First and Second Language Literacy Development (MLI335)

Content

The first part of the course focuses on mother tongue literacy development during both the pre-school and school years. Attention is given to the concept of 'emergent literacy', which emphasizes the importance of the home, and especially parents, in fostering the roots of literacy. Different approaches to the teaching of reading are discussed, as are characteristics of children's early writing. Central reading and writing processes and practices linked to the development of reading and writing during the school years, for example extensive reading and writing as a process, are addressed.

The second part of the course builds on the first, but with a focus on second language literacy development. It looks at the relationship between first and second language literacy and also considers literacy from a bilingual and multilingual perspective. Key issues linked to the development of second language reading and writing include the role of reading in second language acquisition, approaches to the teaching of second language reading and writing, characteristics of second language writing, assessment, and research principles and methods.

Learning outcome

Knowledge

The student will gain knowledge of:

• Theories relating to first and second language literacy development
• The role of the home environment in the emergence of literacy in children
• Early first language reading and writing practices and characteristics
• The role of literacy in the modern world
• The link between first and second language literacy development
• Key factors and processes influencing first and second language literacy development
• Bilingual and multilingual perspectives on literacy
• The role of reading in a second language
• Challenges and characteristics of second language writing
• Principles and ways of assessing second language literacy development
• Researching second language literacy

Skills

By the end of the course, the student will be able to:

• Account for changing perceptions of young children´s literacy capabilities
• Explain the role of adults and the home environment in fostering literacy in young children
• Describe the key phases of young children´s first language reading and writing development
• Understand the role of literacy in the modern world
• Understand processes and practices underlying the development of first language reading and writing in educational settings
• Compare and relate to theories that explain first and second language literacy development
• Account for the way first language literacy growth influences that of second language literacy development
• Discuss factors important to bilingual and multilingual literacy
• Analyse features of second language reading and writing development
• Explain key factors that promote second language literacy development
• Discuss different approaches to the teaching of second language reading and writing
• Describe how second language literacy can be assessed
• Understand principles and methods for researching second language literacy
• Read and understand different types of literacy research, including both qualitative and quantitative studies
• Find and share relevant research and literacy resources related to the course content

General competence

By the end of the course, the student will be able to:

• Read about, discuss and write about first and second language developmental literacy
• Reflect upon and discuss the significance and nature of developmental literacy in the modern world
• Reflect upon and discuss the significance and nature of second language literacy development in educational contexts
• Discuss changing views on how best to promote the development of first and second language reading and writing

Required prerequisite knowledge

Exam

Coursework requirements

Attendance at seminars is obligatory. Students who are absent from more than 25 % of the seminar meetings will not be allowed to sit the exam. The student has to be present for at least 2/3 of the duration of the individual seminar meeting for attendance to be recorded.

In addition, the student must submit a short written assignment (400-800 words), and give a satisfactory oral presentation of about 10 minutes on a topic approved by the tutor. The student must have completed both tasks in order to be allowed to sit the exam.

Students who get one or more assignment assessed as not approved at their first attempt, are given one opportunity to hand in a revised assignment.

Course teacher(s)

Course coordinator:

Course teacher:

Study Adviser:

Method of work

Lectures, seminars, individual work. Students are expected to be prepared for seminars and participate actively during them.

Limited number of places. When you sign up on Student Web you will see whether the course has already been filled or not.

Open for

Course assessment

Literature