EDUC9313 Languages, Literacy and Intercultural Understanding (Primary R-7)

Dr Anne Spencer

2017

4.5

6 x 4-hour intensive workshops per semester

Two years minimum completion of university studies in a second language other than English or equivalent.

This topic aims to develop students’ knowledge, skills and understandings in relation to contemporary curriculum, assessment and pedagogy in languages education.

Through the examination of the role of genre in developing students’ literacy in multiple languages and cultures student will consider the place and nature of digital texts and ICTs in contemporary communication practices and language teaching and learning.

Students in this topic will critically evaluate the role of learners and teachers in languages education.

This topic aims to:

Explore contemporary theories and pedagogical approaches in languages education related to language and literacy development
Develop students’ understanding of the distinctive contribution that language learning makes to literacy development and the implications for practice
Develop students’ capability to design and evaluate programs that allow for connections with content across the primary school curriculum
Enhance students’ capacity to plan and evaluate planning for explicit, systematic, balanced and integrated literacy development in languages education
Foster enquiry into literacy and intercultural language learning and teaching with a particular focus on connectedness of language, culture and related cultural and situational expectations
Critically evaluate resources, including digital resources, for language teaching and learning

It is expected that on completion of this topic students will be able to:

Critically engage in discussing and applying contemporary theories of language teaching and learning
Critically analyse the key features, design principles and theoretical basis of curriculum documents for primary languages
Demonstrate sound planning skills to support development of learners’ knowledge, skills and dispositions to interpret and use languages for learning and as a social practice.
Emphasise the role of multi literacies, Computer Assisted Language Learning (CALL) and associated ICT in providing authentic contexts for meaningful learner engagement
Design teaching and learning programs that support learners to make connections with their learning across the primary curriculum, including in relation to general capabilities such as literacy and use of ICTs
Critically evaluate resources, including those for CALL, for primary languages
Critique ICT in language learning with a view to foster learner control over how, where and when they learn languages
Design multimodal learner-centred lessons incorporating ICT with a focus on CALL, genre theory, text type teaching and cross-curriculum links

Key dates and timetable

Timetable details for 2017 are no longer published.

This information is from current details held on the Student Information System. Please report any errors or omissions to the relevant College Office.