Introduction by to Literacy

Introduction to Teaching English in Early Years

Instructor: Associate Professor Grace OakleyFormat: 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. The definitions encompass traditional forms such as reading, writing, speaking, listening, and viewing, as well as evolving definitions that recognize digital communication.

• Curriculum Familiarity: Gain understanding of the Australian Curriculum: English (Years 0-8) and Early Years Learning Framework, which emphasize the integration of literacy across the curriculum.

• Expertise Acknowledgment: Recognize that mastery of literacy teaching will take time and involves continuous professional development.

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, ensuring appropriateness for different learner needs.

• Outcome 5: Discuss roles of parents, community, and professionals in early literacy development, emphasizing the partnership in the educational journey.

• 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 and highlight literacy as a contextual skill involving the adaptation of language for various purposes.

• Curriculum Perspective: Literacy is considered a general capability that integrates across all subjects, emphasizing its foundational importance for successful learning.

• Multiliteracies: This concept includes the various ways in which communication occurs in the modern world, acknowledging diverse cultural and linguistic backgrounds. It incorporates digital literacy, visual literacy, and critical literacy, emphasizing the need for students to develop skills to navigate and negotiate meaning across multiple forms of media and context.

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, fostering comprehension and communication skills.

Importance:

• Literacy is foundational for successful learning across all subjects and is necessary for full participation in society.

• Impact of Backgrounds on Literacy: Growing up in different cultural and socioeconomic backgrounds can significantly impact a child's literacy development. Children from diverse backgrounds may have different access to resources, varying levels of exposure to language and literacy practices, and distinct cultural narratives that shape their understanding of literacy. Recognizing and affirming these differences in the classroom is essential to support equitable literacy development.

Early Years Learning Framework (EYLF)

• Focus for Early Childhood: Relevant from birth to Year 2; emphasizes communication through various modes, including music, dance, visual arts, etc.

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

• Concepts of Print: Understanding the physical characteristics of print (e.g., word boundaries, directionality) is critical for early literacy.

Theories on Teaching Literacy

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

• Science of Reading: Emphasizes cognitive science in understanding how children learn to read—this area is subject to ongoing research and debate, tapping into neurological, linguistic, and pedagogical insights.

Role of Parents in Literacy Development

• Engagement and Involvement: Importance of parental roles in reading, supporting literacy learning, and fostering positive attitudes toward education, which collectively contribute to a child’s success.

• Framework of Involvement: Distinction between involvement at school, with schooling at home, and engagement in learning through diverse activities at both school and outside.

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

Cultural and Social Considerations in Literacy Teaching

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

• Valuing Identity and Agency: Supporting children's literacy through affirmation of their cultural and social backgrounds, ensuring all children feel valued and capable within their learning contexts.