Undergraduate Course: Education and Gaelic in Scotland (EDUA10187)
|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 3 Undergraduate)
||Availability||Not available to visiting students
|Summary||This course aims to build upon the theoretical and practical understandings developed across the Primary Studies and Educational Studies courses. It articulates with the Professional Experience and Practice (Gaelic-medium education) course, which places a strong emphasis on supporting students to make sense of their learning through practice. The Education and Gaelic in Scotland course aims to provide students with theoretical understandings and practice, embedded in school experience, of the teaching of Gaelic as a language and of teaching the curriculum through the medium of Gaelic. Additionally, the course aims to develop students' understanding of the relevant legislation, policies and practices that create an inclusive school culture which supports the learning needs of all pupils, and to support students to reflect on their own emerging professional identities as Gaelic-medium practitioners and the wider factors that influence this.
The course is designed to build upon previous learning across the Primary Studies and the Educational Studies courses and develop these in relation to the Gaelic-medium education primary context. The course aims to equip students with the core knowledge and skills required for working within the Gaelic-medium context: in relation to curriculum, pedagogies and professional identities.
Key concepts to be focused on will include immersion pedagogy, the development of bilingualism & biliteracy and creating inclusive classroom contexts to meet the needs of all pupils. Students will also be asked to reflect on their emerging professional identities as Gaelic-medium education practitioners.
The course is situated in the current policy context, while giving a necessary historical overview within which to locate current priorities and to develop these in relation to the Gaelic-medium primary education context. The course draws on theoretical perspectives to develop students' learning for practice and articulates with the students' learning in the Professional Experience and Practice course which runs in parallel with the Education and Gaelic in Scotland Course. Although the focus of first and second language development is firmly located in the Scottish Gaelic-medium education sector, other minority language contexts, with a wider research literature, will be drawn on.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| Only available to students registered on MA Primary Education with Gaelic (learners) and MA Primary Education with Gaelic (fluent speakers).
Course Delivery Information
|Academic year 2022/23, Not available to visiting students (SS1)
|Course Start Date
|Learning and Teaching activities (Further Info)
Lecture Hours 10,
Seminar/Tutorial Hours 20,
Feedback/Feedforward Hours 3,
Formative Assessment Hours 3,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
Feed-forward opportunity on a presentation plan (0%)
Feed-forward opportunity on an essay plan (0%)
10-15 minute presentation, October (25%)
2500 word essay, December (75%)
||Formative feedback will be provided on the presentation plan & essay plan.
Oral Presentation - summative feedback (November)
Written assignment (2500 words) - summative feedback (January)
|No Exam Information
On completion of this course, the student will be able to:
- Demonstrate an understanding of the history and development of Gaelic-medium primary education in Scotland and an understanding of first and second language development with particular reference to minority/ majority language contexts.
- Develop a critical understanding of immersion education and bilingual pedagogy.
- Examine and evaluate the distinctive features of curriculum and assessment in immersion education settings.
- Reflect on their own emerging professional identities as Gaelic-medium practitioners and the wider factors that influence this.
- Develop an understanding of the relevant legislation, policies and practices that create an inclusive school culture which supports the learning needs of all pupils.
|Curricular policy: |
Curriculum for Excellence Literacy and GÃ idhig: Principles and Practice
Curriculum for Excellence Literacy and GÃ idhlig: Experiences and Outcomes
Curriculum for Excellence Literary Across Learning: Principles and Practice
Education Scotland (2015) Advice on Gaelic Education. Livingston: Education Scotland.
Cook, V. (2016) Second Language Learning and Language Teaching. 5th Edition. London: Routledge.
Garcìa, O. (2009) Bilingual Education in the 21st Century: A Global Perspective. Malden: Wiley-Blackwell. (Chapters 13-15).
Genesee, F. (2013) 'Insights into Bilingual Education from Research on Immersion Programmes in Canada' in Abello-Contesse, C., Chandler, P.M., LÃ²pez-JimÃ¨nez, M.D. ChacÃ²n-BeltrÃ n, R. (Eds.) Bilingual and Multilingual Education in the 21st Century: building on experience. Bristol: Multilingual Matters. pp.24-41.
Lyster, R. (2018) Content-Based Language Teaching. London: Routledge.
Met, M. (2008) 'Paying attention to language: literacy, language and academic
achievement' in Fortune, T.W. & Tedick, D.J. (Eds.) Pathways to Multilingualism:
evolving perspectives on immersion education. Clevedon: Multilingual Matters
Tedick, D.J. & Lyster, R. (2020) Scaffolding Language Development in Immersion and Dual Language Classrooms. London: Routledge.
Please also see Course LEGANTO reading list (on Course LEARN page).
|Graduate Attributes and Skills
||1. search for, evaluate and use information to develop their knowledge and understanding
2. be independent learners who take responsibility for their own learning, and are committed to continuous reflection, self-evaluation and self-improvement
3. be able to make decisions on the basis of rigorous and independent thought, taking into account ethical and professional issues
4. use communication as a tool for collaborating and relating to others
5. have the confidence to make decisions based on their understandings and their personal and intellectual autonomy
6. be able to flexibly transfer their knowledge, learning, skills and abilities from one context to another
|Additional Class Delivery Information
Summative presentation session
|Keywords||Gaelic medium education,learners,bilingual education,immersion pedagogy,inclusion,bilingualism
|Course organiser||Dr Fiona O'Hanlon
Tel: (0131 6)50 4839
|Course secretary||Miss Lorraine Nolan
Tel: (0131 6)51 6571