module specification

This module is a core module that promotes dialogical pedagogy and will explore the significance of oral stories and literacy from socio-cultural perspectives. It will develop an understanding of how oral stories are the foundation to communication and literacy skills. Spoken language underpins literacy development and vocabulary acquisition. The module encourages students to examine and debate fundamental issues relating to oral stories and literacy in relation to research based on socio-cultural perspectives. The module supports students working in a bi/ multilingual context to understand and develop how children’s home language can be valued and promoted within a parents/carers partnership framework. The module supports students to develop strategies to embed equality, diversity and inclusion in current and future practice.

By the end of the module, you will:

1. Establish the relationship between oral stories and the development of literacy skills.
2. Examine current research and debates that relate to the context of working in a multilingual provision.
3. Promote the importance of oral stories through working in partnership with parents/carers.
4. Consider how oral stories can support literacy, advocacy and anti - oppressive practice in early childhood settings.

No

In this module you will study the relationship between oral stories and literacy from socio-cultural perspectives. The module will consider the importance of communication, listening and speaking in developing spoken language through oral stories (LO1).

You as a student will be able to draw on your own experiences as a language learner including being bi /multilingual. The importance of reflection so that you can become an advocate for valuing and embracing the diversity of language learners through oral stories will be highlighted. A critical examination of current research and debates on oral stories and literacy within socio-cultural contexts will be explored (LO2).

The importance of valuing children’s home language(s) by working in partnership with parents/carers will be considered. Strategies to embed equality, diversity and inclusion will be explored. You will develop an open mindedness through acknowledgement of diversity and develop the skills and knowledge to plan and create appropriate resources for your future professional role in a diverse communities (LO3).

For full and part-time course students theoretical input will be through lectures and seminars. All students will benefit from a blended learning approach through the use of Weblearn for supplementary materials, links to E-books, on-line discussions and self-assessment exercises such as quizzes and reflective tasks. Video and slide material will also be used to familiarise students with a range of curriculum models.

Reflection and discussion are key to teaching for all students within the context of tutor led sessions.

The development of transferable skills in presenting evidence, arguments and points of view to a range of audiences, through a range of media, including the use of different technologies also supports individual learning.

1. Develop an understanding on the importance of speaking and listening through storying in early childhood.

2. Critically consider how social cultural perspectives support the relationship between oral stories and literacy.

3. Plan and create a resource for parents/carers which advocates embedding oral stories into babies’ and young children’s lives.

Plan and create a poster for parents/carers that advocates the importance of oral stories in supporting the development of literacy skills. (LO1 &3)

As an appx you will need to include the rationale and demonstrate an understanding of theoretical and pedagogical underpinning concepts you have drawn on to develop the poster. (2,000) (LO 1 & 2)

https://rl.talis.com/3/londonmet/lists/7C528DAD-D330-9FC8-18DF-BA700008D766.html?lang=en&login=1

Abril-Gonzales, P. and Pérez, M. (2021) ‘Pláticas on Early Childhood and Bilingual Education: Reckoning with the Past to Envision the Future’, in Yelland, N., Peters, L., Fairchild, N., Tesar, M. and Perez, M. (Eds) The SAGE Handbook of Global Childhoods, London: Sage (LMU – E-book)

Cromdal, J. and Stoewer, K. (2022) ‘Multilingualism’, in Church, A. and Bateman, A. (Eds) Talking with Children, A Handbook of Interaction in Early Childhood Education, Cambridge University Press (LMU – E-book)

Derman-Sparks, L. and Olson Edwards, J. (2020) Anti-Bias Education for Young Children and Ourselves, (2nd ed), Washington: National Association for the Education of Young Children (LMU – E-book)

Ewing, R., Callow, J. and Rushton, K. (2016) Language and Literacy Development in Early Childhood, Cambridge: Cambridge University Press

Goouch, K. and Lambirth, A. (2017) Teaching Early Reading and Phonics: Creative Approaches to Early Literacy, London: Sage (LMU – E-book)

Kirby, S. M., Spencer, T. D., & Chen, Y. I. (2021). Oral narrative instruction improves kindergarten writing. Reading & Writing Quarterly, 1-18. [https://doi.org/10.1080/10573569.2021.1879696]

Lee, T. (2023) The Growth of a Storyteller: Helicopter Stories in Action, Abington: Routledge

Salter, R. and Chesworth, L. (2021) ‘Participatory story-sharing practices in the early years with Central and Eastern European families in Scotland’, International Journal of Early Years Education, 29 (4), 455-469

Schrodt, K., FitzPatrick, E. and McClain, J. (2023) ‘Supporting Emergent Writing with Oral Storytelling Strategies’, The Reading Teacher, 76 (4), 375-517