Developing Language and Communication for Learning - DIM4230

Assessment 1: Oral presentation/assessment

A range of formative assessment strategies will be used; tutorials, group discussion and peer review.Tutorial support to determine a specific language focus and how this will be researched will be offered throughout the module.The tutor will provide feedback by reading and commenting on a 500 word draft of task one, the rationale.Peer and tutor review of story sacks: outcomes will inform further group discussion establishing points for learning and ongoing development, small group tutorials.

Oral presentation/assessment

Assessment 2: Other

Group discussions and tasks to develop understanding of the issues identified by students and facilitate critical reflection on those issues will be an integral part of the module. The story sack and its contents pay attention to sustainable development, for example using recyclable materials.

Other

Assessment 2: Oral Assessment

Oral Assessment

Assessment 3: Project Work

Students will produce a storysack type resource. This will include two activities, supported by pedagogical theory, aimed at supporting language development for their chosen audience. Students will plan according to education curriculum documents and consider aspects such as assessment and differentiation.

Project Work

Assessment 1: Written Assignment

Students will explore speech, language and communication. The rationale will also include a discussion around language acquisition theory, namely cognitivism and nativism and will also explore the links between language and life chances through examining key educational and wider key documents. Students will also explore why stories are integral to language learning and demonstrate that they have made some key decisions about who their storysack will be aimed at.

Written Assignment

<p>This module develops your understanding of language acquisition in children and young people. You will learn about why speech, language and communication (SLC) skills are important to children and young people’s development and how this potentially impacts on their life chances and will discuss this in a 2,500 word rationale (Task one) worth 40% of the module mark. You will also engage in a group discussion (Task two), presenting your ideas for a learning resource to support an aspect of SLC, worth 10% of your module mark. You will then have the opportunity to focus on an aspect of language development of particular interest to you and to use your creativity in designing a unique learning resource (Task three) that includes two activities. Task three is a 2,500 word equivalent submission and is worth 50% of the module mark.</p>

School of Education and Professional Development

<p>http://library.hud.ac.uk/my/DIM4230</p>

DIM4230 - Developing Language and Communication for Learning

Developing Language and Communication for Learning

Evaluates education policy relating to language development in its social context and makes some recommendations for practice.

Explains significance of language in affecting life chances.

Assesses and evaluates key models and theories of language and cognitive development.

Investigates factors affecting capacity in language and communication.

Identifies strategies for supporting individuals with language difficulties.

Experiment critically with tools and techniques for stretching learners’ skills and outcomes through application of pedagogical concepts.

Recognises individual and social factors affecting language development and language use.