Module: Literacy for English Language Learners

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Literacy for English Language Learners
Module Code	EC226 (ITS) / EDP1117 (Banner)
Faculty	DCU Institute of Education	School	Language, Literacy & ECE
Module Co-ordinator	Tara Concannon-Gibney
Module Teachers	Therese Mcphillips
NFQ level	8	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

Coursework Only
Re-submit assignment.

Description

This module aims to give students an understanding of the language and literacy needs of children who are English language learners. Students will explore and use key approaches to learning to read and write in a new language. Students will also have opportunities to use assessment strategies appropriate for English language learners and to plan appropriate language and literacy support for individual children.

Learning Outcomes

1. LO1: Reflect upon and discuss personal experiences of teaching ELLs.
2. LO2: Explore ideas and theories of learning related to reading and writing and ELLS.
3. LO3: Identify and draw from a range of teaching methodologies in literacy for ELLs.
4. LO4: Source and evaluate high-quality tasks and appropriate resources for teaching literacy to ELLs.
5. LO5: Develop teaching materials/plans for language teaching.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	24	No Description
Assignment Completion	24	No Description
Total Workload: 48

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Content
• Understanding the stages of second language acquisition • Guidelines for successful reading instruction for English language learners • Assessment of language and literacy skills for ELLs: using informal and formal assessment practices • Using a Modified Language Experience Approach and digital tools to integrate Listening, Speaking, Reading and Writing • Writing instruction and English language learners • Developing an intercultural school and classroom environment • Language acquisition theory and its application to the primary school classroom • Vocabulary development for English language learners; writing a dual language story

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Assignment	n/a	100%	n/a

Reassessment Requirement Type
Resit arrangements are explained by the following categories: Resit category 1: A resit is available for both* components of the module. Resit category 2: No resit is available for a 100% continuous assessment module. Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1

Indicative Reading List

Gamez, P., Gonzalez, D. & LaNette, M.U.: 2016, Shared book reading and English learner narrative production and comprehension, Reading Research Quarterly,
Krashen, S.: 2003, Explorations in language Acquisition and use.,
NCCA: 2006, Up and Away: A Resource Book for English language support in Irish primary schools., NCCA, Dublin,

Other Resources

None