FDA4052 - Communication and Language (school)

Objectives:

On successful completion of the module, students will be able to:
point out the importance of talk in learning, detecting relevant theoretical support;
relate relevant research findings and policies to language and communication skills and the ways they develop;
experiment with a range of strategies for supporting communication and language skills;
outline a relevant plan for supporting language development;
question the effectiveness of personal communication skills demonstrated.

Content:

The module will be theoretical and practical and will draw on the participants’ own experience and collaborative group-work. It will include interactive and problem-solving activities that support deep learning. A library reminder session will also introduce databases and journals.

Study will include:
• theoretical links between language and thinking;
• analysis of effective Speaking and Listening skills including questioning;
• roles of influential adults in supporting children’s communication and language development, including bilingualism where English is an additional language;
• strategies and resources that scaffold the development of communication skills, e.g. visual strategies, questioning prompts, interactive and dramatic techniques and resources, Dialogic Talk, Sustained Shared Thinking;
• supporting children for whom English is an additional language;
• the use of relevant guidance, structures including taxonomic structure and planning methods;
• e-journals; and the implications of the internet as a key source of information;
• contemplation of what constitutes good practice in group communication and discussions;
• the practice of observations as a research tool in the work setting;
• ethical research considerations related to case studies and interviews.

Learning and Teaching Information:

Learning and teaching will include a range of methods such as lectures, seminars, e-working, workshops and tutorials, with emphasis on team experience and peer support, large and small group discussions, problem-solving activities and individual and paired working.

Students may be expected to draw on a range of theoretical/academic, personal and work-based resources. Course documentation, support materials and web-based materials will be available on the VLE as appropriate.

Study skills will be developed including collaborative group-work and discussion. During the course of each session there will be opportunities for tutor/student interaction to meet individual needs and help develop skills, confidence, competence, knowledge and understanding relating to the aims and objectives of the module.

Students will maintain their Personal Development Log during this module and on-going self-evaluation will be part of the students’ identification of needs.

Lectures, seminars, learning activities, workshops and tutorials, e-engagement e.g. e-fora, VLE activities
Hours: 25
Intended group size: Cohort

Flexibly delivered assessment support/e-support including tutorials
Hours: 5
Intended group size: 6-10

Work-based tasks
Hours: 25
Intended Group size: 1

Guided independent study
Hours: 145

Further details relating to assessment
Submission of a preparatory plan mid-module is a requirement.
Case study:
• generic material or approved individual material may be used
• includes an appendix equivalent to 500 words.
Informal numerical marks will be recorded intra-departmentally for reference in cases of condonement; these will be provided to the student as formative feedback.

Assessment:

001 Case study report 2,500 words Pass/Fail First session of following module 70%
002 Reflective review 1,500 words Pass/Fail First session of following module 30%


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