EDUC6663

Foundations of Language and Literacy in Hearing and Deaf Children

10 Units

This course is designed to introduce students to the concepts and principles of both language and literacy development and the relationship between the two. The central purposes of this course are to enable students to understand the processes of language and literacy acquisition in hearing, deaf (D), and hard of hearing (HH) children. The emphasis is on how theoretical understandings of language and literacy development can underpin pedagogy and practice in both early learning (early intervention) and classroom environments with D/HH children. Specifically, the course will address: - Fundamental concepts in regard to the structure and function of language; - Theoretical frameworks for explaining first language acquisition (spoken and signed); - Language development milestones, the stages in prelinguistic and linguistic development of language in children; - Theoretical perspectives on the relationship between language and thought; - Concepts and principles of literacy development; and - Synthesis of research on literacy as it relates to deaf and hard of hearing children and adolescents. RIDBC Renwick Centre administers this course. Before enrolling in this course, review the RIDBC Renwick Centre Handbook at http://www.ridbc.org.au/renwick/courses/current.php

Faculty Faculty of Education and Arts
School School of Education
Availability Semester 1 - 2014 (WebLearn GradSchool)

Previously offered in 2013, 2012

Objectives

Upon completion of this course, students will be expected to:

1.Describe the typical development of language and communication in hearing children and the ways in which deafness/hearing loss impacts on that development; 2.Demonstrate an understanding of how speaking, listening, reading, writing & thinking are interrelated and developmental processes; 3.Describe the major theoretical perspectives on typical development of literacy and the ways in which deafness/hearing loss impacts on this development; 4.Demonstrate an understanding of the relevance and importance of research and a strong evidence-base to the teaching of language and literacy; 5.Explain how current research evidence on the key variables influencing development of deaf children’s literacy can be used to provide both a broader theoretical understanding of language and literacy and a basis for practical intervention in those areas; and 6. Explain the importance of assessment as an ongoing component in the instructional process.

Content

Topics will include:

  • The properties and components of language: Phonology, Syntax, Morphology, Semantics, and Pragmatics;
  • Describing language and language acquisition;
  • Theoretical perspectives on language acquisition;
  • Neurological, cognitive, perceptual and motor bases of language and communication development (the impact and implications of hearing loss);
  • Social and communicative bases of early language development (the impact and implications of hearing loss);
  • Early language learning and teaching: A first language (the impact and implications of hearing loss);
  • Preschool age development of language: Language milestones in syntax, semantics and pragmatics;
  • School-age language development and language delay (the impact and implications of hearing loss);
  • Overview of second language learning and bilingualism (including sign bilingualism);
  • Perspectives on reading: review of major literacy frameworks and models;
  • The development of literacy: Form, meaning, phonological and phonemic awareness;
  • Selective overview of research on reading and D/HH children and adolescents: Word identification, vocabulary, syntax, metacognition;
Replacing Course(s) Nil
Transition Nil
Industrial Experience 0
Assumed Knowledge No prior knowledge assumed.
Modes of Delivery Distance Learning : IT Based
Teaching Methods Experience Based Learning
Self Directed Learning
Tutorial
Assessment Items
  • Journal - Log of reading reactions/summaries
  • Case Scenario/PBL exercises -
  • Quiz - On-line -
Contact Hours
  • Tutorial: for 1 hour(s) per Week for Full Term
  • Self Directed Learning: for 9 hour(s) per Week for 13 weeks
Compulsory Components
  • Requisite by Enrolment: Enrolment limited to Graduate Certificate in Educational Studies and Master of Special Education.
Course Materials None listed
Timetable 2015 Course Timetables for EDUC66631

Sound like the course for you?

  Apply Now