Postgraduate Course: Promoting Achievement and Curriculum Access for bilingual and /or deaf learners (EDUA11241)
Course Outline
| 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 |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | This course is designed for teachers of pupils who are learning English as an additional language and teachers of deaf children. These learners often face some 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 Curriculum for Excellence, National exams and an understanding of the different theories of literacy development with deaf and / or bilingual pupils. |
| Course description |
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.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Information for Visiting Students
| Pre-requisites | None |
| High Demand Course? |
Yes |
Course Delivery Information
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| Academic year 2015/16, Available to all students (SV1)
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Quota: 40 |
| Course Start |
Semester 2 |
| Course Start Date |
11/01/2016 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 16,
Seminar/Tutorial Hours 2,
Supervised Practical/Workshop/Studio Hours 4,
Online Activities 60,
Formative Assessment Hours 1,
Summative Assessment Hours 60,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
53 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Either Using subject syllabuses and textbooks / teaching programmes, trace the changing linguistic demands of one curriculum area over a 6 year period (e.g. P1-7; P5-S4; P7-S6) and make suggestions about the most appropriate ways to support deaf / bilingual learners who are facing these language demands. (4,000 words)
Or Produce a critical review of the policy and provision for the support of deaf / bilingual learners in a school or local authority (using international or national comparators) and make detailed recommendations for change. (4,000 words).
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| Feedback |
Students will give joint presentations in class about language policy in a particular country. Feedback from tutors will support students' analysis which will later be useful in the assignment. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Critically review and explore key principles in relation to language policy and deaf / bilingual learners in a range of countries.
- Review the possible barriers to access for deaf / bilingual learners and analyse the changing language demands of selected curriculum and assessments areas.
- Develop a critical and informed approach to adapting curricular access and assessment procedures, planning a long term programme of support within a educational team.
- Demonstrate an awareness of the different theories relating to literacy development in ¿deaf and / or bilingual pupils.¿
- 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.
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Reading List
Alexander, R. (2006) Towards Dialogic Teaching: rethinking classroom talk. Thirsk: Dialogos
Antia, S., Stinson, M. & Gaustad, M.(2002) Developing Membership in the Education of Deaf and Hard-of-Hearing Students in Inclusive Settings. Journal of Deaf Studies and Deaf Education 7:3 pp 214 - 229
Coffin, C. (2006) Mapping subject specific literacies. Naldic Quarterly, 3:3 spring. Luton: NALDIC
Council of Europe (2006): Plurilingual Education in Europe: 50 years of international cooperation. Strasbourg: Language Policy Division
Creese, A. (2005) Is this content-based language teaching? Language and content in mainstream Classrooms. Linguistics and Education 16 (2): 188-204
Dare, B. (2010) Learning about Language: the role of metalanguage. Naldic Quartery, 8:1 Luton: NALDIC
Derewianka, B & Jones, P (2010) Policy practice and research: from traditional grammar to functional grammar. NALDIC Quarterly 8:1. Luton: NALDIC
Hall, D. (2001) Assessing the needs of bilingual pupils. David Fulton, London.
Hancock, A. (2012) Unpacking mundane practices: children's experiences of learning literacy at a Chinese complementary school in Scotland, Language and Education, 26 (1), 1 - 17.
Kispal, A. (2008) Effecting teaching of inference skills for reading. Literature review. NFER. Research report DCSF-RR031
Easterbrooks, S. & Stephenson, B. (2006) An examination of twenty literacy, science and mathematics practices used to educate students who are deaf or hard of hearing. American Annals of the Deaf, v151 n4 p385-397
Eurydice (2006): Content and Language Integrated Learning - CLIL at School in Europe: Brussels.
Fortune, T., and Tedick, D. (eds.) (2008): Pathways to multilingualism: Evolving perspectives on immersion education Clevedon: Multilingual Matters, [Met: ch 3, pp 49 - 70]
Gibbons, P. (2009) English learning Academic literacy and thinking. London: Heinnemann
Gravelle, M. (2000) Planning for Bilingual Learners: an inclusive curriculum Stoke on Trent : Trentham
Hall, K. (2003) Listening to Stephen Read. Buckingham: Open University Press
Harrington, F. (2001) The rise, fall and re-invention of the communicator: re- defining roles and responsibilities in educational interpreting. in: F. Harrington & G. Turner, Interpreting Interpreting. Coleford: Douglas McLean.
Harrison, C (2003) Understanding Reading Development. London: Sage See especially chapter 4, starting p 82. Ebook: Myilibrary Taylor and Francis.
HMIE (2007) Count Us In: Achieving Success for Deaf Pupils. Livingston, HMIE.
HMIE (2009) Count us in: A sense of belonging, Livingston: HMIE
Kelly,R., Lang,H. & Pagliaro, C. (2003) Mathematics Word Problem Solving for Deaf Students, A Survey of Practices in Grades 6 - 12. Journal of Deaf Studies and Deaf Education. 8:2 pp 104-119.
Kelty, E. (2004) Should we teach thinking skills to deaf children? Educate 4 (2) pp 86 - 102
Knoors, H. and Vervloed, M. (2003) Educational programming for Deaf Children with Multiple Disabilities. Section 1, pp 82-94. In Marschark, M. and Spencer, P.E. Oxford Handbook of Deaf Studies, Language and Education. Oxford: Oxford University Press.
Knoors, H. & Marschark, M. (2012) Language planning for the 21st century: revisiting bilingual language policy for deaf children, Journal of Deaf Studies and Deaf Education, Vol. 17 (3), 291-305
McDonald, P. (2013) SQA Special Assessment Arrangements for Sensory Impaired Pupils, Scottish Sensory Centre http://www.ssc.education.ed.ac.uk/resources/sqa/list.html
Marschark, M. (2005) Sign Language Interpreting and Interpreter Education : Directions for Research and Practice Perspectives On Deafness. New York: Oxford University Press
Marschark, M., Convertino, C. & Larock, D. (2006) Optimizing academic performance of deaf students. Part III p 179. In: Deaf Learners - developments in curriculum and instruction. D. Moores & D. Martin, (Eds) Washington DC: Gallaudet University Press
Milton Keynes EMASS (2004) Guidance on the Assessment of EAL Pupils who may have Special Educational Needs. Milton Keynes, Milton Keynes Council.
Mohan, B,.,Leung, C., Davison, C. (eds.) (2001): English as a second language in the mainstream: teaching, learning and identity London: Longman.
Molander, O., Pedersen, S. & Norell, K. (2001) Deaf Pupils' Reasoning About Scientific Phenomena: School Science as a Framework for Understanding or as Fragments of Factual Knowledge. Journal of Deaf Studies and Deaf Education. 6:3. 201 - 211
Napier, J. (2002) Sign language interpreting: linguistic coping strategies. Coleford: Douglas McLean.
NDCS (2006) Deaf Friendly Teaching. London: National Deaf Children's Society.
Nunes, T. & Moreno, C. (2002) An Intervention Program for Promoting Deaf Pupils' Achievement in Mathematics. Journal of Deaf Studies and Deaf Education. 7:2 pp 120 -133
O'Malley, J & Chamot, A (1994) The CALLA handbook: implementing the cognitive academic language learning approach. Reading, MA: Addison- Wesley.
Perera, K (1986) Some linguistic difficulties in school textbooks. in Gillham, B. (ed) The Language of School Subjects. Harlow, Essex: Heinemann
Perera, K (1982) The language demands of school learning. In: Linguistics and the Teacher, ed. Ron Carter. London: Routledge & Kegan Paul
Powell, D., Hyde, M. & Punch, R. (2014) Inclusion in Postsecondary Institutions with Small Numbers of Deaf and Hard-of-Hearing Students: Highlights and Challenges, Journal of Deaf Studies and Deaf Education, 19 (1) 126 - 140.
Progress in reading Literacy Study (PIRLS) (2006) Assessment framework and specifications. PIRLS
Rowe, H. (Dec. 2007) Teaching World War II to an isolated EAL learner in Key Stage 2. NALDIC Practice Papers 3. Luton: NALDIC
Schleppegrell, M. (2004) The Language of schooling : a functional linguistics perspective. Mahwah, N.J.: Erlbaum
Schleppegrell, M. (2010) Supporting a 'reading to write' pedagogy with functional grammar. NALDIC Quarterly, 8 (1) Luton: NALDIC
Schleppegrell, M. & Colombi, C. (2002) Developing advanced literacy in first and second languages. London: Routledge
Shaw, S. (ed) (2000) Intercultural Education in European Classrooms. Stokeon-Trent: Trentham
Skutnabb Kangas, T. (2000): Linguistic Genocide in Education - or Worldwide Diversity and Human Rights? Mahwah, New Jersey: Lawrance Erlbaum Associates.
Spencer, P. & Marschark, M. (2010) Evidence-based practice in educating deaf and hard-of-hearing students. New York: Oxford University Press.
Spolsky, B. (2004) Language Policy. Cambridge; Cambridge University Press
Stinson, M., Elliot, L. & Easton, D. (2013) Deaf/Hard of Hearing and Other Postsecondary Learners¿ Retention of STEM Content With Tablet Computer-Based Notes, Journal of Deaf Studies and Deaf Education, doi:10.1093/deafed/ent049
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.
Trezek, B., Wang, Y. & Paul, P. (2010) Reading and Deafness: theory, research and practice. Clifton Park: Delmar, chapter 7
Wallace, C. (1989) Learning to read in a second language: a window on the language acquisition process. Reading in a Foreign Language 5 (2) 277 - 298
Whittaker, R. (2010) Using Systemic Functional Linguistics in Content and Language Integrated Learning, NALDIC Quarterly Vol 8 (10) Luton: NALDIC
Winston, E. (2004) Interpretability and accessibility of mainstream classrooms. In Winston, E. Educational Interpreting - how can it succeed?
Wray, D. & Lewis, M. (1997) Extending literacy: children reading and writing non- fiction. London: Routledge.
Young A, Carr G, Hunt R, McCracken W, Skipp A, Tattersall H. (2006). Informed choice and deaf children - underpinning concepts and enduring concerns. Journal of Deaf Studies and Deaf Education, 11 (3), 322-336.
Wyse, D., Baumfield, V., Egan, D., Gallagher, C., Hayward, L, Hulme, M., Leitch, R., Livingston, K., Menter, I. & Lingard, B. (2013) Creating the Curriculum. Abingdon: Routledge
Examples of Key Journals
British Education Research Journal; British Journal of Special Educational Needs; Deafness and Education International; International Journal of Bilingual education and Bilingualism (Deaf Education students see special issue 2010, vol .13 issue 2); International Journal of Inclusive Education; Journal of Deaf Studies and Deaf Education; Language and Education; Language Policy; Linguistics and Education; Scottish Educational Review; TESOL Quarterly; The Curriculum Journal
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Additional Information
| Graduate Attributes and Skills |
An ability to analyse classroom texts using several theoretical perspectives.
Skills in working with a wide range of colleagues in recognising similarities and differences between the needs of learners who often have poor linguistic access to the classroom. |
| Additional Class Delivery Information |
The course is taught in two blocks of face to face delivery, usually 3 days then 2 days separated by several weeks. |
| Keywords | Accessing curriculum assessment bilingual deaf |
Contacts
| Course organiser | Ms Rachel O'Neill
Tel: (0131 6)51 6429
Email: rachel.oneill@ed.ac.uk |
Course secretary | Mrs Susan Scott
Tel: (0131 6)51 6573
Email: Susan.Scott@ed.ac.uk |
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