Postgraduate Course: Bilingual Learners and Specific Learning Difficulties (EDUA11396)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Availability | Available to all students |
| SCQF Credits | 10 |
ECTS Credits | 5 |
| Summary | This course explores the possible overlap between bilingualism and specific learning difficulties, maintaining a critical approach. |
| Course description |
This blended learning course is designed for all teachers and professionals who support bilingual children in their learning. Frequently, a learner's literacy development in an additional language reveals features which can be misinterpreted as a specific learning difficulty. Such misinterpretations are most likely to occur in contexts where bilingualism is viewed in subtractive and deficit terms. This course explores these issues critically and provides students with the opportunity to analyse, adapt and add to professional practice so that assessment, diagnosis and support practices and the principles underlying them do not discriminate against bilingual learners who may or may not have specific learning difficulties
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Information for Visiting Students
| Pre-requisites | None |
Course Delivery Information
| Not being delivered |
Learning Outcomes
On completion of this course, the student will be able to:
- Critically evaluate policy contexts in relation to bilingual learners who have specific learning difficulties
- Demonstrate knowledge and understanding of the interwoven nature of learning additional languages, acquisition of literacies and multilingual literacy practices.
- Critically evaluate current approaches to the assessment and support of bilingual learners who have specific learning difficulties, taking into account socio-linguistic profiles, biliteracy development and cognitive-academic experience.
- Make informed judgements about effective teaching and learning and inclusive practices for bilingual learners with specific learning difficulties.
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Reading List
Durgunoglu, A. & Goldenberg, C. (2011) Language and Literacy Development in Bilingual Settings. Guilford Press
Francis, N. (2012) Bilingual competence and bilingual proficiency in child development. MIT Press
Kormos, J. & Smith, A. (2012) Teaching Languages to Students with Specific Learning Differences. Bristol: Multilingual Matters.
Melby-Lervag, M. & Lervag, A. (2014) Reading comprehension and its underlying components in second-language learners: A meta-analysis of studies comparing first- and second-language learners. Psychological Bulletin, 140(2), 409-433. http://dx.doi.org/10.1037/a0033890
Peer, L. & Reid, G. (2012) Multilingualism, literacy and dyslexia: a challenge for educators. Routledge
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Additional Information
| Graduate Attributes and Skills |
1) Critically engage with theoretical and disciplinary perspectives in relation to practice, and their implications for policy
2) Develop a thorough understanding of key concepts, for example ¿inclusion¿, ¿inclusive education¿, ¿additional support for learning¿, recognising them as problematic and contested terms
3) Be independent learners who take responsibility for their own learning, and are committed to continuous reflections, self-evaluation and self-improvement
4) Be able to develop, maintain and sustain intellectual rigour and application |
| Keywords | bilingualism,specific learning difficulties,inclusive education |
Contacts
| Course organiser | Dr Andy Hancock
Tel: (0131 6)51 6635
Email: |
Course secretary | Mrs Susan Scott
Tel: (0131 6)51 6573
Email: |
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