Undergraduate Course: Theory and Pedagogy of Bilingual and Immersion Education (EDUA10198)
Course Outline
| School | Moray House School of Education and Sport |
College | College of Arts, Humanities and Social Sciences |
| Credit level (Normal year taken) | SCQF Level 10 (Year 4 Undergraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Taught in Gaelic? | Yes |
| Summary | The course will provide students with an understanding of the key theories, concepts and principles underpinning bilingual and immersion education, and will provide students with the opportunity to consider how these relate to their own practice within Gaelic-medium education. Additionally, the course aims to develop students' knowledge of the pedagogies employed in bilingual and immersion education internationally. The international context will be drawn upon as a source of key research on the effectiveness of different pedagogies used to build bilingualism, biliteracy, and to integrate the teaching of content and language within learning, and the course will provide opportunities for students to reflect on the appropriateness of such pedagogies within their own practice in the Scottish context. |
| Course description |
The course is designed to deepen and extend students' understandings of bilingual and immersion education by means of an examination of the key theoretical principles and pedagogical approaches which underpin this. The course will explore the key theories, concepts and principles of second language acquisition of relevance to immersion education, and will also explore the key approaches to teaching, learning and assessment used to build bilingualism, biliteracy, and to integrate the teaching of content and language within learning in bilingual and immersion education internationally. A key aim of the course is to develop students' skills of criticality. Students will have opportunities to develop these skills when evaluating the quality of quantitative and qualitative research evidence, and when evaluating the suitability of pedagogical practices employed in other national contexts for the Scottish context.
The course will be delivered in a hybrid way both face-to-face and/or online over eleven weeks deliverd via a hybrid model. The Theory and Pedagogy of Bilingual and Immersion Education course will be delivered bilingually - in Gaelic and in English - with Gaelic being the language of some lectures and workshops. Students may contribute online, in class, and complete assignments in either language. Students will be expected to prepare for sessions using material available on LEARN, and to actively participate in class-based activities, drawing both on their reading and professional experiences.
Achievement of course learning outcomes will be assessed by means of two pieces of formative assessment (a presentation, which may be online, and an assignment outline), and one summative assessment. A summary of the assessments, and the learning outcomes that they relate to, is provided below. The assignments and hand-in dates will be detailed on the course LEARN pages.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
| Not being delivered |
Learning Outcomes
On completion of this course, the student will be able to:
- Demonstrate knowledge and a critical understanding of the key theories, concepts and principles of language acquisition of relevance to immersion education
- Demonstrate knowledge and a critical understanding of the key approaches to teaching, learning and assessment used in bilingual and immersion education
- Formally present to an informed audience on an aspect of the theory and pedagogy of bilingual and immersion education of relevance to Gaelic-medium education
- Demonstrate an ability to critically identify, define, conceptualise and analyse professional-level problems and issues and to critically evaluate research evidence relating to these
- Demonstrate an understanding of effective language-related pedagogical and assessment practices for immersion education in the diverse Scottish Gaelic-medium sector
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Reading List
- Baker, C. (2011) Foundations of Bilingual Education and Bilingualism. 5th Edition. Clevedon: Multilingual Matters.
- Cammarata, L. (Ed.) (2016) Content based Foreign Language Teaching: curriculum and pedagogy for developing advanced thinking and literacy skills. London: Routledge
- García, O. (2009) Bilingual Education in the 21st Century. Chichester: Wiley-Blackwell.
- Lightbown, P. & Spada, N. (2013) How languages are learned. Oxford: Oxford University Press
- Richards, J.C. & Rodgers, T.S. (2014) Approaches and Methods in Language Teaching. 3rd Edition. Cambridge: Cambridge University Press.
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Additional Information
| Graduate Attributes and Skills |
- Students will develop skills of evaluation and critical analysis which will enable them to assess the quality of research evidence
- Students will develop skills of critical analysis in relation to assessing the suitability of pedagogical approaches for particular educational contexts
- Students will develop their skills in interpreting, using and evaluating numerical and graphical data
- Students will develop their skills in making formal presentations about specialised topics to informed audiences
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| Keywords | immersion education,bilingual education,bilingualism,biliteracy,CLIL,Content based instruction |
Contacts
| Course organiser | Rachel O'Neill
Tel: (0131 6)51 6429
Email: rachel.oneill@ed.ac.uk |
Course secretary | Miss Lorraine Nolan
Tel: (0131 6)51 6571
Email: Lorraine.Nolan@ed.ac.uk |
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