| Unit name | Bilingual and Multilingual Education |
|---|---|
| Unit code | EDUCM0085 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Dr. Matt Kedzierski |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School of Education |
| Faculty | Faculty of Social Sciences and Law |
Why is this unit important?
The unit explores the policies, pedagogic practices and educational theories relating to the field of bilingual and multilingual education in a wide range of national and institutional contexts. It draws on empirical research and theoretical debates to explore the complex interrelations between linguistic diversity and education. Throughout the unit, we will address questions of ideology, power and identity, and investigate how social attitudes and beliefs about bi- /multilingualism shape education choices, policy decisions and allocation of resources to bi-/multilingual education provision.
How does this unit fit into your programme of study?
The unit is offered as a TB2 option to MSc TESOL students. It builds on the contents of the four core units, relating issues around foreign language pedagogy, language acquisition and language-in-society to questions around bi- and multilingualism in educational contexts. The topics covered on the unit can be explored in greater depth during the dissertation stage of the programme. The unit will be of particular interest to language teachers, policy-makers and researchers working in the UK and internationally who would like to understand better the range of approaches to conceptualising and delivering education in the linguistically and culturally diverse world of the 21st century.
An overview of content
You will have opportunities to learn about and reflect on the key concepts and debates in the field of bi-/multilingual education and explore a range of established approaches to delivering education in linguistically diverse contexts, including English Medium Instruction, Content and Language Integrated Learning, and immersion programmes. You will also learn about the links between linguistic ideologies and access to different types of education provision that are relevant to multilingual learners. During the unit, you will be introduced to and asked to critique concrete curricular decisions aimed at promoting bi-/multilingualism in learners and you will do that by reading, synthesising and reflecting on academic literature relating to bi-/multilingual education. You will also learn about and get to apply critical discourse analysis (CDA) and language policy frameworks as you investigate examples of bi-/multilingual provision and societal discourses about multilingualism in a range of national contexts.
How will students, personally, be different as a result of the unit
This unit will equip students with a deeper understanding of key concepts in the filed of bi-/multilingual education. Throughout the unit, students will be encouraged to reflect critically on their own professional practice and personal experience of multilingualism.
Learning Outcomes
By the end of this unit, students will be able to:
This unit will be taught using a mixture of activities including seminars, lectures, reading and discussions.
Tasks which help you learn and prepare you for summative tasks (formative):
Instructor feedback (oral and written) on students' work will be provided through tutorials and informally through classroom discussions and presentations. Self-reflection and peer-to-peer collaboration is also used to encourage engagement with theory and practice.
Tasks which count towards your unit mark (summative):
Students will be asked to choose either:
A negotiated assignment of 3,000 words exploring professional aspects of bilingual and multilingual education. 100% (ILOs 1-4)
Or:
An outline proposal of 3,000 words for an empirical research study addressing current theoretical or curricular issues in bilingual and multilingual education. 100% (ILOs 1-4)
When assessment does not go to plan
When a student fails the unit and is eligible to resubmit, failed components will be reassessed on a like-for-like basis. Students will resubmit a revised version of the original work.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. EDUCM0085).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
