Courses :: Module, TEANGA 1 / LANGUAGE 1

	Overview
	This module is designed to complement and integrate with the module entitled Language 2. It addresses the fundamentals of language, English methods and socio-cultural dimensions of literature. It provides students with an overview of the theories of language, the stages involved in typical language development, the pedagogy of language teaching and literary approaches to children's linguistic engagement and development. The course will focus on the significance of linguistic input, the development of comprehension and expression at the different stages, the role of cognitive, linguistic and environmental factors in the development of language. Pre-writing and pre-reading will be studied in depth with particular emphasis on play as a methodology. Students are introduced to the definitions of reading, the principles underpinning highly effective literacy pedagogy, stages in the teaching of reading in addition to practical activities which promote language enrichment and development. Students will explore a range of literary genres and multimedia narratives as well as these texts' potential for supporting and stimulating learning environments and creative opportunities for young people. Students will explore their own histories as literature readers, and how such experience and familiarity can be harnessed and developed to appreciate literature and further prepare them in their role as a text selector and as an advocate of children's literature. Students will be equipped with the pedagogical content, knowledge and strategies to develop an effective classroom programme for promoting literacy and experiences with literature. Students will investigate theoretical frameworks and effective classroom practices for literacy development, literary experiences and language teaching.

Overview

This module is designed to complement and integrate with the module entitled Language 2. It addresses the fundamentals of language, English methods and socio-cultural dimensions of literature.

It provides students with an overview of the theories of language, the stages involved in typical language development, the pedagogy of language teaching and literary approaches to children's linguistic engagement and development. The course will focus on the significance of linguistic input, the development of comprehension and expression at the different stages, the role of cognitive, linguistic and environmental factors in the development of language.

Pre-writing and pre-reading will be studied in depth with particular emphasis on play as a methodology. Students are introduced to the definitions of reading, the principles underpinning highly effective literacy pedagogy, stages in the teaching of reading in addition to practical activities which promote language enrichment and development.
Students will explore a range of literary genres and multimedia narratives as well as these texts' potential for supporting and stimulating learning environments and creative opportunities for young people. Students will explore their own histories as literature readers, and how such experience and familiarity can be harnessed and developed to appreciate literature and further prepare them in their role as a text selector and as an advocate of children's literature.

Students will be equipped with the pedagogical content, knowledge and strategies to develop an effective classroom programme for promoting literacy and experiences with literature.

Students will investigate theoretical frameworks and effective classroom practices for literacy development, literary experiences and language teaching.

	Learning Outcomes
	On successful completion of the module, students should be able to: Demonstrate a knowledge of the key theories of language learning Describe the process of typical child language development and underlying factors that impact on patterns of child language development Identify key stages in language acquisition and relate these to the expected age range of development Link stages in children's language development to key theories and research findings in the field of language study Identify, plan and apply appropriate classroom methodologies for language teaching Apply critical and reflective thinking to a variety of literature texts and demonstrate knowledge of appropriate uses of these texts for classroom settings Evaluate literature in English with regards to themes, literary techniques, genre and appropriateness for classroom use in the promotion of self-expression, communication and literacy Develop knowledge and understanding of the genres of story-telling, multimodal narratives, visual storytelling, poetry, folklore, myth and legend in English-language and Irish-language literature

Learning Outcomes

	Autumn Supplementals/Resits
	Assignment and exam. University scheduled written examination (Autumn): 120 minutes

Autumn Supplementals/Resits

	Additional Reading
	Bearne, Eve (2003) Art, Narrative and Childhood. London; Trentham Books. Brooks, P. And Kempe, V. (2012) Language Development. UK: The British Psychological Society. Calkins, Lucy (2001) The Art of Teaching Reading. US: Addison- Wesley Educational Publishers Inc. Graves, D. (1994) A Fresh Look at Writing. Portsmouth: Heinemann. Iverson, S. (2001) A Blueprint for Literacy Success. Sydney: Macmillan. Nikolajeva, Maria and Carole Scott (2001) How Picturebooks Work. New York: Routledge. Shiel, G., Á. Cregan, A. McGough and P. Archer (2012) Oral language in early childhood and primary education (3-8 years). Research Report No 14. Dublin: NCCA. Tompkins, G. (2008) Literacy for the 21^st Century. US: Pearson. Haynes, Joanna and Karin Murris (2012) Picturebooks, Pedagogy and Philosophy. London: Routledge.

Additional Reading

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TEANGA 1 / LANGUAGE 1

Semester 1

Semester 2