Bilingual and Multilingual Perspectives on Language Learning and Teaching
| Module title | Bilingual and Multilingual Perspectives on Language Learning and Teaching |
|---|---|
| Module code | EFPM292 |
| Academic year | 2024/5 |
| Credits | 15 |
| Module staff | Dr Gabriela Meier (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 10 |
| Number students taking module (anticipated) | 15 |
|---|
Module description
May (2013) and Conteh and Meier (forthcoming) argue that we are witnessing the ‘multilingual turn’ in languages education. And there is a call for multilingual TESOL. In this module you will have an opportunity to reflect on and study language hierarchies and status (politics of language) that we sometimes take for granted, evaluate multilingual approaches to teaching and learning (bi-/multilingual teaching methods) as a response to personal and societal multilingualism in globalised societies, and to what extent bi-/multilingual approaches can be applied in a classroom through mini lessons (application to practice). This is suitable for students who have an interest in international and multilingual educational settings
Module aims - intentions of the module
This module aims to enable you to
-
Critically explore and evaluate politics of language in a specific educational setting and its relevance to bi-/multilingualism in education.
-
Reflect on personal and societal bi-/multilingualism in a specific educational setting and its relevance to language education.
-
Explore and develop a critical understanding of the scope of bi-/multilingual approaches to language learning and teaching, and the relevant emergent theoretical framework.
-
Develop awareness and understanding of possible bi-/multilingual educational approaches and methods, and evaluate their feasibility in a specific educational setting.
-
Critically evaluate and design practical ways of applying multilingual approaches in a classroom.
- Explore an issue emerging from experience or a context you are familiar with, working collaboratively, examine and present a critical review of this through the lens of bi-/multilingual perspectives.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. demonstrate a critical understanding of key ideas relating to politics of language, specifically language acquisition planning and how this relates to bi-/multilingualism in education;
- 2. demonstrate awareness of different approaches to learning and teaching that and evaluate one or more in relation to a specific context;
- 3. design a brief classroom activity that draws on/uses language repertoires of learners in a specific context;
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 4. demonstrate a critical understanding of personal and societal multilingualism and its role in language education;
- 5. demonstrate a critical understanding of the benefits and challenges regarding bi-/multilingual approaches to learning;
- 6. critically evaluate theories related to bi/multilingual learning and identify gaps in research more generally, and identify research needs in a specific context;
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 7. engage in independent study and group/pair work and presentations;
- 8. locate and review relevant academic literature;
- 9. demonstrate the ability to critically reflect on personal knowledge experience and/or knowledge of a specific educational setting in the view of relevant literature in both independent and collaborative work; and
- 10. translate educational theories into classroom activities relevant to a specific context.
Syllabus plan
Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following topics:
- An introduction to politics of language, with a focus on language acquisition planning
- An introduction to personal and societal multilingualism and its implications for education
- An introduction to bilingual methods of teaching and learning
- An introduction to multilingual methods of teaching and learning
- An introduction to bi-/multilingual approaches curricula, materials and activities
- Designing a classroom activity, based on bi-/multilingual approaches
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 16 | 134 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Activities | 16 | 8 x 2 hour seminars and tutorials |
| Guided independent study | 24 | Directed reading: seminar preparation/review |
| Guided independent study | 40 | Directed reading: further exploration of chosen topics |
| Guided independent study | 10 | Formative assignment preparation |
| Guided independent study | 60 | Summative assignment preparation |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Poster: summarising language acquisition policy and societal multilingualism relevant to specific educational context | Poster presentation in class | 1+4 | Peer feedback |
| Presentation: selecting/designing and evaluating a bi-/multilingual classroom activity | Presentation and Q & A | 2,3,4,7,10 | Feedback from peers and tutor |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Written paper: design or evaluate a bi-/multilingual classroom activity for a specific educational setting, and justify/discuss this with reference to relevant academic literature: 1) situate it in the wider context of relevant politics of language, and 2) within a bi-/multilingual approaches to learning and teaching. | 100 | 3,750 words | 1-6 and 8+9 | Written feedback from tutor within 3 weeks, including a grade |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Written paper (3,750 words) | Written paper (3,750 words) | 1-6 and 8+9 | Following the programme specification, usually within six weeks. |
Indicative learning resources - Basic reading
Politics of language
Hélot, Christine &Ó Laoire, Muiris (2011) Language Policy for the Multilingual Classroom: Pedagogy of the Possible. Clevedon: Multilingual Matters.
Ricento, Thomas (2006) An introduction to language policy : theory and method. Malden, MA. ; Oxford : Blackwell Pub.
Bilingual/immersion education
Baker, Colin & García, Ofelia (2007) Bilingual education : an introductory reader. Clevedon : Multilingual Matters.
Coyle, Do (2010) CLIL: content and language integrated learning. Cambridge : Cambridge University Press
Dalton-Puffer, Christiane (2007) Discourse in content and language integrated learning (CLIL) classrooms. Philadelphia : J. Benjamins Pub. Co.
Lindholm-Leary, Kathryn J. (2001) Dual language education. Clevedon : Multilingual Matters.
Tedick, Diane J. et al (2011). Immersion Education: Practices, Policies, Possibilities. Clevedon: Multilingual Matters.
Multilingual education
Coelho, Elizabeth (2004) Adding English: A guide to teaching in multilingual classes. Toronto: Pippin Publishing Corporation. (Non in library yet)
Conteh, Jean, Meier, Gabriela (eds) (forthcoming) The Multilingual Turn in Languages Education Opportunities and Challenges. Clevedon : Multilingual Matters.
Cook, Vivian J. (1995). Multi-competence and the learning of many languages. Language, Culture and Curriculum, 8(2), p. 93-98.
García, Ofelia et al. (2009) Imagining multilingual schools : languages in education and glocalization. Hyderabad : Orient BlackSwan.
Garcia, Ofelia (2009). Emergent bilinguals and TESOL: What’s in a name? TESOL Quarterly, 43(2), p. 322-326.
Hélot Christine, De Mejía, Anne-Marie (2008) Forging Multilingual Spaces: Integrating Perspectives on Majority and Minority Bilingual Education (Bilingual Education and Bilingualism). Clevedon: Multilingual Matters.
May, Stephen (2013) The multilingual turn implications for SLA, TESOL and bilingual education. New York: Routledge.
Taylor, S. (2009). Paving the way to a more multilingual TESOL. TESOL Quarterly, 43 (2), p. 309-313.
Practical application
Coelho, Elizabeth. (1998) Teaching and learning in multicultural schools : an integrated approach. Clevedon : Multilingual Matters, 1998.
Debono, Joe (n.d.) Language of the month. Retrieved on 19.12.2013 from http://www.newburypark.redbridge.sch.uk/langofmonth/activitiesbooklet.pdf
Bernaus, Mercè, Furlong, Áine, Jonckheere, Sofie & Kervran, Martine (2011) Plurilingualism and pluriculturalism in content-based teaching: A training kit
http://www.ecml.at/tabid/277/PublicationID/69/Default.aspx
Indicative learning resources - Web based and electronic resources
Indicative learning resources - Other resources
Journals
Int. Journal of Bilingual Education and Bilingualism (LIBRARY DOES NOT SUBSCRIBE TO THIS)
Language Education
Modern Language Journal
TESOL quarterly
Multilingual
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 01/04/2014 |
| Last revision date | 03/09/2020 |
