Postgraduate Course: Bilingualism and Other Additional Support Needs (EDUA11251)
Course Outline
| School |
Moray House School of Education |
College |
College of Humanities and Social Science |
| Course type |
Standard |
Availability |
Available to all students |
| Credit level (Normal year taken) |
SCQF Level 11 (Postgraduate) |
Credits |
20 |
| Home subject area |
Education |
Other subject area |
None |
| Course website |
None |
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| Course description |
A child&©s language and cultural background must be taken into account when assessing for additional support needs and when interpreting these assessments. Frequently, a child&©s development in the first language (when s/he is being brought up as a simultaneous bilingual), and in the second language reveal features which can be misinterpreted as a language disorder or delay, as indicators of a hearing impairment or a specific learning difficulty. Similarly, difficulties experienced when accessing the curriculum through an additional language can be mistaken for a general or specific learning difficulty. Such misinterpretations are most likely to occur in contexts where bilingualism is viewed in deficit terms. This course explores these issues critically and provides students with the opportunity to analyse, adapt and add to, professional practice so that assessment, diagnosis and support practices and the principles underlying them do not discriminate against bilingual learners. |
Entry Requirements
| Pre-requisites |
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Co-requisites |
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| Prohibited Combinations |
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Other requirements |
None
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| Additional Costs |
None |
Course Delivery Information
Summary of Intended Learning Outcomes
Upon completion of this course, course members are required to demonstrate that they are able to:
1. Conduct and interpret formal and informal assessments of bilingual learners, taking into account their language proficiency, biliteracy development and cultural background.
2. Employ a hypothesis-testing approach to the analysis of evidence regarding a bilingual learner&©s language/literacy development, learning and behaviour.
3. Critically evaluate current approaches to the support of children with additional support needs with reference to different cultural and linguistic backgrounds.
4. Make policy recommendations for the assessment and support of bilingual learners.
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Assessment Information
Either - Describe and critically review the policy and practice demonstrated in one school, centre or service towards bilingual learners, providing brief case studies to support your analysis. On the basis of this review, make recommendations for changes to the approach adopted by the school, centre or service to the diagnosis and support of bilingual learners causing concern.
Or - Prepare a detailed case study of an individual bilingual learner who is causing concern. Pay particular and critical attention to policies and practices (written or understood) which have affected or might affect the child&©s future progress and the family&©s involvement. On the basis of the case study, make recommendations for change to the practice or procedures discussed. (4,000 words)
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| Please see Visiting Student Prospectus website for Visiting Student Assessment information |
Special Arrangements
| Not entered |
Contacts
| Course organiser |
Mr Andy Hancock
Tel: (0131 6)51 6635
Email: Andy.Hancock@ed.ac.uk |
Course secretary |
Ms Lorraine Denholm
Tel: (0131 6)51 6433
Email: lorraine.denholm@ed.ac.uk |
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copyright 2010 The University of Edinburgh -
1 September 2010 5:54 am
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