April 2012
Year
Semester 1
Semester 2
2
Subject study 1:
PR2960EL
Language Culture and
Society
Subject study 2:
PR2960EL
Children’s Literature
3
7
Subject study 3:
PR2960EL
Media Language and
Multiliteracies
Subject study 4:
PR2960EL
Curriculum Leadership in
English
My use of English and
the history of English
Introduction to the module . History of English
language: Professor Christopher Mulvey.
Seminar: Group feedback on pre-module task
(personal language history) .The place of
Standard English in the NC
Introduction to the patchwork assignment NF
My use of English and
my generation
Our evolving spoken and written English and
the impact of technology JR
Children’s language
development – first
language
First language development; session to take
place in an early years setting MS
Children’s language
development- learning
English when it is a
second or subsequent
language
Second language acquisition
NF and Liz Perry, former Headteacher of Kings
Furlong Infant and Nursery School
The structure of
language- spoken
and written
Grammar lecture from Professor Christopher
Mulvey
Grammar seminar JR
Children’s
language- social
and cultural
differences and the
school
environment.
Drawing together experiences in weeks 1 - 4.
Comparing content of language writing patches.
Reflection on differences between first and second
language acquisition. Reflection on the impact of
social difference and language acquisition. NF
How children are
supported in
learning about the
structures in their
language
Grammar resources in school
Arranging groupings for grammar resource
assignment
NF
Submit assignment 1 this week
DT in school
SE 2 weeks 8-11
related to grammar Support clinics for grammar resource assignment
task for
( sign up before going on SE) NF
assignment 2.
12
Group presentations of assignment 2 9 – 1 NF , MS
and JR
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Assignment Question: What do primary school teachers
need to know about language?
Assignment Detail: Discuss, with reference to two/three
different areas of knowledge about language, what
teachers need to know about language and how this
knowledge is relevant in the classroom. You may choose
from:
Standard spoken English and socio-cultural differences in
use of English
First language development
Second language acquisition (EAL)
The structure of English (grammar)
Word count 2000
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Assignment 2: Creating a resource for the teaching of
grammar (2000 words equivalent)
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For this assignment you will work in a group of 3 or 4 and
you will produce a resource for the teaching of grammar
in KS 1 or 2. Using the examples shown to you in week 7,
and those you have seen in school, you will choose just
ONE aspect of grammar teaching and adapt it for ONE
year group; You are advised to discuss the possible
content with teachers on SE 2 using the detail of the
directed task as outlined in the module handbook on
page 4.
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August, D. and Shanahan, T. (2006) Developing
literacy in second-language learners: report of the
national literacy panel on language minority children
and youth, Mahwah, NY: Lawrence Erlbaum
Associates
Bauer, L. & Trudgill, P (Eds.) (1998) Language Myths,
London: Penguin
Bishop, D ( 1997) Uncommon Understanding, Hove:
Psychology Press
Bunting, R (2002) Teaching about Language in the
Primary Years (2nd edition) London: David Fulton
Crystal, D (2006) How Language Works, London:
Penguin
Crystal, D (1990) The English Language, London:
Penguin
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Gibbons, P. (2002) Scaffolding language, scaffolding learning:
teaching second language learners in the mainstream
classroom, Portsmouth, NH: Heinemann
Long, M & Doughty, C (2003) The Handbook of Second
Language Acquisition, Oxford: Blackwell
McIntyre, D (2009) History of English: A resource book for
students, Oxford: Routledge
Mullany, L. and Stockwell, P. (2010) Introducing English
Language: A resource book for students, Oxford: Routledge
Seeley, J. (2006) Grammar for Teachers, Tiverton: Oxpecker
Stilwell-Peccei, J (2006) Child Language: A resource book for
students, London: Routledge
Venolia, J (2001) Write Right! (4th ed), Berkeley, Toronto: Ten
Speed Press
Wilson, A. (2011) Language Knowledge for Primary School
Teachers (4th edition), London: David Fulton
Seminar
Week
1
Tues 27/9
2
Tues 4/10
3
Tues 11/10
4
Tues 18/10
5
Tues 25/10
6
Tues 1/11
Children’s Literature – an introduction
Fantasy
Representations of War in Children’s Literature
Fairy Tales
Young Adult Fiction: 11Up ?
Small group discussion of presentation drafts against
criteria
Picture Books
7
Tues 8/11 TBC
Professional Writer’s Workshop
1-2 TBC
2-3 TBC
8
Tues 15/11
Writing for Children – being critically creative in the creative
writing process
9
Tues 22/11
Library Visit
Contemporary Children’s Literature in the Classroom and
Book Prizes
Group tutorial writing workshops on own writing
10
Tues 29/11
11
Presentation (Assignment Part 1)
Tues 6/12
(Part 1
assignment due
12
Children’s Literature and Writers in School (TBC)
13/12(Part 2
Assignment Part 2 Due Friday 16 th December 2011
assignment due)
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Length: Equivalent 2000 Words
Assignment 1: Children’s Literature
Group presentation
Weighting: 50%
Aim: To demonstrate an understanding of an aspect of
children’s literature
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In groups of 4, make a 15 minute presentation (12 minute
presentation, 3 minutes taking questions) about one
aspect of children’s literature.
Keep a diary entry of meetings and any other relevant
communication
 Key
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texts
Grenby, M.O. (2008) Children’s Literature
Edinburgh: Edinburgh University Press
Melrose, A.(2000) Write for Children, London:
Routledge.
Cleaver, P. (2006) Ideas for Children’s Writers
Oxford: How to Books
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Arizpe, E & Styles, M (2003) Children reading pictures :
interpreting visual texts London : RoutledgeFalmer,
Avery, G (1975) Childhood's pattern: a study of the heroes
and heroines of children's fiction London: Hodder &
Stoughton
Baehr, T., Baehr, J., Narnia Beckons: C.S. Lewis’s The Lion, the
Witch and the
Wardrobe and beyond. B and H Publications
Bettelheim, B
(1978) The Uses of Enchantment:
London: Penguin
Blake, A ( 2002) The Irresistible Rise of Harry Potter London:
Verso
Carpenter, H
(1985) Secret Gardens: the golden age of
children's literature London: Allen & Unwin,
Carter, J (1999) Talking Books: Children’s Authors Talk About
the Craft, Creativity and Process
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Chevalier, N., (2005) The Liberty Tree and the Whomping Willow:
political justice, magical science and Harry Potter, Baltimore: John
Hopkins University Press of Writing London: Routledge
Cook, E (1976) The Ordinary and the Fabulous: an introduction to
myths, legends and fairy tales Cambridge: Cambridge UP
Crouch, M (1972) The Nesbit Tradition: the children’s novel in
England, 1945- 7
Egoff, S., (ed) (1980), Only Connect: readings on children's literature
Toronto: Oxford
University Press
Fischel, E (1999) All About Roald Dahl London: Watts
Fox, G., (ed) (1976), Writers, Critics and Children, London:
Heinemann
Gamble, N & Tucker, N Family Fictions London: Continuum.
Hunt, P & Lenz, M (2001) Alternative Worlds in Fantasy Fiction
London: Continuum
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Lenz , C., Scott C., (2005) His Dark Materials Illuminated:
critical essays on Philip Pullman’s Trilogy. Wayne State
University Press.
Lurie, A (1990) Don’t tell the Grown-Ups: Subversive
Children's Literature, London: Bloomsbury.
Meek, M. (eds) (1977) The Cool Web: the Pattern of Children's
Reading London: Bodley Head
Nettell S (1994) Meet the Authors and Illustrators London:
Scholastic Books, Athens: University of Georgia
Philip, N (1989) The Cinderella Story Harmsworth : Penguin
Reynolds, K., (1994), Children’s Literature in the 1890s and
the 1990s, Plymouth, Northcote House.
Swann Jones, S., The Fairy Tale: the Magic Mirror of
Imagination. London: Routledge.
Styles, M., Bearne, E & Watson, V. (1994) The Prose and the
Passion: Children and Their Reading London: Cassell
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Styles, M., Bearne, E & Watson, V. (1992) After Alice: Exploring
Children’s Literature London: Cassell
Townsend, J R (1990) Written for Children London, Bodley Head
Tucker,N (2003) Darkness Visible London: Trento
Lenz , C., Scott C., (2005) His Dark Materials Illuminated: critical
essays on Philip Pullman’s Trilogy. Wayne State University Press
Warner, M (1994) From the Beast to the Blonde: on fairy tales and
their tellers London: Chatto & Windus
Zipes, J (1979) Breaking the Magic spell: Radical Theories of Folk
and FairyTales:
London: Routledge.
Zipes, J (ed) (1998) The Trials and Tribulations of Little Red
Riding Hood London: Routledge
Zipes, J., (2001, Routledge) Sticks and Stones: The troublesome
success of Children’s Literature,London:Routledge.
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Bell, J. & Magrs, P. (2001) The Creative Writing
Coursebook London: Macmillan
Brande, D. (1996) Becoming a Writer: The Classic
Inspirational Guide London: Macmillan,
Bulman, C. (2007) Creative Writing: A Guide and Glossary
to Fiction Writing London: Polity Press
Casterton, J.(2005) Creative Writing: A Practical Guide
Basingstoke:Palgrave Macmillan,
Wilson , J. (2007) Children’s Writers’ and Artists’ Yearbook
2008 London:A&C Black
Minot, S. (1993)Three Genres: The Writing of Poetry,
Fiction and Drama New Jersey:Prentice Hall
Ramet, A. ( 2001)Creative Writing Oxford: How to Books
Vogler, C.(1999)The Writer’s Journey: Mythic Structure for
Storytellers and Screenwriters London:Pan Macmillan,