Postgraduate Course: Bilingualism and Other Additional Support Needs (EDUA11251)
|School||Moray House School of Education
||College||College of Humanities and Social Science
||Availability||Available to all students
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
|Home subject area||Education
||Other subject area||None
||Taught in Gaelic?||No
|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 (not applicable to Visiting Students)
||Other requirements|| None
|Additional Costs|| None
Information for Visiting Students
|Displayed in Visiting Students Prospectus?||No
Course Delivery Information
|Delivery period: 2013/14 Semester 1, Available to all students (SV1)
||Learn enabled: Yes
|Course Start Date
|Breakdown of Learning and Teaching activities (Further Info)
Seminar/Tutorial Hours 24,
Online Activities 8,
Feedback/Feedforward Hours 8,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Breakdown of Assessment Methods (Further Info)
|No Exam 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.
|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)
||Ahmad, W., Darr, A., Jones, L. and Nisar, G. (1998) Deafness and Ethnicity : Services, Policy and Politics Bristol : The Policy Press
Baker, C. (2006) Foundations of Bilingual Education and Bilingualism (4th edition) Clevedon : Multilingual Matters
Baxter, C. et al (1990) Double Discrimination : Issues and Services for People with Learning Difficulties from Black and Ethnic Minority Communities London : Kings Fund/CRE
Chamba, R., Ahmad, W., and Hirst, M. (1998) Expert Voices: A National Survey of Minority Ethnic Families of Disabled Children. Bristol: The Policy Press.
Cline, T. and Frederickson, N. (1996) (eds) Curriculum Related Assessment, Cummins and Bilingual Children Clevedon: Multilingual Matters
Cummins, J. (2000) Language, Power and Pedagogy : Bilingual Children in the Crossfire Clevedon: Multilingual Matters
Department for Education and Skills (2006) Ethnicity and Education: The Evidence on Minority Ethnic Pupils aged 5-16. DFES Research Topic Paper: 2006 edition.
Duncan, D.M. (ed) (1989) Working with Bilingual Language Disability London: Chapman and Hall
Frederickson, N. & Cline, T. (2002) Special Educational Needs, Inclusion and Diversity Buckingham: Open University Press
Hall, D. (2001) Assessing the Needs of Bilingual Pupils. Living in Two Languages Second Edition London : David Fulton
Harry, B. (1997) A Teacher's Handbook for Cultural Diversity, Families and the Special Education System : Communication and Empowerment New York : Teachers College Press
Johnson, M. and Morjaria_Keval, A. (2007) Ethnicity, sight loss and invisibility. British Journal of Visual Impairment. 25 (1) 21-31.
Leung, C. and Cable, C. (eds) (1997) English as an Additional language : changing perspectives Watford: National Association for Language Development in the Curriculum
Martin D. (2009) Language Disabilities in Cultural and Linguistic Diversity. Clevedon: Multilingual Matters
McNamara, T. (1996) Measuring Second Language Performance Harlow : Longman
Peer, L. and Reid, G. (eds) (2000) Multilingualism, Literacy and Dyslexia : A Challenge for Educators London : David Fulton
Shah, R. (1995) The Silent Minority: children with disabilities in Asian families (2nd edition) London : National Children's Bureau
Valdes, G. and Figueroa, R.A. (1994) Bilingualism and Testing: A Special Case of Bias Norwood, NJ : Ablex
Zhu Hua and Dodd, B. (2006) Phonological Development and Disorders in Children. A Multilingual Presepective. Clevedon: Multilingual Matters
|Keywords||Bilingualism, Additional Support Needs (SEN), English as an Additional Language (EAL)
|Course organiser||Mr Andy Hancock
Tel: (0131 6)51 6635
|Course secretary||Mrs Susan Scott
Tel: (0131 6)51 6573
© Copyright 2013 The University of Edinburgh - 13 January 2014 3:59 am