Timetable information in the Course Catalogue may be subject to change.

University Homepage
DRPS Homepage
DRPS Search
DRPS Contact
DRPS : Course Catalogue : Moray House School of Education and Sport : Education

Postgraduate Course: Multilingual Learners and Additional Support Needs (EDUA11460)

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) AvailabilityAvailable to all students
SCQF Credits10 ECTS Credits5
SummaryThis course looks at issues affecting Multilingual learners when they have additional support needs and how to support them better in school
Course description 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 multilingual children who have additional support needs. Analysing recent research critically, the course will also consider issues which arise when Multilingual 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)
Pre-requisites Co-requisites
Prohibited Combinations Other requirements None
Information for Visiting Students
High Demand Course? Yes
Course Delivery Information
Academic year 2023/24, Available to all students (SV1) Quota:  None
Course Start Semester 2
Timetable Timetable
Learning and Teaching activities (Further Info) Total Hours: 100 ( Lecture 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) Summative: Produce and present an illustrated article for a professional magazine on an aspect of assessment, education or support for multilingual learners with additional support needs. References should be academic but accessible to a teacher audience. (1,500 words plus appropriate graphics / diagrams / downloadable prompt sheet). 100%
Feedback Formative: Half way through the course students will produce a piece of writing (about 500 words) outlining their ideas for the assignment. The course tutor will provide comments on this within a week. The illustrated article will be uploaded through Turnitin. The tutor will provide comments based on the common postgraduate marking criteria.
No Exam Information
Learning Outcomes
On completion of this course, the student will be able to:
  1. Critically evaluate policy contexts in relation to Multilingual learners who have additional support needs, showing understanding of the interplay between learning additional languages, curriculum access and additional support needs.
  2. Apply critical analysis to gathering evidence from informal and formal assessments of Multilingual learners who have additional support needs.
  3. Critically evaluate current approaches to multiagency support of Multilingual learners who have additional support needs, including engagement with parents/carers.
  4. Make informed judgements about effective teaching and learning and inclusive practices for Multilingual learners who have additional support needs.
Reading List
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
May, S. (2014). The Multilingual Turn: Implications for SLA, TESOL and Bilingual Education. Abingdon: Routledge.
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.
Additional Information
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
KeywordsMultilingual,Additional Support Needs,Inclusive Education
Course organiserDr Yvonne Foley
Course secretaryMs Tara Kay
Help & Information
Search DPTs and Courses
Degree Programmes
Browse DPTs
Humanities and Social Science
Science and Engineering
Medicine and Veterinary Medicine
Other Information
Combined Course Timetable
Important Information