Module EFPM292 for 2021/2
- 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 2021/2 academic year.
Module Content
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 and Teaching
This table provides an overview of how your hours of study for this module are allocated:
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 16 | 134 |
...and this table provides a more detailed breakdown of the hours allocated to various study activities:
| 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 |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
Other Learning Resources
Journals
Int. Journal of Bilingual Education and Bilingualism (LIBRARY DOES NOT SUBSCRIBE TO THIS)
Language Education
Modern Language Journal
TESOL quarterly
Multilingual
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 | 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
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 |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
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. |
