Postgraduate Course: Promoting Achievement and Curriculum Access for Bilingual Learners : Models and Approaches (EDUA11101)
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
|
Taught in Gaelic? |
No |
| Course description |
This module is designed to enable mainstream teachers, school managers and educational support teachers to critically review the arrangements made internationally, nationally and locally to support developing bilingual learners who are accessing the mainstream curriculum through English as a second/additional language. The module will review the very different policy approaches adopted towards the support of Gaelic medium education and the education of other minority community language users in Scotland, and will compare this situation to educational support for bilingual learners in selected European countries, the USA, South Africa and Australia. It will consider the development of policy and practice in Scottish schools towards the educational support of bilingual learners within an inclusive and anti-discriminatory framework. It will particularly address the educational support role of teachers of English as an additional language in relation to the changing language demands of certain subject areas through the 5-14, Standard Grade and Higher Still syllabuses. |
Entry Requirements
| Pre-requisites |
|
Co-requisites |
|
| Prohibited Combinations |
|
Other requirements |
None
|
| Additional Costs |
None |
Information for Visiting Students
| Pre-requisites |
None |
| Displayed in Visiting Students Prospectus? |
Yes |
Course Delivery Information
|
| Delivery period: 2010/11 Flexible, Available to all students (SV1)
|
WebCT enabled: No |
Quota: 3 |
| Location |
Activity |
Description |
Weeks |
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
| No Classes have been defined for this Course |
| First Class |
First class information not currently available |
| No Exam Information |
Summary of Intended Learning Outcomes
Upon completion of this module, students are required to demonstrate that they are able to:
- Critically review, and extrapolate key principles from, approaches to bilingual education currently found in Scotland, a number of European countries, selected states in USA, South Africa and Australia
- Critically review, and suggest emendation of, local and school policy towards the educational support of developing bilingual learners
- Reflect critically upon the approach taken in their school(s) towards the support of bilingual learners from an inclusive and anti-discriminatory perspective
- Define and describe the changing language demands of selected curriculum areas across 5-14, Standard Grade and Higher Still
Plan a long-term programme of support with a Principal or Senior Teacher. |
Assessment Information
Either Produce a critical review of the policy and provision for the support of bilingual learners in a school or local authority (using international or national comparators) and make detailed recommendations for change.
Or Using subject syllabuses and textbooks/teaching programmes, trace the changing linguistic demands of one curriculum area over a six year period (e.g. P1-7; P5-S4; P7-S6) and make suggestions about the most appropriate ways to support bilingual learners who are facing these language demands.
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Special Arrangements
| None |
Additional Information
| Academic description |
Not entered |
| Syllabus |
Not entered |
| Transferable skills |
Not entered |
| Reading list |
Not entered |
| Study Abroad |
Not entered |
| Study Pattern |
Not entered |
| Keywords |
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 |
|
copyright 2011 The University of Edinburgh -
13 January 2011 5:55 am
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