Introduction to Teaching English in Early Years

Introduction to Teaching English in Early Years

• Instructor: Associate Professor Grace Oakley

• Format: Weekly short videos (~15 minutes)

• Purpose: Prepare for hands-on activities in class

Success Criteria for Week One

• Understanding of Unit: Overview of expectations and outcomes of the unit

• Definitions of Literacy: Begin articulating definitions of literacy and literacy development theories

• Curriculum Familiarity: Gain understanding of the Australian Curriculum: English (Years 0-8) and Early Years Learning Framework

• Expertise Acknowledgment: Recognize that mastery of literacy teaching will take time

Textbook Information

• Reading Requirements: Weekly chapters required from the course textbook co-authored by Grace Oakley and Janet Fellows

• Access: Electronic eBook through the library or purchase options with a discount available from Oxford University Press

Unit Learning Outcomes

• Outcome 1: Apply knowledge of young children’s language development focusing on speaking, listening, and reading (assessed in Group Assignment 3)

• Outcome 2: Compare pedagogical approaches to teaching phonological awareness and phonics (assessed in multimodal essay)

• Outcome 3: Utilize key curriculum documents for teaching English (lesson plans in Assignment 3)

• Outcome 4: Implement assessment techniques for young learners' language and literacy

• Outcome 5: Discuss roles of parents, community, and professionals in early literacy development

• Outcome 6: Apply knowledge of language relevant to the Australian Curriculum English (quizzes to assess understanding)

Australian Professional Standards for Teachers (APST)

• Graduate Level Expectations: Understanding and application of the APST in teaching and literacy

• Focus Areas:

  • Know students and how they learn

  • Know content and how to teach it

  • Plan and implement effective learning experiences

  • Create and maintain supportive environments

  • Assess and report on learning

  • Engage in professional learning

  • Collaborate with community and stakeholders

Defining Literacy

• Traditional Definitions: Include reading, writing, speaking, listening, and viewing skills essential for community functioning (Susan Hill’s definition)

• Evolving Understanding: Updated definitions expand to include digital communication in an information-rich world

• Curriculum Perspective: Literacy is contextual, involving understanding and modifying language for various purposes

Literacy as a General Capability

• Integration Across Subjects: Literacy must be incorporated into all subjects taught, not just English

Components of the Australian Curriculum: English

• Three Strands:

  1. Language: Understanding how the English language works

  2. Literature: Appreciation, analysis, and creation of literary texts

  3. Literacy: Application of language and literature knowledge in various modes

• Importance: Literacy is foundational for successful learning across all subjects

Early Years Learning Framework (EYLF)

• Focus for Early Childhood: Relevant to children up to Year 2; emphasizes communication through various modes (music, dance, etc.)

• Outcome of Importance: Children must become effective communicators, considering the significance of their home language

• Concepts of Print: Understanding the physical characteristics of print (e.g., word boundaries, directionality)

Theories on Teaching Literacy

• Integrated Approach: National Inquiry highlights the necessity of a multifaceted approach to teaching literacy skills collectively

• Science of Reading: Emphasizes cognitive science in understanding how children learn to read—an area of ongoing research and debate

Role of Parents in Literacy Development

• Engagement and Involvement: Importance of parental roles in reading, supporting literacy learning, and fostering positive attitudes toward education

• Framework of Involvement: Distinction between involvement at school, with schooling at home, and engagement in learning

• Benefits: Stronger social and emotional well-being for children, better relationships with school staff, and understanding of the curriculum

Cultural and Social Considerations in Literacy Teaching

• Strathclyde Three Domain Tool: Highlights the importance of recognizing children's cultural backgrounds and building a supportive environment

• Valuing Identity and Agency: Supporting children's literacy through affirmation of their cultural and social backgrounds