammar in relation to the purpose, content, audience and channel of communication, shaping and directing meaning making. Role of Context. Role of text Organisation (texts that describe, explain, instruct, argue, narrate etc and demands of school literacies). Role of Syntax in reflecting and shaping cultural patterns and differences in power, status, values and attitudes, ideologies, gender, ethnicity and class.
- Models of pedagogy for early language and literacy development, e.g. Literature-based, Whole Language, Systemic and functional linguistics, genre-based, thematic, integration across the curriculum,
- Early Literacy development strategies:- implementation of Phonemic awareness , phonic fluency, vocab knowledge and text comprehension, concepts of print, grammar and punctuation, spelling and handwriting, drama and role play
- Scaffolding literacy learning for Stages 2-3, e.g. critical constructive reading and viewing, intermediality, Reciprocal Reading, independent, guided, modeled and shared reading and writing, genre based, LDC (Literacy, Development Cycle- modeling, negotiating the field, text deconstruction (critical thinking, higher order thinking and critical literacy, levels of questioning), joint construction, independent construction), dictogloss subject specialist literacy, identifying important, substantive concepts skills and ideas, Learning Centres, ability and multi-staged grouping. (see also Bickmore-Brand Strategy Chart for Kolb’s Learning Styles and Bloom’s Taxonomy of Thinking).
- Visual literacy model: represent actions, objects and settings, create interactive or interpersonal meanings between viewer and what is being viewed (colour, angles, shot distance, media etc), present layout choices that indicate value and emphasis. Role of Advertising and mass media communications.
- Programming for inclusivity, NESB, TESOL and organizing and catering for multi-staged classroom settings, negotiated curriculum,
- Designing Templates: Program, lesson plans, assessment and marking keys and instructional aids.
- Integrating technology in English Language instruction, researching using the internet, consumer literacy. Computers in the home and schools. Information technology skills to: locate, access, view and analyse a range of texts, and design and create multimodal information products. Monitoring the development of pupils’ knowledge, skills and understandings when using different technologies against NSW Syllabus indicators.
- NSW K-6 Syllabus documents and support materials e.g. for phonemic awareness
- Comparison with other state Reading and Literacy programs and resources
- Critiquing commercial reading programs, including computer based, in relation to NSW Syllabus and language and literacy theories of development
- Visual and multimedia literacy teaching resources and software programs for multimedia development
- Genre: Children’s literature, poetry, plays, drama, lyrics, non-fiction, popular culture
- Critiquing print and multimedia resources for the development of language and literacy in line with Christian worldview,
- Specialty content:-Christian, Indigenous, marginalized groups, NESB, learning difficulties, Special Needs, gender, TESOL
- Literacy for boys
- Materials, websites, Professional Associations and Professional Development opportunities for developing critical and higher order thinking
- Resources for developing lifelong readers and writers.
This course may be offered in the following formats
The program is based on a mixed-mode delivery of: intensive workshops, school visits, teaching experiences and distance learning using web-based on -line discussion, course materials and readings forwarded throughout the semester, and assignments. Updates on workshops and Professional Development events run by Professional Associations and publishers, which Pre-Service teachers can access, will be circulated.
Minor Assessment- Resource Materials (45%) Due Week 7
Develop an annotated bibliography for a target group (e.g. early adolescence, boys, Indigenous, NESB…) from a designated Stage. This should include: Teacher resources such as lesson and program ideas, set class textbooks, fiction and non-fiction literature, Cd-Rom and Internet sites.
A minimum of 30 resources should be included.
Each resource will need to address the headings: title, author(s), date, publications details, cost(s), sourcing, target group(s), description of the resource and its application, underlying theoretical view of language development and/or teaching and learning theory, a value judgement based on a set of 10 criteria you develop. This should include various Christian worldview criteria).
Collate the information in a multimodal form for sharing with your colleagues.
Hand in a printed copy with the following attached:-
Include an explanation of the 10 criteria you have developed for evaluating resource material showing evidence and justification from writers and researchers in the field of language and literacy development. (500 words)
Major Assessment- Programming and Planning (55%) Due Week 13
Design a three week unit of work (8-10 lessons) with a focus on the teaching and learning of Text forms for Stage 1, 2, or 3 (Identify the Stage chosen).
In your preparation, interview a group of students for whom the unit of work would be suitable, and make explicit reference to your interview data in your statement of Rationale.
Select a pedagogical approach to the teaching of literacy, e.g. thematic, literature-based, integrated, genre-based etc
Using Freebody and Luke’s Model of Reading Comprehension show how the skills of each role can be developed throughout the unit of work. Include Unit of Work Program Overview, lesson plans and assessment tasks including task, NSW Syllabus outcomes and indicators. Include a Rationale to describe how your choice of learning materials and outcomes suit your target group, and ways in which the learning experiences have been scaffolded.
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- Idiom: Victorian Association for the Teaching of English
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