Course Topics
See the individual course modules.

Teaching format
Keynote speeches, group work, presentation of teaching and support materials, design of didactic units

Educational objectives
- Students know the basics of the writing system and orthography - Students acquire knowledge of current models of written language processing and written language acquisition - Students can apply methods of written language didactics in the primary sector (also with regard to multilingual literacy) - They know the basics of written language acquisition (phonological awareness, vocabulary development, general language development, extra-linguistic cognitive development) and methods of support for this. - They have knowledge of the aetiology and symptoms of dyslexia, spelling/reading difficulties - They know selected methods for diagnosing and promoting phonological awareness and can apply them - They know procedures for diagnosing and promoting the development of written language. - They know suitable methods of grammar teaching (insight into language) Expected learning outcomes and competences: Knowledge and understanding - Knowledge of the writing system of Ladin, German and Italian in comparison - Knowledge of the phonological system of Ladin, German and Italian as well as important phonological concepts related to the writing system - Knowledge of the cognitive processes involved in written language processing - Knowledge of cognitive models of written language acquisition - Knowledge of and reflection on methods of written language didactics - Knowledge of the basics of written language acquisition - Knowledge of didactic methods for writing, reading, phonological awareness, orthography, insight into language - Knowledge of diagnostic procedures in the areas of reading, writing and phonological awareness and their application - Knowledge of language support measures for phonological awareness, written language acquisition, spelling and insight into language in kindergarten and primary school - Knowledge of multilingual literacy methods Applying knowledge and understanding - Apply and reflect on competences in subject-specific and didactic-methodological content in exercises. - Linking the learning content of the module with practical experience (in the work placement) - Support approaches for difficulties in reading and writing acquisition Judgement - Critically evaluate didactic methods and use them appropriately - Reflect on the use of screening procedures to assess the foundations for literacy acquisition in kindergarten - Reflect on the use of different methods depending on individual abilities in literacy acquisition - Reflect on the use of support tools in different support needs situations within the framework of the legal possibilities for primary school teachers - Recognising the different needs of children in terms of inclusive teaching (with a view to learning disorders, specific disorders, etc.) - Recognising the different needs of children with regard to any existing multilingualism Communication - Be able to use specialised terminology in a professional environment - Be able to make strategic decisions and communicate them appropriately to pupils - be able to justify and communicate learning and support measures for the acquisition of basic skills and written language in first/native language, second and foreign languages. Learning strategies - Linking academic knowledge of writing and sound systems and grammatical phenomena with knowledge of acquisition processes and didactic/diagnostic methods

Assessment
READINGS: Didactics of first reading and first writing and Insight into language and spelling: Oral examination on the content of the two lectures. LABORATORIES: Prosody, Phonetics and Phonological Awareness (LAB) and Multilingual Literacy (LAB): Homework: planning, writing and reflecting on a didactic unit. (Deadline will be announced on OLE at the beginning of the semester).

Evaluation criteria
Criteria for the assessment of oral examinations and assignments: - Careful interpretation of the content - Completeness of content with cohesive and coherent linguistic presentation - Deepening and reflection - Clarity of argumentation - Consideration of the Ladin multilingual school system - Collaboration The performance shown in the oral examination and in the assignments is weighted according to the ECTS points of the associated sub-courses in the overall assessment. In the event of a negative assessment of the overall module, any positively assessed parts of the module will be credited when the next module examination is taken. Please note, however, that a negative assessment will also be included in the count of examination attempts in this case. According to the examination regulations, three attempts without passing will result in a block for three examination dates. (see also Article 6, Paragraph 4 of the current examination regulations).