Postgraduate Course: Promoting Achievement and Curriculum Access for bilingual and /or deaf learners (EDUA11241)
|School||Moray House School of Education
||College||College of Humanities and Social Science
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
||Availability||Available to all students
|Summary||This course is designed for teachers of pupils who are learning English as an additional language and teachers of deaf children. Both groups of learners face similar issues as they access the curriculum and assessment. Teachers, managers and educational support teachers will critically review the arrangements made internationally, nationally and locally to support developing bilingual and deaf learners. The course 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 with educational support for bilingual and / or deaf learners in other countries. It will consider the development of policy and practice in Scottish schools towards the educational support of bilingual and deaf learners within an inclusive and anti-discriminatory framework. It will particularly address the educational support role of teachers in relation to the changing language demands of certain subject areas through the 5-14, Standard Grade, Higher Still and a Curriculum for Excellence and an understanding of the different theories of literacy development with deaf and / or bilingual pupils.
Principles and approaches to deaf and bilingual education in several different contexts around the world.
A rights approach to equal access to curriculum and assessment for deaf and bilingual learners.
Barriers to access to the curriculum for deaf and bilingual learners and how to overcome them.
Modifying curricular access and assessment arrangements, including interpreting, modifying language, notetaking, extending language skills.
A critical approach to current assessment arrangements in Scottish schools and deaf / bilingual learners.
Theories about literacy development in deaf and bilingual pupils
Genre, a Systemic Functional approach and teaching academic and subject language to deaf and bilingual learners
Planning long-term programmes of support for deaf / bilingual learners.
Working with parents and keeping them informed.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Information for Visiting Students
Course Delivery Information
|Not being delivered|
| Upon completion of this course, course members will be able to:
1. Critically review, and extrapolate key principles from and approaches to deaf and / or bilingual education currently found in Scotland and other countries.
2. Critically review the possible barriers to access for bilingual and deaf learners to curriculum and assessment, with recommendation for local and school policy towards their educational support, and inclusive / anti - discrimination perspectives.
3. Develop a critical and informed approach to adapting and modifying curricular access
and assessment procedures using different strategies to suit the needs of a range of
bilingual and / or deaf learners.
4. Define and describe the changing language demands of selected curriculum and assessment areas across 5-14, Standard Grade, Higher Still, a Curriculum for Excellence, Assessment is for Learning.
5. Demonstrate an awareness of the different theories relating to literacy development in
deaf and / or bilingual pupils.
6. Plan a long-term programme of support and linguistic access arrangements with a Principal or Senior Teacher, showing an awareness of the importance of collaborating with fellow professionals to facilitate access and learning.
7. Maintain an awareness of the rights of deaf and bilingual pupils to have full and equal access to all aspects of curriculum and assessment, of learning from their insights and keeping them and parents fully informed.
|Cline, T. and Shamsi, T. (2000) Language needs or special needs? The assessment of learning difficulties in literacy among children learning English as an additional language: a literature review [RR 184] London : DfES. Retrieved on 3rd April, 2009 from: http://www.dfes.gov.uk/research/data/uploadfiles/RR184.doc|
Council of Europe (2006): Plurilingual Education in Europe: 50 years of international co-operation. Strasbourg: Language Policy Division
Corson, D. (1999) Language Policy in Schools : a resource for teachers and administrators. Mahwah, NJ : Lawrence Erlbaum
Eurydice (2006): Content and Language Integrated Learning - CLIL at School in Europe: Brussels.
Fortune, Tara. W., and Tedick, Diane. J. (eds.) (2008): Pathways to multilingualism: Evolving perspectives on immersion education Clevedon: Multilingual Matters
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Gravelle, M. (2000) Planning for Bilingual Learners: an inclusive curriculum Stoke-on-Trent : Trentham
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Shaw, S. (ed) (2000) Intercultural Education in European Classrooms. Stoke-on-Trent : Trentham
Skutnabb-Kangas, T. (2000): Linguistic Genocide in Education - or Worldwide Diversity and Human Rights? Mahwah, New Jersey: Lawrance Erlbaum Associates.
Spolsky, B. (2004) Language Policy. Cambridge; Cambridge University Press
Thomas, W. P., and Collier, V. P. (2002). A national study of school effectiveness for language minority students' long-term academic achievement. Santa Cruz, CA: Center for Research on Education, Diversity and Excellence, University of California-Santa Cruz.
|Graduate Attributes and Skills
|Keywords||Accessing curriculum assessment bilingual deaf
|Course organiser||Ms Rachel O'Neill
Tel: (0131 6)51 6429
|Course secretary||Mrs Susan Scott
Tel: (0131 6)51 6573