- Code
- PRD 218
- Name
- Language and Literacy Development II (Primary Education)
- Semester
- 4
- Lecture hours
- 3.00
- Seminar hours
- 1.00
- Laborator hours
- 0.00
- Credits
- 3.50
- ECTS
- 5.00
- Description
-
The goals of this course are to show students how to teach children the basic elements of language: sound, meaning and grammar. Also they will learn how children use language, develop educational and linguistic ability to take information and use it effectively and develop positive attitude to language and literature. (I) to present what is language and how children acquire language. (Ii) gives the basic theories of language acquisition. (Iii) to tell what is writing and reading. (Iv) Discuss how reading and writing is treated from the school curriculum.
- Objectives
-
This course presents a critical review of the key areas of speaking, listening, reading and writing experiences of young children. Current studies, educational practice, and teaching materials will be analyzed in relation to various theoretical views of language. Special attention will be placed on the combination of skills related to language.
- Java
- Tema
- 1
- Language and its development in the first years. Literacy Pedagogy Areas addressed by key reports on effective reading instruction practices Storybook reading and discussion
- 2
- The process of language acquisition Alphabetic Phonological awareness Terms used in the literature relating to word-identification Word identification Phonics instruction Word-identification strategies
- 3
- The role of language in the early years. Teaching vocabulary – early years Teaching vocabulary in reading and writing Teaching reading fluency Teaching reading comprehension
- 4
- Theories of language acquisition Teaching children to use text structure Selecting texts purposefully to support comprehension development Teaching writing
- 5
- Teaching spelling The development of education in the early years. Stage 1: Moving towards the pre-communicative stage Stage 2: Semi-phonetic Stage 3: Phonetic Stage 4: Transitional Stage 5: Correct/conventional
- 6
- Teaching handwriting Causes for concern Choosing a model of handwriting Physical conditions Development of handwriting skills Working model of sources of influence on children’s literacy growth over the school transition period
- 7
- Mother tongue, English and bilingualism in the early years English as an additional or second language Similarities and differences of individuals with special needs in learning Special educational needs Inclusive pedagogies
- 8
- Mid term exam Creativity and literacy Disscussions Examples – Readings in Literature for Children and comments
- 9
- Education and pre-reading activities Effective teachers of literacy Second language learning and curriculum access Content and language integrated learning
- 10
- Methods for teaching reading. Contexts for Literacy Teaching Language learning, learning through language and learning about language Language awareness
- 11
- Organizing literacy and reading activities. Drama and literacy Examples – How to create a drama activity in the classroom Write the objective of this kind of activity How to relate the Literacy with the class hour
- 12
- Oral Language and Literacy How can teachers ensure that children’s literacy development supports their oral language development Language skills that predict performance on reading tasks Role of oral language in developing reading comprehension Language impairment and reading comprehension Links between oral language and writing
- 13
- Writing development Literacy Across the Curriculum Inquiry-based models of literacy Seeds of Science/Roots of Reading model The CORI Model
- 14
- Language and literacy in the curriculum Using the curriculum to support language and literacy Similarities and differences of individuals with special needs in learning Teaching writing Genre-based approaches to teaching writing
- 15
- Teaching digital literacies Engagechildren in high level discussionsof text Providing motivating andengaging contextsfor reading development
- 16
- Final Exam
- 1
- The goals of this course are to show students how to teach children the basic elements of language: sound, meaning and grammar. Also they will learn how children use language, develop educational and linguistic ability to take information and use it effectively and develop positive attitude to language and literature.
- 2
- (I) to present what is language and how children acquire language.
- 3
- (Ii) gives the basic theories of language acquisition.
- 4
- (Iii) to tell what is writing and reading.
- 5
- (Iv) Discuss how reading and writing is treated from the school curriculum.
- Quantity Percentage Total percent
- Midterms
- 1 40% 40%
- Quizzes
- 0 0% 0%
- Projects
- 0 0% 0%
- Term projects
- 0 0% 0%
- Laboratories
- 0 0% 0%
- Class participation
- 1 10% 10%
- Total term evaluation percent
- 50%
- Final exam percent
- 50%
- Total percent
- 100%
- Quantity Duration (hours) Total (hours)
- Course duration (including exam weeks)
- 16 4 64
- Off class study hours
- 14 3 42
- Duties
- 0 5 0
- Midterms
- 1 5 5
- Final exam
- 1 10 10
- Other
- 0 0 0
- Total workLoad
- 121
- Total workload / 25 (hours)
- 4.84
- ECTS
- 5.00