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Session: 2022/23
Last modified: 23/03/2022 13:36:35
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Title of Module: Early Language and Cognition |
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Code: EDUC11147 |
SCQF Level: 11
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | C
Gollek |
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| Summary of Module |
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This module is designed to provide participants with the opportunity to develop deeper understanding of young children’s language development and reflect on effective provision of language support within a learning context.
Specifically, the module will focus on developing participants’ knowledge and understanding of the process of language development and the application of this knowledge in educational settings.
The theoretical overview will specifically outline children’s cognitive development, with a focus on metacognition and the connection to the development of language. Participants will critically engage with the application of these concepts in educational settings and investigate the application of theory-based approaches in their individual field.
Socio-cultural differences in language and cognition will be investigated and strategies to support learners from diverse backgrounds will be analysed within the context of curriculum, policy frameworks and legislation.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate critical knowledge and understanding of theoretical approaches to young children's learning development
L2.
Critically evaluate current research policy and practice using national and international perspectives
L3.
Demonstrate a critical understanding of the relationship between children's cognitive development and language acquisition
L4.
Critically analyse the strategies used to support early language learners from diverse backgrounds and demonstrate the ability to develop new evidence based strategies |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 11.
Knowledge of features, terminology and conventions of the area of supporting language development.
Critical understanding of principal and specialist theories, principles and concepts related to language development and the acquisition of an additional language |
| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Use research knowledge at the forefront of language development.
Demonstrate creativity in the application of knowledge and understanding and practices which support the education of monolingual and bilingual learners. |
| Generic Cognitive skills |
SCQF Level 11.
Apply critical analysis, evaluation and synthesis to support the development of effective talking and listening skills.
Critically review, consolidate and extend knowledge, skills and practices in providing effective provision for all language learners. |
| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Communicate, using appropriate methods, to a range of audiences with different levels of knowledge/expertise.
Communicate with learners and fellow professionals on aspects of good practice in supporting language development.
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| Autonomy, Accountability and Working with others |
SCQF Level 11.
Communicate with peers, senior colleagues and specialists
Demonstrate leadership and initiative and contribute to change and development in relation to supporting monolingual and bilingual learners. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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This module has been designed to provide participants with the opportunity to demonstrate competence in providing effective provision for language learners within a teaching and learning context. The module has been designed to support those working in educational and other allied fields where management and implementation of learning programmes are required. The module may also form part of other validated online postgraduate programmes.
Participants will engage with relevant textual and audio-visual resources (through the University VLE) and have opportunities to reflect on their own practice and professional development. A range of tasks and activities will be undertaken to probe participants growing knowledge and understanding. National and international research will be considered within a learning and teaching context and implications for practitioners and learners will be examined. The module assessment will relate to participants’ own practice and specific work environment. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Asynchronous Class Activity | 80 |
| Independent Study | 120 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Harley, T.A. (2017). Talking the talk: Language, Psychology and Science. 2nd ed. Hove: Psychology press
Harley, T. A. (2014). The Psychology of Language: From data to theory (4th. ed.) Hove: Psychology Press.
Baker, C. (2011). Foundations of bilingual education and bilingualism / Colin Baker (5th ed.). Bristol : Multilingual Matters, 2011.
Larkin, S. (2009) Metacognition in young children. London: Routledge.
Doherty, M.J. (2009) Theory of Mind: How children understand others’ thoughts and feelings. Hove: Psychology Press.
Marsh and Hallet (2008) Desirable literacies: approaches to language and literacy in the early years. London: Sage.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
All fulltime students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: https://www.uws.ac.uk/current-students/supporting-your-studies/your-rights-responsibilities/regulatory-framework/ |
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Career-Long Professional Learning |
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| Moderator | R McGill |
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| External Examiner | E Black |
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| Accreditation Details | |
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| Version Number | 1.01 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Summative
A portfolio consisting of critical evaluation of current provision and policy in relation to theoretical accounts of language development and research;
Learning and teaching plan related to the profile of a child - including a planned sequence of learning showing the development of language acquisition or evidence about planning and implementation of such a plan in practice (for example through a floorbook).
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(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using VLE, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distant learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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