Courses :: Module, TEANGA 3 / LANGUAGE 3

	Overview
	This module integrates aspects of language development, English methods and children's literature. It provides students with an in depth knowledge of the structure of language. It develops students' understanding of English as an additional language. Students will be equipped with the pedagogical content knowledge and strategies to develop an effective classroom programme for literacy. The teaching of oral language, reading, writing and spelling will be explored, in tandem with effective classroom practices for literacy development. English Literature will focus on fiction for young people and in particular the role and potential of the novel within classroom environments.

Overview

This module integrates aspects of language development, English methods and children's literature. It provides students with an in depth knowledge of the structure of language. It develops students' understanding of English as an additional language.

Students will be equipped with the pedagogical content knowledge and strategies to develop an effective classroom programme for literacy. The teaching of oral language, reading, writing and spelling will be explored, in tandem with effective classroom practices for literacy development.

English Literature will focus on fiction for young people and in particular the role and potential of the novel within classroom environments.

	Learning Outcomes
	On successful completion of the module, students should be able to: Describe and analyse the structure of language in terms of its phonology, morphology, syntax and semantics Demonstrate an informed knowledge of the significance of meaning in language and communication and relate their significance to the classroom. Develop knowledge and understanding of how bilingualism and multilingualism works Identify, plan and apply appropriate classroom methodologies for the teaching of reading, writing language and communication. Demonstrate a knowledge of the teaching of comprehension Display an understanding of how to organise and group children effectively for language teaching and learning Apply critical thinking to the interpretation of a variety of texts and genres and their use in the classroom setting Develop knowledge and understanding of various literary genres, especially novels for young people, and their impact on the cultural self-identity of readers, language development and literary experiences

Learning Outcomes

	Autumn Supplementals/Resits
	Supplemental assignments.

Autumn Supplementals/Resits

	Additional Reading
	Calkins, Lucy (1994) The Art of Teaching Writing. Portsmouth NH: Heinemann Culligan, B. (1997) Improving Children’s Spelling. Dublin: Brendan Culligan Gamble, Nikki (2002) Exploring Children’s Literature: Teaching the Language ad Reading of Fiction. London: Paul Chapman. Crystal, David (2007) How Language Works. London: Penguin Group. Kennedy, E., E. Dunphy, B. Dwyer, G. Hayes, T. McPhillips, J. Marsh, M. O’Connor and G. Shiel (2012) Literacy in Early Childhood and Primary Education (3-8 Years). Dublin: NCCA. Nikolajeva, Maria (2005) Aesthetic Approaches to Children’s Literature: An Introduction. Langham: Scarecrow Press. Ó Duibhir, P. and J. Cummins (2012) Towards an integrated language curriculum in early childhood and primary education (3-12 years). Dublin: NCCA.

Additional Reading

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TEANGA 3 / LANGUAGE 3

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