Postgraduate Course: The Developing Bilingual Learner (EDUA11250)
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 | The purpose of this course is to provide an analysis of the individual, family, school and societal factors affecting language acquisition of children and young people and to consider the process of that bi-multilingual development. This background will enable educationalists 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. The course also aims to critically review policy, provision and practice towards bilingual learners in a range of countries. |
| Course description |
The course is a core requirement for the Diploma in Additional Support for Learning (Bilingual Learners), but may also be taken as an option course in other Programmes.
This blended learning course (24 hours) is delivered every two years and is organised into 8 x 3 hour units timetabled 17.00-20.00 on Tuesday evenings. Units 1, 3, 5 and 7 are taught at Moray House School of Education and Units 2, 4, 6 and 8 are e- learning involving online discussions. Each unit will include a variety of learning opportunities including lectures, problem-based learning, collaborative study, formative presentations and independent study. Each unit will be supported by pre-reading and/or evidence-gathering tasks. The structure of the course is designed to enable course members to undertake work for the assignment as the course progresses.
Unit 1 Setting the context for Bilingual learners and the distinctiveness of EAL
Unit 2 Oral language development and language acquisition
Unit 3 The process of bilingual development and analysing classroom discourse
Unit 4 The nature of learning tasks and the demands they make on bilingual learners
Unit 5 Bilingualism and Literacy Development
Unit 6 Partnerships with linguistic minority parents and complementary schooling
Unit 7 EAL assessment ¿ approaches and practices.
Unit 8 Working practices in school and action planning with mainstream teachers
Self-directed Study (176 hours) - this will be partially structured and will include:
A programme of readings which will inform each session
Planning and preparation class presentations
Research and evidence-gathering for practice-based or policy based enquiry which will underpin the assignments
Course participants will undertake both recommended readings as well as access to research reports
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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
| Not being delivered |
Learning Outcomes
On completion of this course, the student will be able to:
- Demonstrate knowledge of current theories underpinning first and additional language acquisition
- Apply critical analysis and evaluation of current models and approaches to the support of bilingual learners in a range of educational settings
- Demonstrate critical awareness of socio-cultural literacy practices in the home and multilingual community contexts
- Critically evaluate curriculum demands and learning tasks in terms of the linguistic, cognitive and social development of bilingual learners
- Make informed professional judgements on the assessment and support of bilingual learner
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Reading List
Archer, L. & Francis, B. (2007) Understanding Minority Ethnic Achievement: Race, gender, class and ¿success¿ London: Routledge.
Baker, C. (2011) Foundations of Bilingual Education and Bilingualism (5th edition)
Clevedon : Multilingual Matters.
Bialystock, E. (2001) Bilingualism in Development: Language, Literacy and Cognition. Cambridge: Cambridge University Press.
Cooke, S. (1998) Collaborative Learning Activities in the Classroom Available from: collaboartivelearning website
Creese, A. (2005) Teacher Collaboration and Talk in Multilingual Classrooms. Clevedon: Multilingual Matters.
Contah, J. (2012) Teaching Bilingual and EAL Learners in Primary Schools. London: Sage.
Cummins, J. (2000) Language, Power and Pedagogy: Bilingual Children in the Crossfire
Clevedon : Multilingual Matters
Datta, M. (2007) (ed) Bilinguality and Literacy : Principles and Practices (2nd edition) London: Continuum
Garcia. O. ( 2009) Bilingual Education in the 21st century: A Global Perspective. Oxford: Wiley-Blackwell
Gibbons, P. (2009) English Learners, Academic Literacy and Thinking: Learning in the Challenge Zone. Portsmouth, NH: Heinemann
Gravelle, M. (ed) (2000) Planning for Bilingual Learners: An Inclusive Curriculum. Stoke-on-Trent : Trentham
Hancock, A. (2014) Chinese complementary schools in Scotland and the Continua of Biliteracy. In Curdt-Christiansen, X-L and Hancock, A. (eds) Learning Chinese in Diasporic Communities: Many Pathways to Being Chinese (pp. 59-80). Amsterdam: John Benjamins.
Hancock, A. (2012) Inclusive practices for pupils with English as an additional language. In Arshad, R., Wrigley, T. and Pratt, L. (eds) Social Justice Re-Examined: Dilemmas and Solutions for the Classroom Teacher (pp. 97-113). Stoke-on-Trent: Trentham Books.
Hancock, A. (2014) Language education policy in multilingual Scotland: opportunities, imbalances and debates. Language Planning and Language Problems, 38(2), 167-191.
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
Sneddon, R. (2009) Bilingual Books Biliterate Children: Learning to Read Through Dual Language Books. Stoke on Trent: Trentham Books.
Smyth, G (2003) Helping Bilingual Pupils to Access the Curriculum. London: David Fulton
NALDIC (2005) Teaching Isolated Bilingual Learners of English. NALDIC Working Paper 8. London: NALDIC.
Vertovec, S. (2007) Super-diversity and its implications. Ethnic and Racial Studies, 30 (6), 1024-1054
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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
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| Keywords | Bilingualism, English as an Additional Language (EAL), Language Acquisition, Multilingual literacy p |
Contacts
| Course organiser | Mr Andy Hancock
Tel: (0131 6)51 6635
Email: Andy.Hancock@ed.ac.uk |
Course secretary | Mrs Susan Scott
Tel: (0131 6)51 6573
Email: Susan.Scott@ed.ac.uk |
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