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.
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. |
Indicative Reading List
This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.
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
Mercè Bernaus, Áine Furlong, Sofie Jonckheere, Martine Kervran (2011) Plurilingualism and pluriculturalism in content-based teaching: A training kit
http://www.ecml.at/tabid/277/PublicationID/69/Default.aspx
