Undergraduate Course: Theory and Practice of Bilingual and Immersion Education (CELT10055)
|School||School of Literatures, Languages and Cultures
||College||College of Humanities and Social Science
||Availability||Available to all students
|Credit level (Normal year taken)||SCQF Level 10 (Year 4 Undergraduate)
|Home subject area||Celtic
||Other subject area||None
||Taught in Gaelic?||Yes
|Course description||This course will give a detailed overview of the theory and practice of bilingual and immersion education, placing Gaelic education in Scotland in a cross-cultural international context. Students will study key developments in bilingual education since the 1960s, considering issues of teaching methods, the structures of bilingual programmes, policy rationales and frameworks and the varied social and sociolinguistic contexts in which bilingual and immersion programmes have been implemented. The course will encourage students to reflect on their own beliefs, experience, and expertise in relation to teaching and will inform their future teaching practice.
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
|Not being delivered|
Summary of Intended Learning Outcomes
|On completion of this course, the student will be able to show an understanding and awareness of, and be able to discuss critically:
-the theoretical foundations of bilingual education
- the policy rationales for bilingual and immersion education programmes
- the varying structures of immersion programmes
- the roles of attitude, affect and motivation in bilingual/immersion education
- theoretical principles concerning language teaching and acquisition
- practical aspects of bilingual/immersion education, including content-integrated language learning, pedagogical issues involving diverse student cohorts, and supporting and developing biliteracy
- assessment methods and techniques in relation to bilingual and immersion education
-the role of parents in supporting bilingual and immersion education
Students will be equipped to reflect on their own beliefs, experience, and expertise in relation to teaching so as to inform their future teaching practice.
|1 essay (25%); 1 class presentation (25%); degree exam 50%.|
||1. The historical context: the role of education in relation to language and culture, perceptions of bilingualism, rationales for education┐s role in assimilation and in maintaining distinctiveness.
2. Early initiatives in bilingual education in Canada and beyond, with particular attention to Wales and the Republic of Ireland
3. The theoretical foundations of bilingual education
4. The varying and possibly conflicting policy rationales for bilingual and immersion education programmes: mother tongue education, access to heritage languages, access to cultural capital, integration and assimilation.
5. Structures of immersion programmes: early/late, partial/full
6. Gaelic-medium education in Scotland: curricula, guidance and policy
7. Theories of language acquisition in the context of bilingual/immersion education
8. The roles of attitude, affect and motivation in bilingual/immersion education
9. Content-integrated language learning, including the teaching of numeracy, health and well-being, and science in an L2 environment
10. Pedagogical issues involving diverse student cohorts (e.g. L1 and L2 speakers)
11. Supporting and developing biliteracy, in relation to teaching materials and teaching/learning strategies
12. Assessment methods and techniques in relation to bilingual and immersion education
13. The role of parents in relation to bilingual and immersion education
The course would cover topics in the following Standards for Provisional Registration of the General Teaching Council for Scotland:
2.1.2 Have knowledge and understanding of the relevant area(s) of pre-school, primary or secondary curriculum.
2.1.3 Have knowledge and understanding of planning coherent and progressive teaching programmes.
2.1.4 Have knowledge and understanding of contexts for learning to fulfil their responsibilities in literacy, numeracy, health and wellbeing and interdisciplinary learning.
2.1.5 Have knowledge and understanding of the principles of assessment, recording and reporting.
2.2.1 Have knowledge and understanding of the principal features of the education system, educational policy and practice.
3.1.4 Have high expectations of all learners.
3.1.5 Work effectively in partnership in order to promote learning and wellbeing.
3.3 Pupil Assessment.
||Baker, Colin (5th edn 2011). Foundations of Bilingual Education and Bilingualism. Bristol: Multilingual Matters.
Barry, B. (2000). Culture and Equality: an Egalitarian Critique of Multiculturalism. Cambridge, MA: Harvard University Press.
Cummins, Jim (2000). Language, Power, and Pedagogy: Bilingual Children in the Crossfire. Clevedon: Multilingual Matters.
Cummins, Jim, and Hornberger, Nancy, eds (2010). Bilingual Education (Encyclopedia of Language and Education Volume 5). Berlin: Springer.
Garcia, Ofelia (2008). Bilingual Education in the 21st Century: A Global Perspective. Oxford: Blackwell.
Garcia, Ofelia, and Baker, Colin, eds (2008). Bilingual Education: An Introductory Reader. Bristol: Multilingual Matters.
Hornberger, Nancy H. (ed.) (2003). The Continua of Biliteracy: An Ecological Framework for Educational Policy, Research and Practice in Multilingual Settings. Clevedon: Multilingual Matters.
Huss, Leena, Grima, Antoinette Camilleri and King, Kendall A., eds (2002). Transcending Monolingualism: Linguistic Revitalization In Education. Lisse: Swets and Zeitlinger.
May, Stephen (2nd edn 2011). Language and Minority Rights. London: Routledge.
Skutnabb-Kangas, Tove, et al.. (eds.) (2009). Social Justice Through Multilingual Education. Bristol: Multilingual Matters.
|Course organiser||Prof Wilson Mcleod
Tel: (0131 6)50 3623
|Course secretary||Ms Christina Bould
Tel: (0131 6)50 3622