Language, Literacy and Literature in Education

Learning Outcomes

Transferable and Generic Skills

Having successfully completed this module you will be able to:

• Organise and articulate opinions and arguments in speech and writing using relevant specialist vocabulary

Knowledge and Understanding

Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:

• Reflect on issues and challenges in relation to children's language and literacy development.
• Understand the role played by language, literacy and literature in children's learning.
• Understand some of the developments in research, theory and policy within language and literacy development.

Subject Specific Intellectual and Research Skills

Having successfully completed this module you will be able to:

• Reflect critically on research, theory, and policy related to language and literacy development.

The module will explore the following areas:

• Children's early language and learning and links to learning theories.
• The development of language and literacy.
• Research and policy developments in relation to teaching and learning of literacy and language.
• The impact of home, school and wider experiences on children's language and literacy development.
• Some of the challenges that children may face in learning language and literacy and how they can be helped.
• The impact of bilingualism and multilingualism on children's language and learning.
• The role of literature and other texts on children's language and literacy learning.
• Supporting children's language development when they are non-verbal.

Teaching and learning methods

The module will be taught through sessions which include a mixture of lecture elements, seminar discussions, reading, additional research and exploration of a range of resources. There will be opportunities to examine a range of texts for children, including books and digital texts, before creating texts. The module will include opportunities for students to share ideas individually and in groups and to receive informal, formative feedback from peers and tutors.

Resources & Reading list

Textbooks

J. Conteh (2010). Multilingual learning : stories from schools and communities in Britain. Stoke on Trent: Trentham Books.

N. Gamble (2019). Exploring Children's Literature. London: SAGE Publications.

D. Wyse, R.Jones, H. Bradford and MA. Wolpert (2018). Teaching English, Language and Literacy. London: Routledge.

M. Barrs and V. Cork (2001). The Reader in the Writer. London: CLPE.

B. Marshall, J. Manuel, D.L. Pasternak and J. Rowswell (eds) (2020). The Bloomsbury Handbook of Reading Perspectives and Practices. London: Bloomsbury Academic.

Assessment strategy

Throughout the module there will be discussions so that students can receive peer and tutor feedback. The final module assessment will involve creating a text for children and presenting a rationale for choices made in the creation of the text in the context of relevant literature.

Summative

This is how we’ll formally assess what you have learned in this module.

Referral

This is how we’ll assess you if you don’t meet the criteria to pass this module.

Repeat

An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.

Repeat Information

Repeat type: Internal & External