Postgraduate Course: The Developing Bilingual Learner (EDUA11250)
|School||Moray House School of Education and Sport
||College||College of Arts, Humanities and Social Sciences
|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 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)
||Other requirements|| None
Information for Visiting Students
|High Demand Course?
Course Delivery Information
|Not being delivered|
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
|Keywords||Bilingualism,English as an Additional Language (EAL),Language Acquisition,Multilingual literacy p
|Course organiser||Dr Andy Hancock
Tel: (0131 6)51 6635
|Course secretary||Ms Marie Hamilton
Tel: (0131 6)51 6678