Module EFPM292 for 2019/0
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM292: Bilingual and Multilingual Perspectives on Language Learning and Teaching
This module descriptor refers to the 2019/0 academic year.
Module Aims
This module aims to enable you to
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Critically explore and evaluate politics of language in a specific educational setting and its relevance to bi-/multilingualism in education.
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Reflect on personal and societal bi-/multilingualism in a specific educational setting and its relevance to language education.
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Explore and develop a critical understanding of the scope of bi-/multilingual approaches to language learning and teaching, and the relevant emergent theoretical framework.
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Develop awareness and understanding of possible bi-/multilingual educational approaches and methods, and evaluate their feasibility in a specific educational setting.
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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.
| On successfully completing the programme you will be able to: | |
|---|---|
| Module-Specific Skills | 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; |
| Discipline-Specific Skills | 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; |
| Personal and Key Skills | 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. |
How this Module is Assessed
In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.
Formative Assessment
A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.
| 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 | Oral and written feedback from peers |
| Group work: selecting/designing and evaluating a bi-/multilingual classroom activity | 15 minutes presentation and 5 minutes Q & A for each group | 2,3,4,7,10 | Oral feedback from peers and tutor |
Summative Assessment
A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
...and this table provides further details on the summative assessments for this module.
| 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 |
Re-assessment
Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.
| 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. |
