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Session: 2022/23
Last modified: 21/06/2022 10:07:55
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Title of Module: Supporting Multilingual Learners |
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Code: UGED08011 |
SCQF Level: 8
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | F
Leon-Solis |
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| Summary of Module |
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This module is designed to enable participants to explore multilingualism in a range of contexts. Students will study a variety of related topics the help them gain a better appreciation and knowledge of multilingualism, including but not limited to: definitions of bilingualism and multilingualism; theories of language acquisition and motivation in practice; multilingualism and individuals (cognition and identity); language, culture and power in society; and supporting English Additional Language (EAL) learners in the classroom.
As this module is offered not only to students on the B.A. Education programme, but to other students on a range of programmes, it is not exclusively designed to support students towards meeting the GTCS Standard for Provisional Registration. Through studying this module, however, students will know how to access and apply relevant findings from educational research (2.3.2) and will work collaboratively to share their professional learning and development with colleagues (3.4.2).
In relation to learning for sustainability, students will engage in critical reflection and use enquiring/critical approaches. They will also engage with issues around Human Rights, Global citizenship, Inclusion and Social Justice;
Through participating in the module, students will develop UWS Graduate Attributes and will demonstrate, in particular, that they are critical thinkers, effective communicators, collaborative and research-minded as well as developing as emotionally intelligent and research-minded learners.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate a broad knowledge of the scope and main areas of research related to multilingualism in practice
L2.
Evaluate the multilingual context in Scotland using a range of analytical skills
L3.
Investigate recommendations for supporting English Additional Language learners, and their use in practice
L4.
Interpret information (including qualitative and quantitative data) with reference to core themes of multilingualism. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 8.
Learners will demonstrate:
A broad knowledge of the scope, defining features, and main areas of a subject/discipline
Detailed knowledge in some areas related to language acquisition theory and practice
Understanding of a limited range of core theories, principles and concepts related to the development of language
Limited knowledge and understanding of some major current issues which underpin multilingualism
An outline knowledge and understanding of research and equivalent scholarly/academic processes which inform the area of multilingualism in order to support English Additional Language (EAL) learners.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Use a range of routine skills, techniques, practices and/or materials associated with this subject, a few of which are advanced or complex.
Carry out routine lines of enquiry, development or investigation into professional level problems and issues.
Adapt routine practices within accepted standards.
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| Generic Cognitive skills |
SCQF Level 8.
Undertake critical analysis, evaluation and/or synthesis of ideas, concepts, information and issues that are within the common understandings of this subject.
Use a range of approaches to formulate evidence-based solutions/responses to defined and/or routine problems/issues.
Critically evaluate evidence-based solutions/responses to defined and/or routine problems/issues within the EAL context.
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| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Use a range of routine skills and some advanced and specialised skills associated with the subject, for example:
Convey complex information to a range of audiences and for a range of purposes.
Use a range of standard applications to process and obtain data.
Use and evaluate numerical and graphical data to measure progress and achieve goals/targets.
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| Autonomy, Accountability and Working with others |
SCQF Level 8.
Exercise autonomy and initiative in some activities at a professional level.
Take significant managerial or supervisory responsibility for the work of others in defined areas of work.
Manage resources within defined areas of work.
Take the lead on planning in familiar or defined contexts.
Take continuing account of own and others’ roles, responsibilities and contributions in carrying out and evaluating tasks.
Work in support of current professional practice, under guidance.
Deal with ethical and professional issues in accordance with current
professional and/or ethical codes or practices, under guidance.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | N/A |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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| Lectures, tutorials, workshops and use of the Moodle VLE, employing a range of learning and teaching methodologies including exposition, whole-class discussion, paired and group work, problem-based learning, student presentations, and resources such as interactive whiteboards will be used, as appropriate, to develop student learning and prepare them for periods of school experience. This will be underpinned, supported and extended through reading assignments accessed through the VLE. In tutorial discussions, students will be able to reflect critically on their understanding of theoretical and empirical information, apply their understanding to concrete scenarios and case studies, while developing their interpersonal and intercultural communication skills. Throughout the module, students will develop their ability to appreciate diversity in terms of academic knowledge, and in terms of different cultures, languages and language varieties. Student handbooks and other material made available to students will give more detailed information on the particular learning and teaching methodologies, and combinations of these methodologies, to be used for timetabled student sessions. This will clarify for students both their expectations for timetabled sessions, and their expectations for the overall balance of learning and teaching methodologies to be used during the module. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 21 |
| Asynchronous Class Activity | 44 |
| Independent Study | 131 |
| Personal Development Plan | 4 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Anderson, C., Foley, Y., Sangster, P., Edwards, V. and Rassool, N. (2016) Policy, Pedagogy and Pupil Perceptions: EAL in Scotland and England. Cambridge: The Bell Foundation.
Baker, C. (2011) Foundations of Bilingual Education and Bilingualism. 5th ed. Bristol: Multilingual Matters.
Foley, Y., Sangster, P. and Anderson, C. (2013) Examining EAL policy and practice in mainstream schools. Language and Education. Vol.27(3), pp.191–206.
Garcia, O. (2009) Bilingual Education in the 21st Century: A Global Perspective. Oxford: Blackwell.
Hancock, A. (2012) Inclusive practices for pupils with English as an additional language. In: Arshsad, R., Wrigley, T., and Pratt, L. (eds.). Social Justice Re-examined: Dilemmas and Solutions for the Classroom Teacher. London: Institute of Education Press, pp.97–111.
Learning and Teaching Scotland (2005) Learning in 2(+) Languages. Ensuring Effective Inclusion for Bilingual Learners. Good practice for Teachers, Educational Establishments and Local Authorities. Dundee: LTS.
In-house learning materials to be made available on Moodle and in class.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure |
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Education |
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| Moderator | K Mohammed |
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| External Examiner | L Waddell |
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| Accreditation Details | |
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| Version Number | 1.01 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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The summative assessment of this course will be through a weekly Reflective Learning Journal.
Each journal entry, of 500 words (+/-10%), will be made in response to a taught session. Formative feedback will be provided prior to summative submission.
Students are able to select their strongest six journal entries for assessment, to create a total submission of 3000 words. This must reference academic journals or articles, policies and/or statistical datasets where relevant. (100% weighting)
Student handbooks, and other detailed material made available to students, will clarify the relationship between formative assessment and the specific learning outcomes for the module. This will ensure that students can relate feedback from formative assessment to their individual progress on the learning outcomes for the module. On summative assessments, students will receive detailed information indicating the ways in which summative assessments will assess individual learning outcomes for the module. As appropriate, students will also receive detailed information on how feedback will be provided for assessments.
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(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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This module is appropriate for all students irrespective of age, disability, gender and gender identity, race, ethnicity, religion or belief, or sexual orientation. To promote inclusive practice, procedures and processes have been subject to Equality Impact Assessment where appropriate.
In line with the Equality Act 2010 and UWS Equality Outcomes 2017-21, the School of Education encourages the disclosure of support requirements, including disability, at the recruitment stage and throughout the duration of the module. Emphasis is placed on confidentiality of information, the benefits of disclosure and that no detriment to progress will be experienced. The School will endeavour to make reasonable adjustments to teaching and learning approaches and arrangements for assessment, and (when applicable) periods of school placement, where a student has disclosed specific requirements.
Students undertaking this module should develop increased understanding of societal and environmental conditions which may impact upon the educational attainment of individuals and groups.
UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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