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2014/15 Taught Postgraduate Module Catalogue

EDUC5012M EAL, Language Diversity and Inclusion: investigating policy and pedagogy

30 creditsClass Size: 30

Module manager: Jean Conteh
Email: j.conteh@leeds.ac.uk

Taught: Semester 2 (Jan to Jun) View Timetable

Year running 2014/15

Pre-requisite qualifications

Students will have successfully completed EDUC 5011M: EAL, language diversity and inclusion: research and theory

Non-native speakers of English will be required to obtain proof of proficiency in English Language. You will need to gain:
IELTS overall score of 7.0; or, TOEFL Paper version 600; or, TOEFL IBt 100; or, Pearson Test of English Academic 68 overall; or, An equivalent qualification agreed with Central Student Admissions, University of Leeds.

Pre-requisites

EDUC5011M

EAL, language diversity and inclusion: research and theory

Co-requisites

EDUC5011M	EAL, language diversity and inclusion: research and theory
EDUC5013M	EAL, Language Diversity and Inclusion: Classroom-based Enqui

This module is not approved as an Elective

Module summary

This taught module focuses on the ways in which EAL has been constructed, mediated and researched in both policy and school contexts in the UK over the years, leading to the current situation. A particular focus is the tensions between the policy goals of promoting diversity and inclusion in whole school and classroom based practice and assessment. A range of classroom related issues will be discussed, including the development of current policy and pedagogic practices in literacy, MFL and EAL, the construction and mediation of bilingualism in mainstream settings, the links across family, community and school learning, language diversity in relation to the needs of refugees and pupils with SEN and the professional role of the EAL specialist teacher. In consideration of all of these, participants will be encouraged to critically reflect on their own professional contexts and relevant research methodologies and strategies.

Objectives

In this module, students will develop the capacities to take on specialist and leadership roles in EAL. Based on their understanding of research and theory in the field of EAL gained from EDUC 5011M, they will develop knowledge and critical understanding of:
- The integration of theory and practice in current issues related to EAL in educational settings in the UK;
- Ways of synthesising viewpoints on professional experiences in different classroom contexts;
- Research methodologies and strategies for understanding the experiences of EAL learners in primary and/or secondary phases in the UK;
- The potential of action research methodologies and strategies for understanding issues related to EAL in policy and practice;
- Ways of researching 'funds of knowledge' and understanding the implications of the findings;
- Ways of researching links across culture, identity and learning, and their relevance for understanding issues related to teaching and assessing EAL learners;
- Practical research strategies relevant to different methodological frameworks.

Learning outcomes
By the end of the module, students will have developed the ability to:

- Critically reflect on policies and pedagogies that promote diversity and inclusion for EAL learners;
- Show critical understanding of the integration of theory and practice in EAL research, policy and pedagogy;
- Based on relevant theoretical and policy frameworks, critically analyse and synthesise a range of viewpoints on classroom practices;
- Apply relevant conceptual tools to analyzing own classroom activities;
- Understand relevant research methodologies and strategies for investigating issues in the field of EAL;
- Present a coherent argument on a professionally relevant topic, informed by research, policy and practice.

Skills outcomes
Through participating in the module, students will develop expertise in the following transferable skills:

- To evaluate and synthesise information from a range of sources;
- To analyse and reflect on practice, based on appropriate theoretical principles;
- To critically evaluate different approaches to classroom-based research;
- To develop practical research skills;
- To communicate complex ideas clearly in oral discussion, synthesising the viewpoints of colleagues;
- To develop an argument in writing.

Syllabus

Based on the overview of theory and research developed in EDUC 5011M, the module provides:

- Background to current research concerns in the field of EAL in the UK and internationally and their key findings;
- A critical consideration of ways of linking theory and practice in the understanding of the learning needs of pupils with EAL;
- A critical analysis of different learning contexts based on published research and students' own reflective logs;
- An overview of methodologies and strategies for researching issues of language and learning and bilingualism in multilingual classrooms and their implications;
- Opportunities to reflect critically on different approaches to investigating language and learning in multilingual classrooms, with specific reference to the professional contexts of participants;
- Opportunities to make comparisons between and draw implications from issues in policy, pedagogy and research related to meeting the needs of EAL learners across Europe and internationally;
- A consideration of the implications for pedagogy of the 'funds of knowledge' concept across the primary and secondary age range and curricula.

Teaching methods

Delivery type	Number	Length hours	Student hours
Class tests, exams and assessment	2	12.00	24.00
Fieldwork	1	70.00	70.00
Seminar	4	6.00	24.00
Tutorial	3	2.00	6.00
Independent online learning hours			56.00
Private study hours			120.00
Total Contact hours			124.00
Total hours (100hr per 10 credits)			300.00

Private study

Students will be required to pursue a course of required and recommended reading, using online support as appropriate, in order to prepare oral inputs to taught sessions and contribute to small-group informal presentations.

Students will be required to maintain a reflective professional log over six months, be prepared to discuss elements of this in taught seminars and use the content to identify a theme for their argument essay.

Opportunities for Formative Feedback

Students will be required to participate in small group, informal discussions related to the reading tasks and school based tasks carried out in the first part of the module. They will also be required to complete a reflective professional log.

The formal module assignment will be an argument essay related to a selected area of pedagogy, linked to policy and theory, to be submitted at the end of the module. The development of the essay will be supported by the reflective log.

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Essay	6,000 words	100.00
Total percentage (Assessment Coursework)		100.00

Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated

Reading list

The reading list is available from the Library website

Last updated: 16/09/2015

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