Registry
Module Specifications
Archived Version 2021 - 2022
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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 |
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Indicative Content and
Learning Activities 1. The acquisition of first (L1) and second (L2) language L1L1 (Mother tongue) a. 6-8 weeks: twittering (playing with sounds/ identifiable sounds up to 8 months) b. 6-12 months: babbling c. 12 -18 months: one word (Mama/ Dada/ hot/te) d. 18 months + two words (sock on, daddy car, daidí imi(the), ‘sé gaofar…) e. 24 - 36 months (Moving from telegraphic speech to full sentences) L2 (in immersion settings) a. Child continues to speak L1 b. Child begins to understand L2 but doesn’t speak it: The Silent Period c. Child begins to repeat L2 with the setting and uses L2 privately d. Child begins to use L2 through songs, rhymes, formulaic expressions e. Child begins to construct sentences in L2 f. Child begins to use L2 with practitioner2. Theories of language learningChomsky, Skinner, Vygotsky, Bruner3. Language methodologyCommunicative Approach/ Immersion Education Settings4. Strategies to promote language learning within the context of Aistea. Play b. Storytelling c. Formulaic expressions d. Rhymes and songs e. Drama f. Communicative games g. Dialogue5. Bilingualism and MultilingualismCummins/ Hickey/ Ó Laoire/ Mhic Mhathúna6. The development of literacy skills in immersion settingsa. Print-rich environment b. Big books c. Read alouds d. Shared, interactive literacy activities7. Assessmenta. Observation b. Recording | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources 0, Website, 0, Aistear, 1. http://www.ncca.ie/en/Curriculum_and_Assessment/Early_Childhood_and_Primary_Education/Early_Childhood_Education/Aistear_Toolkit/Aistear_Toolkit.html, 0, Website, 0, Naíonraí, 2. https://www.naionrai.ie/, 0, Website, 0, Early Childhood Ireland, 3. http://www.earlychildhoodireland.ie/, 0, Website, 0, Naíonraí, 4. http://www.gaelport.com/nanaionraigaelachaeng, 0, Website, 0, Gaelscoileanna, 5. http://www.gaelscoileanna.ie/, 0, Website, 0, Irish-medium Early Years Projects, 6. http://www.altram.org/, 0, Website, 0, Welsh-medium Early Years Provision, 7. http://www.meithrin.co.uk/home/, | |||||||||||||||||||||||||||||||||||||
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