First and Second Language Literacy Development (ENG342)

Content

The course provides an overview of the fields of first and second language literacy development, considering similarities and differences in the two. It covers theories, paradigm shifts, processes, practices and characteristics related to each. It addresses linguistic, psycholinguistic, sociolinguistic and educational perspectives linked to the development of literacy in a first and second language.

The first part of the course focuses on first language 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 into the relationship between first and second language literacy and also considers the role of literacy in the modern world. 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, and characteristics of second language writing.

Learning outcome

Knowledge

The students will gain thorough 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
• the role of reading in a second language
• challenges and characteristics of second language writing

Skills

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

• account for changing perceptions of young children´s literacy capabilities
• critically discuss the role of adults and the home environment in fostering literacy in young children
• analyse the key phases of young children´s first language reading and writing development
• analyse in depth the role of literacy in the modern world
• critically reflect upon and discuss processes and practices underlying the development of first language reading and writing in educational settings
• apply thorough knowledge of theories that explain first and second language literacy development
• critically discuss the way first language literacy growth influences that of second language literacy development
• discuss key factors that promote second language literacy development in an independent manner
• discuss in detail different approaches to the teaching of second language reading and writing
• read, understand and deal critically with different types of literacy research

General competence

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

• read, communicate orally and write about first and second language developmental literacy
• critically reflect upon and discuss in detail the significance and nature of developmental literacy in the modern world
• critically reflect upon and discuss in detail the significance and nature of second language literacy development in educational contexts
• contribute to an independent discussion of issues pertaining to changing views on how best to promote the development of first and second language reading and writing

Required prerequisite knowledge

Exam

Coursework requirements

Attendance 75%

Attendance is essential in order for students to develop advanced skills at Master level (Level 7): on the one hand, in-class activities offer practical demonstration of analyzing and dealing critically with various sources and using them to structure and formulate scholarly arguments through teacher-led activities, group activities, and feedback; and, on the other hand, in class participation ensures the development of the required level of academic English for communicating academic issues, conducting analysis, and offering evaluations and conclusions. This is essential both for skill development and the ability to transfer these skills to other areas.

Written assignment (400-800 words, one week)

Oral presentation

Course teacher(s)

Course coordinator:

Study Adviser:

Method of work

Lectures/ Seminars

3 hours per week for 8 weeks

Open for

Course assessment

Literature