Postgraduate Course: Bilingual Learners and Specific Learning Difficulties (EDUA11396)
|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 explores the possible overlap between bilingualism and specific learning difficulties, maintaining a critical approach.
This blended learning course is designed for all teachers and professionals who support bilingual children in their learning. Frequently, a learner's literacy development in an additional language reveals features which can be misinterpreted as a specific learning difficulty. Such misinterpretations are most likely to occur in contexts where bilingualism is viewed in subtractive and deficit terms. This course explores these issues critically and provides students with the opportunity to analyse, adapt and add to professional practice so that assessment, diagnosis and support practices and the principles underlying them do not discriminate against bilingual learners who may or may not have specific learning difficulties
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Information for Visiting Students
|High Demand Course?
Course Delivery Information
|Academic year 2022/23, Available to all students (SV1)
|Course Start Date
|Learning and Teaching activities (Further Info)
Programme Level Learning and Teaching Hours 2,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||Discuss current theoretical issues relating to the field of bilingual learners who have specific learning difficulties, and provide a critical detailed analysis of issues about the assessment of these conditions in educational settings, including considerations of intersectionality and multilingual profiles. Within an educational context discuss how you may collaborate with other professionals in the identification and support of bilingual learners with dyslexia (2,000 words).
||Half way through the course students have the opportunity to write a piece outlining their ideas for the assignment. The course tutor will respond to this within a week. The assignment will be uploaded to Turnitin and marked within 15 working days. Comments on the script will provide feedback about particular points, and the right hand panel will provide comments organised by the common postgraduate marking criteria.
|No Exam Information
On completion of this course, the student will be able to:
- Critically evaluate policy contexts in relation to bilingual learners who have specific learning difficulties
- Demonstrate knowledge and understanding of the interwoven nature of learning additional languages, acquisition of literacies and multilingual literacy practices.
- Critically evaluate current approaches to the assessment and support of bilingual learners who have specific learning difficulties, taking into account socio-linguistic profiles, biliteracy development and cognitive-academic experience.
- Make informed judgements about effective teaching and learning and inclusive practices for bilingual learners with specific learning difficulties.
|Durgunoglu, A. & Goldenberg, C. (2011) Language and Literacy Development in Bilingual Settings. Guilford Press|
Francis, N. (2012) Bilingual competence and bilingual proficiency in child development. MIT Press
Kormos, J. & Smith, A. (2012) Teaching Languages to Students with Specific Learning Differences. Bristol: Multilingual Matters.
Melby-Lervag, M. & Lervag, A. (2014) Reading comprehension and its underlying components in second-language learners: A meta-analysis of studies comparing first- and second-language learners. Psychological Bulletin, 140(2), 409-433. http://dx.doi.org/10.1037/a0033890
Peer, L. & Reid, G. (2012) Multilingualism, literacy and dyslexia: a challenge for educators. Routledge
|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 twilight workshops and 2 online sessions.
|Keywords||bilingualism,specific learning difficulties,inclusive education
|Course organiser||Dr Yvonne Foley
|Course secretary||Ms Tara Kay