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DEGREE REGULATIONS & PROGRAMMES OF STUDY 2015/2016

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DRPS : Course Catalogue : Moray House School of Education : Education

Postgraduate Course: Bilingualism and Other Additional Support Needs (EDUA11251)

Course Outline
SchoolMoray House School of Education CollegeCollege of Humanities and Social Science
Credit level (Normal year taken)SCQF Level 11 (Postgraduate) AvailabilityAvailable to all students
SCQF Credits20 ECTS Credits10
SummaryA child or young person'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 deficiency 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 subtractive and 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.
Course description This blended learning course (24 hours) is delivered every two years and is organised into 8 x 3 hour units. Units 1, 3, 5 and 7 are taught on campus and Units 2, 4, 6 and 8 are e- learning.

Unit 1 Inclusion and the context for discussion of bilingualism and other ASN
Unit 2 Language needs or learning needs?
Unit 3 Identification and Assessment
Unit 4 Bilingual learners causing concern: asking questions
Unit 5 Bilingualism and Dyslexia
Unit 6 Gathering Evidence
Unit 7 Planning support, curriculum access and resources
Unit 8 Other Additional Support Needs
Entry Requirements (not applicable to Visiting Students)
Pre-requisites Co-requisites
Prohibited Combinations Other requirements None
Information for Visiting Students
Pre-requisitesNone
High Demand Course? Yes
Course Delivery Information
Academic year 2015/16, Available to all students (SV1) Quota:  None
Course Start Semester 1
Course Start Date 21/09/2015
Timetable Timetable
Learning and Teaching activities (Further Info) Total Hours: 200 ( Seminar/Tutorial Hours 24, Online Activities 8, Feedback/Feedforward Hours 8, Programme Level Learning and Teaching Hours 4, Directed Learning and Independent Learning Hours 156 )
Assessment (Further Info) Written Exam 0 %, Coursework 100 %, Practical Exam 0 %
Additional Information (Assessment) Formative: Report on a bilingual learner who is causing concern. (LO1, LO2)
Summative: Either a Report: Describe and critically review the policy and practice demonstrated in one country, school, centre or service towards bilingual learners, providing brief case studies to support your analysis. Or a Case Study: Prepare a detailed case study of an individual bilingual learner who is causing concern. (LO1, LO2, LO3, LO4, LO5)
Feedback Not entered
No Exam Information
Learning Outcomes
On completion of this course, the student will be able to:
  1. LO 1. Demonstrate knowledge of the interplay between additional language acquisition and other learning needs
  2. LO 2 Apply critical analysis of formal and informal assessments of bilingual learners, taking into account their language proficiencies, biliteracy development and cultural background.
  3. LO 3. Employ a hypothesis-testing approach to the analysis of evidence regarding a bilingual learner¿s language development, learning and behaviour
  4. LO 4. Critically evaluate current approaches to the support of children and young people with other additional support needs with reference to different cultural and linguistic backgrounds
  5. LO 5. Make informed professional judgements about the assessment, support and inclusive practices of bilingual learners
Reading List
Core texts for this course are:
Baker, C. (2011) Foundations of Bilingual Education and Bilingualism (5th edition)
Clevedon : Multilingual Matters.
Cummins, J. (2000) Language, Power and Pedagogy : Bilingual Children in the Crossfire Clevedon : Multilingual Matters
Frederickson, N. & Cline, T. (2009) Special Educational Needs, Inclusion and Diversity (2nd edition). Buckingham: Open University Press.,
Martin D. (2009) Language Disabilities in Cultural and Linguistic Diversity. Clevedon: Multilingual Matters.
Additional Information
Graduate Attributes and Skills Research and Enquiry: Course participants will be able to search for, evaluate and critically use information to develop their knowledge and understanding
Communication: Course participants will be able to use effective communication to articulate their skills and practice through self-reflection
Personal Effectiveness: Course participants will be able to work collaboratively and effectively with others, capitalising on their different thinking, experiences and skills to further their own learning
KeywordsBilingualism,Additional Support Needs (SEN),English as an Additional Language (EAL)
Contacts
Course organiserMr Andy Hancock
Tel: (0131 6)51 6635
Email: Andy.Hancock@ed.ac.uk
Course secretaryMrs Susan Scott
Tel: (0131 6)51 6573
Email: Susan.Scott@ed.ac.uk
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