Postgraduate Course: Bilingual Learners and additional support needs (EDUA11397)
|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||This course looks at issues affecting bilingual learners when they have additional support needs and how to support them better in school
This blended learning course is designed for all teachers and professionals who support children in their learning. It will provide opportunities for participants to critically explore theoretical aspects of support for bilingual children who have additional support needs. Analysing recent research critically, the course will also consider issues which arise when bilingual children have other additional support needs. The course seeks to broaden awareness of perspectives and consider the controversies surrounding these issues thus enabling professionals to identify and better support young people through the curriculum, the social life of the school, and consideration of more flexible curricular arrangements.
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:
- Critically evaluate policy contexts in relation to bilingual learners who have additional support needs, showing understanding of the interplay between learning additional languages, curriculum access and additional support needs.
- Apply critical analysis to gathering evidence from informal and formal assessments of bilingual learners who have additional support needs.
- Critically evaluate current approaches to multiagency support of bilingual learners who have additional support needs, including engagement with parents/carers.
- Make informed judgements about effective teaching and learning and inclusive practices for bilingual learners who have additional support needs.
|Baker, C. (2011) Foundations of bilingual education and bilingualism. 4th edition. Multilingual Matters.|
Conteh, J. (ed.) (2006) Promoting learning for bilingual pupils 3 11. Paul Chapman.
Kay-Raining Bird, E., Trudeau, N. & Sutton, A. (2016) Pulling it all together: The road to lasting bilingualism for children with developmental disabilities. Journal of Communication Disorders. 63. pp.63 - 78
Orosco, M. & O'Connor, R. (2014) Culturally Responsive Instruction for English Language Learners With Learning Disabilities. Journal of Learning Disabilities. 47 (6) 515-531 DOI: 10.1177/0022219413476553
Pesco, D. et al. (2016) A multi-site review of policies affecting opportunities for children with developmental disabilities to become bilingual. Journal of Communication Disorders. 63. 15 31. http://dx.doi.org/10.1016/j.jcomdis.2016.05.008
|Graduate Attributes and Skills
||1) Critically engage with theoretical and disciplinary perspectives in relation to practice, and their implications for policy
2) Develop a thorough understanding of key concepts, for example inclusion, inclusive education, additional support for learning, recognising them as problematic and contested terms
3) Be independent learners who take responsibility for their own learning, and are committed to continuous reflections, self-evaluation and self-improvement
4) Be able to develop, maintain and sustain intellectual rigour and application
|Additional Class Delivery Information
||Blended learning: 2 face to face workshops and two online learning sessions.
|Keywords||bilingual,additional support need,inclusive education
|Course organiser||Dr Andy Hancock
Tel: (0131 6)51 6635
|Course secretary||Ms Marie Hamilton
Tel: (0131 6)51 6678