Pre-requisites

LD802 Literacy in non-dominant languages 

Co-requisites

None.

Learning Outcomes

On successful completion of this unit, the student will be able to:

• Analyse theoretical approaches to literacy and learning and their implications for developing culturally-relevant education programs in non-Western contexts.

• Critically apply theories of language acquisition and literacy development to promote multilingual and multiliterate practices in non-dominant language contexts.

• Critique education policies and models of multilingual education (MLE) to outline implications for implementing a proposed model of multilingual education.

• Design literacy projects in light of global issues affecting literacy and stakeholder agendas.

Unit Description

This unit will equip students to understand and apply principles and processes to plan sustainable literacy and education programs in multilingual contexts. Various Western theories of literacy education are presented and critiqued for their suitability in minority language contexts, enabling students to develop a personal theory of literacy appropriate for use in a particular ethnolinguistic context. Theories relating to the nature of language, language acquisition and language use will be explored along with different models of multilingual education (MLE), highlighting implications for communities in implementing a particular MLE model in their context. Global issues (such as post-colonialism, gender equality, conflict, participatory planning and economic development) and key stakeholders that influence language and education practices will be explored in relation to local literacy program design.

Topics

• Perspectives of learning and education
• Literacy as skills: The Science of Reading
• Literacy as meaning making: Whole Language approach
• Literacy as social practice: Multiliteracies approach
• Literacy as emancipation: Critical Literacy • Principles of multilingual education (MLE)
• Types of multilingual education (MLE) programs
• Designing MLE programs
• Global issues and trends
• Advocacy
• Global Issues, trends and players
• Program monitoring and evaluation

Assessment and Indicative Load

Assessment types include Major Essay, Class Presentation, and Case Study. Indicative study load is 160 hours.

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Unit offerings

Face to face: (Demand based)

Please note

The Unit Offerings listed above are a guide only and the timetable for any year is the final authority. The College may vary offerings based on demand, regulatory requirements, continual improvement processes or other conditions.

This unit may be available in different modes of delivery i.e. online and face-to-face as listed above. The unit content will not differ between these modes of delivery. There will possibly be a difference in the schedule and/or the prescribed assessment tasks, however both will cover and assess the same content.