Postgraduate Course: The Developing Bilingual Learner (EDUA11250)
|Moray House School of Education
|College of Humanities and Social Science
|Credit level (Normal year taken)
|SCQF Level 11 (Postgraduate)
|Available to all students
|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.
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 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 EAL 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
Entry Requirements (not applicable to Visiting Students)
Information for Visiting Students
|High Demand Course?
Course Delivery Information
|Academic year 2017/18, 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)
|Formative: Report on a design of a collaborative task to support the learner socially, linguistically and cognitively. (LO1,LO4, LO5)
Summative: Either a Report: Describe and critically review the policy and practice demonstrated in one country, school, centre or service towards bilingual learners Or a Case Study: Prepare a detailed case study of an individual bilingual learner. (LO1, LO2, LO3, LO4, LO5)
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 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.
Describe and critically review the policy and practice demonstrated in one school 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 or service to the diagnosis and support of bilingual learners.
|No Exam Information
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
|Core texts for this course are:
Baker, C. (2011) Foundations of Bilingual Education and Bilingualism (5th edition)
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.
Garcia. O. (2009) Bilingual Education in the 21st century: A Global Perspective. Oxford: Wiley-Blackwell.
|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
|Bilingualism,English as an Additional Language (EAL),Language Acquisition,Multilingual literacy p
|Dr Andy Hancock
Tel: (0131 6)51 6635
|Mrs Susan Scott
Tel: (0131 6)51 6573