Postgraduate Course: Bilingualism and Other Additional Support Needs (EDUA11251)
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 | 20 |
ECTS Credits | 10 |
| Summary | A child or young person's language and cultural background must be taken into account when assessing for additional support needs and when interpreting these assessments. Frequently, a child¿s development in the first language (when s/he is being brought up as a simultaneous bilingual), and in the second language reveal features which can be misinterpreted as a language deficiency or delay, as indicators of a hearing impairment or a specific learning difficulty. Similarly, difficulties experienced when accessing the curriculum through an additional language can be mistaken for a general or 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. |
| Course description |
The course is a core requirement for the Diploma in Additional Support for Learning (Bilingual Learners), but may also be taken as an option course in other Programmes.
This blended learning course (24 hours) is delivered every two years and is organised into 8 x 3 hour units timetabled 17.00-20.00 on Tuesday evenings. Units 1, 3, 5 and 7 are taught at Moray House School of Education and Units 2, 4, 6 and 8 are e- learning involving online discussions. Each unit will include a variety of learning opportunities including lectures, problem-based learning, collaborative study, formative presentations and independent study. Each unit will be supported by pre-reading and/or evidence-gathering tasks. The structure of the course is designed to enable course members to undertake work for the assignment as the course progresses.
Unit 1 Inclusion and the context for discussion of bilingualism and other additional support needs (ASN)
Unit 2 Language needs or learning needs?
Unit 3 Identification and Assessment
Unit 4 Bilingual learners causing concern: asking questions
Unit 5 Bilingualism and Dyslexia
Unit 6 Gathering Evidence
Unit 7 Planning support, curriculum access and resources
Unit 8 Other Additional Support Needs
Self-directed Study (176 hours) - this will be partially structured and will include:
A programme of readings which will inform each session
Planning and preparation class presentations
Research and evidence-gathering for practice-based or policy based enquiry which will underpin the assignments
Course participants will undertake both recommended readings as well as access to research reports
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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 |
| High Demand Course? |
Yes |
Course Delivery Information
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| Academic year 2015/16, Available to all students (SV1)
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Quota: None |
| Course Start |
Semester 1 |
| Course Start Date |
21/09/2015 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Seminar/Tutorial Hours 24,
Online Activities 8,
Feedback/Feedforward Hours 8,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
156 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Written assignment (4,000 words)
Either Describe and critically review the policy and practice demonstrated in one country, school, centre or service towards bilingual learners, providing brief case studies to support your analysis. On the basis of this review, make recommendations for changes to the approach adopted by the country, school, centre or service to the diagnosis and support of bilingual learners causing concern.
Or Prepare a detailed case study of an individual bilingual learner who is causing concern. Pay particular and critical attention to policies and practices (written or understood) which have affected or might affect the child¿s future progress and the family¿s involvement. On the basis of the case study, make recommendations for change to the practice or procedures discussed.
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| Feedback |
Not entered |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- LO 1. Demonstrate knowledge of the interplay between additional language acquisition and other learning needs
- LO 2 Apply critical analysis of formal and informal assessments of bilingual learners, taking into account their language proficiencies, biliteracy development and cultural background.
- LO 3. Employ a hypothesis-testing approach to the analysis of evidence regarding a bilingual learner¿s language development, learning and behaviour
- LO 4. Critically evaluate current approaches to the support of children and young people with other additional support needs with reference to different cultural and linguistic backgrounds
- LO 5. Make informed professional judgements about the assessment, support and inclusive practices of bilingual learners
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Reading List
Archer, L. & Francis, B. (2007) Understanding Minority Ethnic Achievement: Race, gender, class and ¿success¿ London: Routledge.
Baker, C. (2011) Foundations of Bilingual Education and Bilingualism (5th edition)
Clevedon : Multilingual Matters.
Cline, T. and Frederickson, N. (1996) (eds) Curriculum Related Assessment, Cummins and Bilingual Children Clevedon : Multilingual Matters
Cummins, J. (2000) Language, Power and Pedagogy : Bilingual Children in the Crossfire Clevedon : Multilingual Matters
Department for Education and Skills (2006) Ethnicity and Education: The Evidence on Minority Ethnic Pupils aged 5-16. DFES Research Topic Paper: 2006 edition.
Frederickson, N. & Cline, T. (2009) Special Educational Needs, Inclusion and Diversity (2nd edition). Buckingham: Open University Press.,
Garcia. O. ( 2009) Bilingual Education in the 21st century: A Global Perspective. Oxford: Wiley-Blackwell
Grosjean, F. (2010) Bilinguailsm, biculturalism, and deafness. International Journal of Bilingual Education and Bilingualism 13(2), 133-145.
Hall, D. (2001) Assessing the Needs of Bilingual Pupils. Living in Two
Languages (2nd edition). London: David Fulton.
Hancock, A. (2012) Inclusive practices for pupils with English as an additional language. In Arshad, R., Wrigley, T. and Pratt, L. (eds) Social Justice Re-Examined: Dilemmas and Solutions for the Classroom Teacher (pp.97-113). Stoke-on-Trent: Trentham Books.
Johnson, M. and Morjaria_Keval, A. (2007) Ethnicity, sight loss and invisibility. British Journal of Visual Impairment. 25 (1) 21-31.
Kormos, J & Smith, A.M. (2012) Teaching Languages to Students with Specific Learning Difficulties. Bristol: Multilingual Matters.
Manchester City Council Children¿s Services (2010) Minority Ethnic Pupils and Special Educational Needs: Guidance and Self-evaluation for Schools on Identification,
Assessment and Strategies for Minority Ethnic Pupils who may also have a Special Educational Need. Manchester: Manchester City Council Children¿s Services.
Martin D. (2009) Language Disabilities in Cultural and Linguistic Diversity. Clevedon: Multilingual Matters.
Peer, L. and Reid, G. (eds) (2000) Multilingualism, Literacy and Dyslexia : A Challenge for Educators London : David Fulton.
Riddell, S., Stead, J., Weedon, E. and Wright, K. (2010) Additional support needs reforms and social justice in Scotland. International Studies in Sociology of Education, 20 (3), 179-199.
Vertovec, S. (2007): Super-diversity and its implications. Ethnic and Racial Studies, 30 (6), 1024-1054
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Additional Information
| Graduate Attributes and Skills |
Research and Enquiry: Course participants will be able to search for, evaluate and critically use information to develop their knowledge and understanding
Communication: Course participants will be able to use effective communication to articulate their skills and practice through self-reflection
Personal Effectiveness: Course participants will be able to work collaboratively and effectively with others, capitalising on their different thinking, experiences and skills to further their own learning
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| Keywords | Bilingualism, Additional Support Needs (SEN), English as an Additional Language (EAL) |
Contacts
| Course organiser | Mr Andy Hancock
Tel: (0131 6)51 6635
Email: Andy.Hancock@ed.ac.uk |
Course secretary | Mrs Susan Scott
Tel: (0131 6)51 6573
Email: Susan.Scott@ed.ac.uk |
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