Unit rationale, description and aim
Preservice teachers will develop advanced understandings of how cultural, linguistic, cognitive, and social diversity shapes literacy learning in contemporary classrooms. Effective literacy teaching requires teachers to recognise and build on the linguistic, cognitive, and cultural assets of diverse learners, including English as an Additional Language or Dialect (EAL/D) learners. This unit responds by foregrounding evidence-based approaches to language and literacy education for diverse students.
Building on previous studies, preservice teachers will critically examine theories of reading, cognitive and language development and difficulties, and their implications for curriculum, pedagogy, and assessment. The unit focuses on integrating explicit language and literacy instruction within curriculum learning, with particular attention to the learning needs of diverse students, including EAL/D learners and learners who struggle with literacy development. Preservice teachers will analyse policy, pedagogical models, and classroom resources to identify barriers and opportunities for diverse learners’ success.
The aim of this unit is to develop preservice teachers’ capacity to design inclusive, linguistically responsive learning environments that maintain high expectations for all learners. Preservice teachers will demonstrate competence in planning, implementing, and assessing integrated language and literacy instruction that supports diverse learners’ academic achievement while valuing cultural, linguistic, cognitive, and social diversity present in Australian classrooms.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Evaluate theories of additional literacy, language...
Learning Outcome 01
Analyse cognitively, linguistically, and culturall...
Learning Outcome 02
Design high support/high challenge differentiated ...
Learning Outcome 03
Plan culturally sustaining curriculum experiences ...
Learning Outcome 04
Content
Topics will include:
- Theoretical perspectives on literacy, cognitive and language development, including contemporary theories of multilingual language and literacy development
- Analysing linguistic demands of tasks across the curriculum areas
- Analysing cognitive and language development challenges faced by readers and writers across diverse learner profiles
- Teaching academic language across the curriculum areas
- Differentiating the process in reading instruction to meet diverse learners’ needs
- Differentiating the process in writing instruction to meet diverse learners’ needs
- Differentiating the process in reading and writing instruction for CALD learners
- Assessing diverse learners’ reading and writing abilities
- History of cultural and linguistic bias in learning and assessment tools and resources
- Integrating principles of culturally responsive and sustaining pedagogy
Assessment strategy and rationale
Assessment in this unit is designed to support preservice teachers to progressively develop confidence, competence, and professional judgement in planning for and assessing the literacy learning of diverse students, including English as an Additional Language or Dialect (EAL/D) learners. The assessment tasks are sequenced to move from supported analysis of existing practice to independent and collaborative application of theory to authentic learner data. They focus on pedagogical reasoning, responsiveness to learner evidence, and informed professional decision-making.
Task 1 provides structured opportunities for preservice teachers to analyse learning sequences and design differentiated literacy plans grounded in contemporary theory. This task supports success by modelling effective practice and scaffolding preservice teachers’ capacity to translate theory into pedagogically sound planning decisions. Task 2 extends this learning through collaborative analysis of learner work samples, requiring preservice teachers to apply diagnostic processes and propose high challenge/high support strategies for receptive and productive literacy development in mainstream classrooms. Across both tasks, preservice teachers may use generative artificial intelligence (GenAI) tools to support planning or analysis, provided use is ethical, transparent, and critically evaluated.
To pass this unit, preservice teachers are required to complete all tasks and achieve an overall grade of 50%.
Overview of assessments
Assessment Task 1: Differentiated planning Criti...
Assessment Task 1: Differentiated planning
Critically analyse two provided learning sequences for use with diverse learners. Evaluate how effectively each incorporates differentiation strategies for learners at varying literacy and English proficiency levels, and determine which sequence best aligns with current evidence. Design a differentiated learning plan based on the preferred sequence grounded in relevant theoretical frameworks.
50%
Assessment Task 2: Case study presentation: Liter...
Assessment Task 2: Case study presentation: Literacy learning
Present findings of a comprehensive analysis of the literacy needs of two learners from different cognitively or[VR1] linguistically diverse groups. Consider evidence from receptive and productive work samples. Design high challenge/high support differentiated strategies and teaching resources for both receptive and productive literacy skills in mainstream classroom contexts, incorporating relevant technologies
50%
Learning and teaching strategy and rationale
This units adopts a reflective approach to learning, recognising that preservice teachers develop professional knowledge through critical engagement with theory, evidence, and application to authentic classroom contexts. Learning activities are designed to extend preservice teachers’ existing understandings of diversity in language, cognitive, and literacy development, and to develop advanced pedagogical judgement for supporting diverse learners, including English as an Additional Language or Dialect (EAL/D) learners, in mainstream classrooms. Teaching strategies model high challenge and high support differentiated practices aligned with evidence-based and culturally sustaining pedagogies.
Learning experiences include scholarly readings, case-based analysis, guided discussions, reflective tasks, and collaborative activities that require preservice teachers to analyse learner work samples, curriculum materials, and assessment data. Preservice teachers apply theoretical frameworks to the design of inclusive learning sequences that integrate language and literacy instruction across curriculum areas.
The unit explicitly integrates the ethical and professional use of digital technologies, including generative artificial intelligence. Preservice teachers critically examine how GenAI tools can support planning, differentiation, and analysis of language demands, while evaluating issues of accuracy, bias, cultural representation, and professional responsibility. All learning activities emphasise the centrality of evidence-based pedagogy, learner data, and professional judgement.
Representative texts and references
Recommended texts and documents
Cain, K. (2010). Reading development and difficulties. Wiley.
Australian Curriculum - Student Diversity https://www.australiancurriculum.edu.au/resources/student-diversity/
Relevant State and Territory curriculum documents.
Recommended references
Berninger, V. & Wolf, B. (2015). Teaching students with dyslexia, dysgraphia, OWL LD, and dyscalculia (2nd ed.). Brookes Chambers Cantrell, S., Walker-Dalhouse, D., & Lazar, A. M. (Eds.). (2022). Culturally sustaining literacy pedagogies: Honoring students’ heritages, literacies, and languages. Teachers College Press.
Committee on Fostering School Success for English Learners: Toward New Directions in Policy, Practice, and Research
National Academies of Sciences, Engineering, and Medicine. (2017). Promoting the Educational Success of Children and Youth Learning English: Promising Futures. The National Academies Press. https://doi.org/10.17226/24677
Dunham, H., & Oti, O. A. (2025). Culturally sustaining literacy practices: What’s possible in the elementary classroom. The Reading Teacher. https://doi.org/10.1002/trtr.70008
Fang, F., Zhang, L. J., & Sah, P. K. (2022). Translanguaging in language teaching and learning: Current practices and future directions. RELC Journal, 53(2), 305–312. https://doi.org/10.1177/00336882221114478
Goldenberg, C. (2008). Teaching English language learners. American educator, 32(2), 8-44.
Hammond, J. (2023). Scaffolding. In L. Oliveira, R. Westerlund, & R. Westerlund (Eds.), Scaffolding for multilingual learners in elementary and secondary schools (1st ed., pp. 9–28). Routledge. https://doi.org/10.4324/9781003196228-3
Harper, H., & Feez, S. (Eds.). (2021). An EAL/D handbook: Teaching and learning across the curriculum when English is an additional language or dialect. Primary English Teaching Association Australia (PETAA).
Hertzberg, M., & Valdez, C. (2026). Teaching EAL/D students in mainstream classrooms. (2nd. Ed). PETAA.
Lightbown, P.M., Spada, N. (2021). How languages are learned (5th ed.). Oxford University Press.
Franck, J., Faloppa, F., & Marinis, T. (Eds.). (2024). Myths and facts about multilingualism (Bilingualism Matters Series). CALEC - TBR Books.
Okolo, C. M., Terry, N. P., & Cutting, L. E. (2026). Handbook of learning disabilities. (3rd edition). Guildford Press.
Olsen, L. (2022). Comprehensive literacy instruction for English language learners. National Committee for Effective Literacy. Retrieved from https://multilingualliteracy.org/wp-content/uploads/2022/09/21025-NCEL-Literacy- Model-FINAL.pdf
Rennie, J., & Harper, H. (Eds.). (2019). Literacy education and Indigenous Australians: Theory, research and practice. Springer. https://doi.org/10.1007/978-981-13-8629-9
Spear-Swerling, L. (2022). Structured literacy interventions: Teaching students with reading difficulties, Grades K-6. Guilford.
Taylor, R. L. (2024). Supporting diverse learner needs: A case study using the 8 ways of Aboriginal learning. Australian Journal of Adult Learning, 64(2).
Yunkaporta, T. (2010). Our ways of learning in Aboriginal languages. Sydney University Press. http://hdl.handle.net/2123/6914