Latest Module Specifications
Current Academic Year 2025 - 2026
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Description This module will introduce students to current research and theoretical frameworks in relation to linguistic and cultural diversity in early childhood settings. Students will develop a critical awareness of the influence of cultural and linguistic diversity on children’s early educational development. It will explore the acquisition of first (L1) and second (L2) languages from birth to six years, and will examine the various ways in which early childhood education programmes can respond to the learning needs and preferences of young children from diverse cultural and linguistic backgrounds. The themes of celebrating cultural and linguistic diversity and equality approaches in early childhood education will be explored, and will include pedagogical and interactional approaches to the promotion of language development in diverse settings. Students will develop an emerging understanding of how to use a range of strategies within the context of Aistear, including play, storytelling, formulaic expressions, rhymes and songs, drama, communicative games and dialogue, in order to foster rich language interactions and promote language learning opportunities for all children. A particular focus will be placed on language education within the Irish-medium immersion pre-school setting- naíonraí. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Learning Outcomes 1. Demonstrate an appreciation of cultural and linguistic diversity in early education settings and strategies to best promote language learning of children from linguistically and culturally diverse backgrounds. 2. Demonstrate an awareness of the differing needs of L1 and L2 language learners in early education settings and explicitly differentiate pedagogies to best promote language acquisition and language learning for L1 and L2 learners, including children with special educational needs and children in diverse learning contexts. 3. Identify, assess and evaluate the stages of language acquisition in first (L1) and second (L2) languages 4. Employ a range of strategies with particular emphasis on the integrated nature of language learning within a balanced framework for early childhood education 5. Develop an understanding of the key theoretical constructs and practices of Irish-medium immersion early childhood education/ the key theoretical constructs underpinning plurilingual language acquisition 6. Develop an understanding of the key theoretical constructs and practices of Irish-medium immersion early childhood education/ the key theoretical constructs underpinning plurilingual language acquisition | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
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
Error parsing Indicative Content: Control character error, possibly incorrectly encoded - 3 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Indicative Reading List Books:
Articles:
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Other Resources
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||