EDUC43280 Language diversity and schooling: An inclusive perspective

Academic Year 2020/2021

This module aims to explore how language education policies impact students overall learning experience in schools and their success in accessing the curriculum. Language, as we know, is an essential tool for learning and communication. Acquiring a first language language (L1) is a natural process for most children but acquiring literacy skills, and a second or additional language can be challenging. Policies around what languages are taught and used in schools will affect the way children from different backgrounds access the curriculum. How language and literacy development is supported will also have an impact on the learner. This module will examine how language education policy serves learners from diverse language related backgrounds such as monolingual children, children with specific language difficulties, minority or heritage language speaking children, migrant children for whom English is an additional language (EAL), bilingual children and those attending immersion schools. This exploration will be done through reading and critiquing selected peer reviewed journal articles. These articles will include examples of historical and current practice in language education policy, language teaching and language support both nationally and internationally. They will introduce students to key theories underpinning language teaching and learning . They will also raise awareness of the factors that can empower or disempower children from different language backgrounds in their educational experience. All of the topics above will be explored through guided reading of journal articles, class discussions and presentations.

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Curricular information is subject to change

Learning Outcomes:

On completion of this module students should:
• Understand the basic principles of first and second language acquisition
• Be able to describe different types of bilinguals and assess the role of individual factors on bilingual development
• Be aware of the different forms of bilingual education nationally and internationally
• Be capable of critically evaluating educational policies in terms of their inclusive provision for linguistic minorities,
• Be aware of the politics of bilingualism
• Be able to discuss the challenges of providing valid educational and cognitive assessment for linguistic minority students
• Understand issues around children with language and literacy difficulties
• Understand the problems of underachievement and over-representation of bilinguals/EAL learners in special education
• Be aware of current research and debates on the cognitive consequences of bilingualism
• Be able to make recommendations for how schools might enhance their language education policies and language support
• Be able to make recommendations for teacher training in relation to the linguistic diversity of learners and their needs

Indicative Module Content:

Bilinguals, Bilingual Education and Bilingualism, English as an Additional Language
Linguistic minorities and Diversity
Inclusive language policies, Language support
The politics of language education
Cognitive consequences of Bilingualism
Bilingualism and Literacy
Bilingualism and underachievement
Specific language difficulties




Student Effort Hours: 
Student Effort Type Hours
Lectures

5

Small Group

12

Seminar (or Webinar)

4

Autonomous Student Learning

200

Total

221

Approaches to Teaching and Learning:
Lectures
Group discussion
Small group work
Student presentations
Debates
Fieldtrip
 
Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Assignment: 5 min presentation Week 10 n/a Graded No

30

Essay: 3,500 essay on a topic related to course content covered Coursework (End of Trimester) n/a Graded No

70


Carry forward of passed components
Yes
 
Resit In Terminal Exam
Summer No
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment
• Self-assessment activities

How will my Feedback be Delivered?

Assignment 1 An Essay title is given half way through the Semester and the topic is decided in consultation with the students. Assignment 2 is a short individual presentation and on a topic within the general domain of linguistic diversity and education

Name Role
Dr Stephen Lucek Lecturer / Co-Lecturer
Ms Ciara Nic Carthaigh Lecturer / Co-Lecturer