Unit information: Literacy, Learning and Identity in 2013/14

Unit name	Literacy, Learning and Identity
Unit code	EDUCM5909
Credit points	20
Level of study	M/7
Teaching block(s)	Academic Year (weeks 1 - 52)
Unit director	Dr. Giampapa
Open unit status	Not open
Pre-requisites	None
Co-requisites	None
School/department	School of Education
Faculty	Faculty of Social Sciences and Law

Description including Unit Aims

This unit introduces language teachers to current educational research in literacy, language and identity in national and international contexts. This involves enquiry in: the nature of literacy and its relationship to language proficiency in both first and second language contexts; the relationship between classroom language and literacy development and the out-of-school language practices in which students engage; literacy and the construction of identities within global context. These areas illustrate the growing body of literature within the TESOL field of connecting it to: sociolinguistic research on language and identity in education; critical literacy and multilitercies in second language research; and research on the impact of globalisation, technology and social change in the broader field of Applied Linguistics. This unit makes links with other units of the MSc TESOL in areas such as research practices in educational contexts, and second language learning.

The unit aims to:

• To develop an understanding of literacy as a socially constructed practice.
• To build an awareness of the links between second language literacy practices and identity within multilingual contexts.
• To consider the ways in which globalisation and technology have impacted on literacy both in and outside the classroom.

Intended Learning Outcomes

By the end of this unit, students will have developed their understanding of:

• The social, linguistic and cultural factors which influence second language literacy learning and practice across diverse learning contexts.

• The theoretical frameworks in second language literacy learning and identity to language teaching pedagogy.

By the end of this unit, students will have developed skills in:

• Critically evaluating research reports in second language literacy and identity research.

• Analysing and interpreting data from second language literacy and identity research.

• Identifying the implications of second language literacy research for professional learning contexts.

• Applying theoretical frameworks in second language literacy and identity to classroom practice.

Teaching Information

• Lecture input
• Online learning support (Blackboard)
• Data Projects (online resources, using data from Tutors’ Research Projects)
• Presentations,
• Small group work,
• Seminars or workshops,
• Action research,
• Simulations,
• Individual tutorials and supported self study.

Individualised and supervised studies to include on-line discussion, supervision and directed reading

Assessment Information

Either:

A negotiated assignment of 4,000 (or equivalent) exploring professional aspects of language and literacy development in a second language, informed by both current perspectives in the literature, and the development needs of a specific curricular context.

Or

An outline proposal of 4,000 words (or equivalent) for an empirical research study addressing a current theoretical or curricular issue in language and literacy development in a second language, including a focussed literature review, research questions and procedures for data collection and data analysis.

Reading and References

• Blackledge, A. (2000). Literacy, power and social justice. England: Trentham Books.

• Cope, B. & Kalantzis, M. (2000) Multiliteracies: Literacy, learning and the design of social futures. New York, NY: Routledge.

• Cummins, J. & Sayers, D. (1995) Brave new schools: Challenging cultural illiteracy through global learning networks. New York/Toronto: St. Martin’s Press/OISE Press.

• Gee, J.P. (1996). Social linguistics and literacies: Ideologies in discourses. New York: Falmer Press.

• Norton, B. (2000). Identity and language learning. Harlow: Longman.

• Street, B. (1984). Literacy in Theory and Practice. Cambridge: Cambridge University Press.