Module Details

Module Code: PRAC
Module Title: Language and Multilingualism in Early Childhood Practice
Title: Language and Multilingualism in Early Childhood Practice
Module Level:: 6
Credits:: 5
Module Coordinator: Janette Davies
Module Author:: Dawn Murphy
Domains:  
Module Description: The aim of this module is to introduce learners to the ways in which the child’s language learning can be supported in Early Childhood Practice. Possibilities and challenges concerning multilingualism will be considered. Learners will explore the range of resources that can be used with children in setting to enhance and encourage language and literacy. They will demonstrate an understanding of the topic in relation to the Aistear theme of ‘Identity and Belonging’ and ‘Communicating’ and the DCYA (2016) Diversity, Equality and Inclusion Charter
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Outline the principal theories of language acquisition in relation to children as language learners and users in linguistically diverse settings.
LO2 Apply the theories and practices as outlined in the Aistear themes of ‘Identity and Belonging’ and ‘Communicating’ in collaboration with parents and others.
LO3 Understand the role of language in collaborating with the child in the co-construction of learning and the use of the strategies of sustained shared thinking.
LO4 Demonstrate use of conversation, finger play, songs and rhymes, and read-aloud in support of children’s developing language use in early childhood settings in English, Irish and their own home language as applicable.
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is recommended before enrolment in this module.
No recommendations listed
Co-requisite Modules
No Co-requisite modules listed
Additional Requisite Information
No Co Requisites listed
 
Indicative Content
The principal theories of language acquisition
• Language Acquisition theories: Nativist; Sociocultural; Learning • The beginnings of language in the home – non-verbal and verbal • Language and the development of identity in the home • The role of parents and others in the home and language development
‘Identity and Belonging’ and ‘Communicating’.
• Cultural Diversity and Language use – English, Irish, ISL, Shelta (Cant), other home languages in line with the DCYA (2016) Diversity, Equality and Inclusion Charter • Making the transition from home to school • Identity and Belonging - the child finding the self in the commutative practice in early childhood settings • The links between oracy, story-telling and mark making in early childhood • Article 30 UNCRC
Co-construction of learning & strategies of sustained shared thinking
• The role of language and interactions in the co-construction of knowledge with children. • Sustained shared thinking and the links to play, action, agency, creativity, and knowledge.
Use of conversation, finger play, songs and rhymes, and read-aloud
• Preparation for a ‘print rich’ environment – conversations, circle time (developmentally appropriate for the early childhood setting), finger play, songs and rhymes in a multicultural and multilingual setting. • Strategies for read-aloud – the selection of suitable books with regard to language, story and illustration in the context of a multicultural, multilingual and equity aware early childhood setting.
Module Content & Assessment
Assessment Breakdown%
Continuous Assessment100.00%

Assessments

Full Time

Continuous Assessment
Assessment Type Portfolio % of Total Mark 50
Timing n/a Learning Outcomes 1,2
Non-marked No
Assessment Description
Learners will be invited to prepare a poster for parents on the role of language support in the home, together with a rationale for their choice.
Assessment Type Practical/Skills Evaluation % of Total Mark 50
Timing n/a Learning Outcomes 3,4
Non-marked No
Assessment Description
Learners will present to a small group suitable read-aloud activities supported by links to theory to support their choice and action.
No Project
No Practical
No End of Module Formal Examination
Reassessment Requirement
Exam Board
It is at the discretion of the Examination Board as to what the qualifying criteria are.

SETU Carlow Campus reserves the right to alter the nature and timings of assessment

 

Module Workload

Workload: Full Time
Workload Type Workload Category Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact No Description 12 Weeks per Stage 2.00 24
Independent Learning Time Non Contact No Description 15 Weeks per Stage 6.73 101
Total Weekly Contact Hours 2.00
Workload: Part Time
Workload Type Workload Category Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact No Description 12 Weeks per Stage 1.50 18
Independent Learning Time Non Contact No Description 15 Weeks per Stage 7.13 107
Total Weekly Contact Hours 1.50
 
Module Resources
Recommended Book Resources
  • Tina Bruce et al. (2020), Putting Storytelling at the Heart of Early Childhood Practice: A Reflective Guide for Early Years Practitioners, 1st. Routledge, Abingdon, oxon, [ISBN: 0367245914].
  • Department of Children and Youth Affairs. (2016), Diversity, Equality and Inclusion Charter and Guidelines for Early Childhood Care and Education, Department of Children and Youth Affairs, Dublin.
  • Nikki Gamble. (2019), Exploring Children's Literature: Reading for Knowledge, Understanding, and Pleasure, 4th. Sage, London, [ISBN: 1526439484].
  • Carol Hayes. (2016), Language, Literacy & Communication in the Early Years, Critical Publishing, Northwich, [ISBN: 1910391549].
  • National Council for Curriculum and Assessment. (2009), Aistear; The Early Childhood Curriculum Framework. Communicating, Identity and Belonging, NCCA, Dublin.
  • Smidt, S. (2016), Multilinguism in the Early Years: Extending the Limits of Our World, 1st. Routledge, Abingdon, Oxen, [ISBN: 1138942456].
Recommended Article/Paper Resources
  • Relevant and recent journal research articles in the area accessed through the Institute’s Library Service..
  • Conference proceedings from recent relevant local, national and international conferences.
Other Resources
  • Early Education & Development.
  • Educational Research Review.
  • Early Years: Journal of International Research & Development.
  • Journal of Education and Practice.
  • Aistear Siolta Practice Guide and supports, National Council for Curriculum and Assessment,
    https://www.aistearsiolta.ie/en/
  • TOY Project: Together Old and Young: Intergenerational Learning,
    http://www.toyproject.net/
Discussion Note: