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 Aims
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.
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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. |
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. |
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
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
