Postgraduate Course: The Developing Bilingual Learner (EDUA11250)
|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||The purpose of this course is to provide an analysis of the individual, family, school and societal factors affecting the development of a child's bilingualism and to consider the process of that development. This background will enable class/subject teachers, support teachers and other professionals to profile adequately the learner as a developing bilingual, monitor progress and plan appropriately for effective intervention and support within an inclusive policy framework.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Information for Visiting Students
Course Delivery Information
|Academic year 2014/15, Available to all students (SV1)
|Course Start Date
|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
|Assessment (Further Info)
|Additional Information (Assessment)
In a written assignment (4,000 words) the course member will critically appraise selected theoretical perspectives and apply them particularly to the needs of their professional context, drawing implications for future practice, divided as follows:
a) Profile of a bilingual learner
The course member will produce a profile of an individual bilingual learner, providing evidence and an analysis of factors that may affect linguistic, social and academic development. The profile should include an outline description of competence in first and additional languages, together with a critical analysis of the ways in which this description has been compiled.
b) Analysis of a learning task
The course member will produce a video or audio-taped recording of a bilingual learner or learners engaged in an appropriate learning task as part of a group of learners working within a mainstream curriculum area.
The associated written work shall provide a rationale for the design of the task and its implementation, and an analysis of the bilingual learner's or learners' linguistic, academic and social competence during the task and an evaluation of the effectiveness of the task for the learners involved. The analysis and evaluation should lead to recommendations for future support.
N.B. The analysis will cover 5 (not necessarily consecutive) minutes of the recording of the task. If it is not possible to make a recording, the student may base her/his analysis on notes written at the time.
Or 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.
|No Exam Information
| Course learning outcomes
Upon completion of this course, course participants are required to demonstrate that they are able to:
- Collect and evaluate evidence to enable the current competence of individual learners and groups of learners developing as bilinguals to be identified and accounted for;
- Provide information and resources to enable others (including, where appropriate, the learner her/himself and her/his family) to identify the current competence of individuals and groups of developing bilingual learners;
- Define the current competence of individuals and groups developing as bilinguals;
- Define performance requirements of the curriculum and learning tasks in terms of the linguistic, academic and social development of individual bilingual learners and groups of learners;
- Describe and evaluate socio-cultural literacy practices in the home and community contexts;
- Plan, implement and evaluate, with others as appropriate, approaches to the support of individual, or groups of, bilingual learners.
N.B. linguistic competence will always be seen in term of both the language(s) used by the learner principally at home and the language(s) used in school.
|Baker, C. (2006) Foundations of Bilingual Education and Bilingualism (4th edition). Clevedon : Multilingual Matters.|
Bialystok, E. (2001): Bilingualism in Development. Language, Literacy and Cognition. Cambridge: Cambridge University Press.
Chamot, A.U. and O&İMalley, J.M. (1994) The CALLA Handbook : Implementing the Cognitive Academic Language Learning Approach Reading, MA : Addison-Wesley
Clegg, J. (ed) (1996) Mainstreaming ESL Clevedon : Multilingual Matters
Cooke, S. (1998) Collaborative Learning Activities in the Classroom Available from: Resource Centre for Multicultural Education, Forest Lodge Education Centre, Charnor Rd., Leicester LE3 6LH
Creese, A. (2005) Teacher Collaboration and Talk in Multilingual classrooms. Clevedon: Multilingual Matters
Cummins, J. (2000) Language, Power and Pedagogy : Bilingual children in the crossfire Clevedon : Multilingual Matters
Edwards, V. (1998) The Power of Babel : Teaching and Learning in Multilingual Classrooms. Stoke-on-Trent: Trentham
Ellis, R. (1994) The Study of Second Language Acquisition Oxford : Oxford University Press
Gaine, Chris (2005): We're All White Thanks: The Persisting Myth About 'White' Schools Stoke-on-Trent:Trentham
Gass, S.M. (1997) Input, Interaction and the Second Language Learner Mahwah, NJ : Lawrence Erlbaum
Genesee, F. (ed.) (1994) Educating Second Language Children Cambridge: Cambridge University Press
Gibbons, P. (2002) Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom. Portsmouth: Heinemann
Gravelle, M. (ed.) (2000) Planning for Bilingual Learners : An Inclusive Curriculum Stoke-on-Trent: Trentham
Gregory, E. (2008) Learning to Read in a New Language. London: Sage.
Harris, R. (2009) New Ethnicities and Language Use: Language and Globalization London: Palgrave Macmillan
Haslam, L., Wilkin, Y. and Kellet, E. (2005) English as an Additional Language: Meeting the Challenge in the Classroom. London: David Fulton.
Learning and Teaching Scotland (2005) Learning in 2(+) Languages: ensuring effective inclusion for bilingual learners, Dundee: Learning and Teaching Scotland (downloadable on www.ltscotland.org.uk/inclusiveeducation/)
Smyth, G (2003) Helping Bilingual Pupils to Access the Curriculum. London: David Fulton
Thomas, W.P. and Collier, V. (2002) School Effectiveness for Language Minority Students Washington DC : National Clearinghouse for Bilingual Education www.ncela.gwu.edu/pubs/resource/effectiveness/
|Graduate Attributes and Skills
|Keywords||Bilingualism, 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 2014 The University of Edinburgh - 12 January 2015 3:51 am