MODULE DETAILS
Module title / Spoken and Written Language and How We Use It
Module code / KE501
Credit value / 20
Level / Level 4 / Level 5 / X / Level 6 / Level 7 / Level 8
Level 0 (for modules at foundation level)
Entry criteria for registration on this module
Pre-requisites / KE402
Co-requisite modules / None
Module delivery
Mode of delivery / Taught / x / Distance / Placement / Online
Other
Pattern of delivery / Weekly / X / Block / X / Other
When module is delivered / Semester 1 / X / Semester 2 / X / Throughout year
Other
Brief description of module content and/ or aims / This module aims to develop your understanding of what language is and of the differences between spoken and written language. It is designed to enable you, through exploration of your own use of language ( talk and writing), to consider the implications for classroom practice, in light of appropriate theory and research findings, with a particular focus on the teaching and learning of writing.
Module author / Jane Briggs
School / Education
Site where delivered / Falmer, Guernsey
Course(s) for which module is appropriate and status on that course
Course / Status
BA(Hons) Supporting Learning 5-11 (F) / Compulsory
BA(Hons) Working with Children and Young People (F) / Optional
FdA Professional Studies in Primary Education (G) / Compulsory
MODULE AIMS, ASSESSMENT AND SUPPORT
Aims / This module is designed to give you knowledge of the historical development of the English language, its social and geographical variation and how it is used in both spoken and written forms. It aims to develop your understanding of what language is and of the differences between spoken and written language and the implications for classroom practice, in light of appropriate theory and research findings. It is designed to enable you to make explicit connections between your experiences as speakers, readers and writers and what children need in order to develop as writers. There is a focus on the teaching of writing.
Learning outcomes / 1. understand the differences between speech and writing and how language is used in these forms;
2. understand the processes involved in writing and reflect upon the learning that takes place;
3. demonstrate an awareness of how your experience of writing relates to classroom practice;
4. use background reading to enhance and extend thinking.
Content / In this module you will study language variation and dialect related to the history of the English Language and will consider your own language use, drawing on your language autobiographies, transcripts of spoken language and examples of computer mediated communication to develop your understanding of differences between speech and writing. Your understanding will be enhanced by turning an oral story into written form, which you will then fictionalise. You will analyse your own writing and the process of writing and reflect on the learning that has taken place. You will apply your understanding to classroom practice with a focus on the teaching of writing (including how you respond to children’s spoken and written language in ways that facilitate their development as writers).
Learning Support / Books:
Bragg, M. (2011) The Adventure of English, London: Hodder and Stoughton
Bearne, E., Chamberlain, L., Cremin ,T. & Mottram, M. (2011) Teaching Writing Effectively: Reviewing Practice, Royston: UKLA
Crystal, D. (2007) How Language Works, London: Penguin
Elbow, P. & Belanoff, P. (1995) A Community of Writers, New York: McGraw Hill
Grainger, T., Gooch, K. & Lambirth, A. (2005) Creativity and Writing: Encouraging Voice and Verve, London: Routledge
McCrum, R., Cran, W. & MacNeil, R. (2011) The Story of English, London: Faber & Faber
Medwell, J., Wray, D., Minns, H., Griffiths, V. & Coates, E. (2012) Primary English : Knowledge and Understanding (6th edition) London: Sage
Web sites: (accessed July 2014)
David Crystal: http://www.davidcrystal.com/
Teaching and learning activities
Details of teaching and learning activities / During contact time you will:
· attend lectures on key topics.
· take part in discussions and workshop activities based on work set for non–contact time.
· listen to and tell stories.
· respond to one another’s writing within writing workshops.
· explore relevant theory and research.
In non–contact time students will:
· turn their oral story into written form.
· prepare specific tasks for contact time (e.g. developing a written story from an anecdote).
· engage in a variety of writing experiences, including a language autobiography.
· observe and make notes on children’s use of spoken and written language.
· read and consider relevant theory and research.
· undertake work-based activities.
Allocation of study hours (indicative)
Where 10 credits = 100 learning hours / Study hours
SCHEDULED / This is an indication of the number of hours students can expect to spend in scheduled teaching activities such as:
· attend lectures on key topics.
· take part in discussions and workshop activities based on work set for non–contact time.
· listen to and tell stories.
· respond to one another’s writing within writing workshops.
· explore relevant theory and research. / 20
GUIDED INDEPENDENT STUDY / All students are expected to undertake guided independent study:
· turn their oral story into written form.
· prepare specific tasks for contact time (e.g. developing a written story from an anecdote).
· engage in a variety of writing experiences, including a language autobiography.
· observe and make notes on children’s use of spoken and written language.
· read and consider relevant theory and research. / 100
PLACEMENT / The placement is a specific type of learning away from the University:
· undertake work-based activities. / 80
TOTAL STUDY HOURS / 200
Assessment tasks
Details of assessment on this module / Task (weighting 100%)
You will submit a written essay (3,000 words) which, through analysis of your own written and transcribed spoken language (samples included as appendices) considers the differences between spoken and written language, what you have learned about writing and how this relates to classroom practice, drawing on relevant background reading. The task will be marked on a percentage basis.
Referral task: Re-work the original assignment in accordance with tutor feedback.
Types of assessment task[1]
Indicative list of summative assessment tasks which lead to the award of credit or which are required for progression. / % weighting
(or indicate if component is pass/fail)
WRITTEN / Written exam / 0
COURSEWORK / Written assignment/ essay, report, dissertation, portfolio, project output, set exercise / 100%
PRACTICAL / Oral assessment and presentation, practical skills assessment, set exercise / 0
EXAMINATION INFORMATION
Area examination board / Combined Area Examination Board (English)
External examiners
Name / Position and institution / Date appointed / Tenure ends
Dr Deborah Jones / Reader in Education, Brunel University / 01/10/2012 / 30/09/2016
QUALITY ASSURANCE
Date of first approval / June 2012
Date of last revision / June 2014
Date of approval for this version / June 2014
Date this version first taught (implementation) / January 2015
Version number / 2
Modules replaced / N/a
Available as free-standing module? / Yes / No / x
[1] Set exercises, which assess the application of knowledge or analytical, problem-solving or evaluative skills, are included under the type of assessment most appropriate to the particular task.