Latest Module Specifications
Current Academic Year 2025 - 2026
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Description This course focuses on language and literacy development in L1 from Junior infants to 2nd class. Students will explore issues in relation to language and literacy teaching and learning in the junior classes and the inter-relatedness of language and literacy learning with reference to national and international research and best practice. Students will critically evaluate the key components of a balanced literacy framework. There is a strong focus throughout the course on enabling children to become effective communicators in L1. The course promotes the development of active, strategic and confident readers, writers, thinkers and communicators through providing a range of texts , both print and digital, and through meaningful and authentic contexts for skill development. This course provides opportunities for students to critically reflect on topics covered in lectures and workshops in order to develop a personal philosophy of language literacy and learning in the classroom. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Identify and critically evaluate the key components of a balanced literacy framework in the junior classes of primary school 2. Demonstrate a critical awareness of the differing needs of language learrners and explicitly differentiate pedagogies to best promote language acquisition and language learning 3. Employ a range of pedagogies with particular emphasis on the integrated nature of language learning within a balanced literacy framework appropriate to the junior classes of primary school 4. Engage with both summative and formative classroom based assessment practices for oral language, reading and writing in order to plan differentiated instruction to cater for the diverse needs of children in junior classes of primary school. 5. Develop a critical understanding of the key theoretical constructs underpinning plurilingual language acquisition 6. Demonstrate a critical understanding of the key theoretical constructs underpinning the social, cultural, cognitive, aesthetic and affective dimensions of a broad range of literacies across languages. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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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 |
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Indicative Content and Learning Activities
Shared reading methodology Early Literacy skills including phonological awareness, concepts about print, fluency and vocabulary Phonics: teaching methods and teacher knowledge Handwriting and fine motor skills Teaching writing in the junior classes Small group reading instruction | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List Books:
Articles:
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Other Resources None | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||