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Successful two-way communication is central to effective learning and teaching in early learning contexts and participation in the community. Typically, the curriculum is delivered in the English language but in mainstream learning contexts many children, including those from Aboriginal and Torres Strait Islander (ATSI) backgrounds, have home or first languages/dialects different from the language of instruction. Understanding the nature of language as a system operating within different socio-cultural contexts and how to teach English as a second language or dialect is key for diverse learning contexts.

While learners who have English as an Additional Language or Dialect (EALD) need to learn the language of instruction, learning about the culture of the target language is also important. Similarly, for effective intercultural communication, culturally competent educators understand their own language and culture, and focus on respectful interactions and interpretations of histories, cultures, languages, traditions and child rearing practices of the families attending the learning context.

This course examines the relationship of language, culture and communication in early childhood and early learning contexts.

The course engages pre-service educators in critical reflection pertaining to their own culture and intercultural experiences. Reconciliation work in the field of early childhood will underpin an examination of relevant curricula, pedagogical beliefs, values and practices.

The course also provides an introduction to EAL/D teaching and EAL/D learning, development and assessment. Strategies to support effective intercultural communication in early years learning contexts, and EAL/D children's English language development, are explored with a particular focus on Aboriginal and Torres Strait Islander (ATSI) and South-East Asian cultures. Criteria for selection and production of materials designed to develop children's communicative skills, including the use of ICTs in EAL/D programs are considered.

The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership’s (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service educators should be able to:

1. critically analyse and discuss the impact of language, culture, cultural identity and linguistic background on communication and learning, including Aboriginal and Torres Strait Islander learners (APST 1.4);
2. design and implement strategies to support intercultural communication with young children and their families from diverse linguistic, cultural, religious and socioeconomic backgrounds, and evaluate these in terms of an holistic program (APST 1.3, 3.5, 3.6, 3.7);
3. plan for and assess children's EALD learning and development, and understand the purpose of sharing accurate and reliable evidence with parents/carers to collaboratively modify practices at home and in the formal learning environment (APST 5.1, 5.2, 5.4, 5.5);
4. evaluate and create materials and resources supportive of language and cultural needs to develop children's functional language skills, including use of ICTs (APST 2.6);
5. reflect with colleagues on inclusive teaching and learning practices and produce a formal declaration of intent to promote reconciliation and respect for Aboriginal and Torres Strait Islander histories, cultures and languages (APST 2.4, 4.1).