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DRPS : Course Catalogue : Moray House School of Education and Sport : Education

Postgraduate Course: Subject specialism: Languages (1) (EDUA11401)

Course Outline
SchoolMoray House School of Education and Sport CollegeCollege of Arts, Humanities and Social Sciences
Credit level (Normal year taken)SCQF Level 11 (Postgraduate) AvailabilityNot available to visiting students
SCQF Credits10 ECTS Credits5
SummaryStudents undertaking this course will develop a theory of practice which is informed by a critical understanding of learning, teaching and assessment of languages. This course will provide students with a background to language policies and their articulation with classroom practices in the upper primary and lower secondary stages. The National Framework for Languages for Initial Teacher Education (2018) will be used to inform the development of such theory-policy-practice integration. Throughout the course, students will learn how to design language rich learning environments which are inclusive and which meet the needs and interests of diverse learners. Students on this course are graduates of Gaelic, Latin, and Modern Languages (e.g. French, Spanish, German). However, school based experience in primary schools may afford opportunities to observe and plan for language activities in other languages, such as BSL.
Course description The notion of building linguistic and social capital and ensuring young people's entitlement to develop a range of language (s) skills is fundamental to educational systems across the world. Language as a holistic concept and its role in education - both as a communication tool and as a learning tool - is at the core of learning. It is also complex and challenging. Language learning and using are open to wide (mis)interpretations leading to a range of different and at times conflicting pedagogic approaches. Given the rapidly changing nature of learners and learning in schools in terms of first languages, cultures and life experiences, languages as a learning tool and as linguistic systems to be understood and progressed, demand critical analysis of plurilingual, pluriliteracies and pluricultural contributions. In order to design socially just and equitable environments which prepare learners for global citizenship involves motivating and enabling learners to understand how language systems promote communication in socially and culturally diverse communities, across regions and nations, supported by transcultural awareness which make transparent inherent values and beliefs. In addition, the use of languages to promote literacies and cognitive development - regardless of the age and ability of the individual - requires safe, language-rich environments. A transformative languages teacher enables all learners to communicate appropriately, understand the value of language and languages for personal, societal and global benefit, and to learn how to use languages in increasingly demanding critical settings. To make this happen, students will be engaged in critical analysis of languages in use (including learning) in different communities, taking account of the diverse needs of learners and related issues of identities and successful learning. This will involve confident, analytical criticality in discussion and debate in the classroom and beyond.

The OECD report (2015) demanded a 'new narrative' for Scotland's national curriculum. For languages to make a significant contribution to this narrative, critical evaluation and reconceptualization of the nature of language learning and teaching, its role in interdisciplinary settings and as a medium for learning is essential. This course seeks to develop teachers who are able to make use of their understanding of pedagogical and socio-cultural language knowledge and skills to design and teach in an inclusive and language-rich environment. Teachers undertaking this course will therefore develop critical and situated awareness of themselves in their role as a teacher - a role which is political, cultural, social and moral and about taking action. To this end the course is underpinned by theories of critical pedagogy and critical literacies.

Students on this course will learn how to critique relevant curricula at policy level in order to develop purposeful, engaging teaching. Students will explore and develop their knowledge and understanding of the following areas of learning and teaching in language and interdisciplinary classrooms so that they can:

- analyse and critique curricula at policy level and at classroom level in order to develop purposeful, engaging teaching for learners from P5 - S3
- build on a widening understanding of integrated language theories, systemic functional linguistics, cultural and learning theories and use these to inform design principles for classroom practices
- enable learners to learn to use languages, and use languages to learn, paying particular attention to the diverse cultural heritage of learners and their languages
- connect languages and literacies to wider learning across the curriculum
- design effective learning spaces which are language-rich and challenging, making learning progression transparent
- understand the role of languaging for meaning-making across languages and in a variety of multimodal ways.
- learn how to develop specific language skills (e.g. reading and writing) using cognitive functions in social and culturally appropriate and effective ways
- understand and demonstrate how assessment, when embedded in learning and teaching, can lead to deeper learning involving self, peers, teachers and others.
- develop understanding of assessment within the context of languages teaching in the broad general education
- begin the process of becoming a reflective and reflexive practitioner through early iterations of a theory of practice

Students taking this course will work in collaborative groups in seminars and in directed study time, both in university and in cluster sites. Learning will be problem-based and students will be expected to contribute extensively in seminar sessions.

The course will comprise 10 hours of whole group teaching/ tutor contact.
Students will engage in 35 hours of site-based learning and 20 hours of directed study on campus.
Independent Learning of 35 hours completes the breakdown of learning and teaching activities.
Entry Requirements (not applicable to Visiting Students)
Pre-requisites Co-requisites
Prohibited Combinations Other requirements None
Course Delivery Information
Academic year 2023/24, Not available to visiting students (SS1) Quota:  None
Course Start Full Year
Timetable Timetable
Learning and Teaching activities (Further Info) Total Hours: 100 ( Seminar/Tutorial Hours 10, Programme Level Learning and Teaching Hours 2, Directed Learning and Independent Learning Hours 88 )
Assessment (Further Info) Written Exam 0 %, Coursework 100 %, Practical Exam 0 %
Additional Information (Assessment) This 10-credit course is assessed by portfolio work.
The course uses a student-driven assessment approach in which the students negotiate with the course organiser about a personally meaningful topic for their investigation which is consistent with the learning outcomes of the course. On agreement of topic:
Part 1 of the task is to develop a theorised proposal that details the aim of the investigation, a rationale and clear identification of associated pedagogies, the deliverables and a plan for carrying it out with site-based colleagues. There is scope for students to collaborate on a group investigation to undertake larger, more challenging topics. Indicative themes could include (but are not restricted to):
o An investigation of the impact of a new or alternative teaching approach on learners' use of language for learning;
o The development of a teaching progression and sequence of lessons on an agreed topic that can be implemented during site-based experience (theme negotiated with site-based colleagues);
o A review of the literature on inclusive practices within languages education and an evaluation of site-based approaches in the classroom.

Part 2 of the task will constitute a report and reflection on the development and implementation of the investigation. This will usually take the form of a portfolio which will contain the deliverables including a reflective report.

Part 1 is a formative assessment with Part 2 worth 100% of the summative grade.
Feedback There are opportunities on this course for students to make use of formative feedback from peers and tutor as part of ongoing course work.
Self assessment opportunities are provided through journaling as part of ongoing course work.
There is one formative and one summative assessment where students will be given feedback by tutors.
No Exam Information
Learning Outcomes
On completion of this course, the student will be able to:
  1. Demonstrate critical understanding of the principal theories, concepts and principles related to the teaching, learning and using of languages in schools
  2. Apply knowledge, skills and understanding of theoretical perspectives as related to planning and preparing for practice, through developing imaginative and creative curricular materials and learning spaces
  3. Critically review, evaluate and synthesise key issues related to development of curricular materials and learning spaces, or issues that are informed by practise in professional site-based contexts
  4. Engage critically and analytically with academic and policy literature related to languages (plurilingualism, pluriliteracies and pluriculturalism) in schools and begin to apply this thinking to their development as reflective and reflexive professionals
  5. Analyse learning on this course in relation to relevant core concepts of social justice, sustainability, global perspectives, digital and statistical literacies and professional enquiry skills.
Reading List
Driscoll, P., Macaro, E. & Swarbrick, A. (2014) Debates in Modern Languages Education. Oxon: Routledge.
Johnson, K.E. & Golombek, P.R. (2016) Mindful L2 Teacher Education. Oxon: Routledge.
Lightbrown, P.M. & Spada, N. (2013) How Languages are Learned. Oxford: Oxford University Press
Long, M.H. & Doughty, C.J. (2011) The Handbook of Language Teaching. London: Wiley-Blackwell.
Macaro, E., Graham, S. & Woore, R. (2016) Improving Foreign Language Teaching: Towards a Research Based Curriculum and Pedagogy. Oxon: Routledge.
Additional Information
Graduate Attributes and Skills Mindset: Enquiry and Lifelong learning
Inspired by a deeper understanding of the critical and fundamental role language/s play/s in all learning and intercultural awareness, students will conceptualise how make a positive difference to themselves and the world around them.

Mindset: Aspiration and Personal Development
To take personal responsibility in pursuing goals and grasping opportunities to grow their own learning, abilities, self-awareness and confidence thereby demonstrating resilience and self-criticality.

Mindset: Outlook and Engagement
Draw on the quality, depth and breadth of their experiences of language learning learning, using and dynamic intercultural awareness to engage with the communities and world around them. This involves modelling global citizenship built on social justice and valuing diversity.

Skills: Research and Enquiry
Skills in research and enquiry to creatively tackle problems and to generate and make use of opportunities for learning, taking into account diversity and digital resources.
Skills in interpreting cultural events and histories, past and present.

Skills: Personal and Intellectual Autonomy
Evaluate ideas and evidence using critical, creative and reflective thinking.

Skills: Communication
Skills in communication across languages and cultures to enhance understanding and to engage and collaborate effectively with others.

Skills: Personal Effectiveness
Skills in personal effectiveness to be adaptable and have a positive influence, taking into account their own and others values, abilities and wider context as fundamental to designing learning spaces.
Confidence to work and learn both independently and with others, proactively seeking and valuing open feedback to hone self-awareness and performance

Skill: Leading Change
Skills to innovate and lead change which best meets the needs of diverse contexts in a flexible, proactive yet principled manner which models the values and belief underpinning global citizenship.

KeywordsCritical pedagogies,Integrated Language Learning,Using Languages to Learn,Broad General Education
Course organiserProf Do Coyle
Tel: (0131 6)51 6104
Course secretaryMrs Melania Chaverri Coto
Tel: (0131 6)51 6210
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