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2017/18 Undergraduate Module Catalogue

EDUC1009 Education in a Multilingual World

20 creditsClass Size: 50

Module manager: Dr James Simpson
Email: J.E.B.Simpson@education.leeds.ac.uk

Taught: Semester 2 (Jan to Jun) View Timetable

Year running 2017/18

This module is approved as a discovery module

Module summary

This module is designed for students with an interest in the links between education and languages. Language is both the medium of education and also one of its subject areas. What happens in schools is therefore likely to have a major impact on how languages change, grow or contract in society and the world at large, and how languages are used in school will also have a big impact on what pupils learn. We start from an assumption that being able to communicate in more than one language is a desirable human condition, with potential benefits for both the individual and society. Bilingualism or multilingualism is in fact the norm in many parts of the world, and the first part of the module will look at the rise and fall of various languages, historically and in the contemporary era of rapid globalisation, and a central focus will be on the historical spread of English as a foreign language and its manifestations. The current global dominance of English is having an effect on local society and languages, and the next part of the module looks at the ways languages interact in society, and how they may be suppressed or promoted through government policy and local response. Education is perhaps the most significant means that governments have to influence language development, and the third part of the module deals with various models and methods of language education in the UK and in international settings.The module is deliberately wide-ranging in scope, but students will have the opportunity in the assignment to focus in more depth on one issue, and to investigate and report on an aspect of their own country's language education system.

Objectives

The module aims to stimulate students' thinking about the role of languages in society, and in particular about their role in the educational development of children. It will take a socio-historical perspective on language change and spread, giving particular attention to the contemporary growth of English and its effects on social and educational opportunity in diverse global settings, and to the ways that the languages scene in the UK has changed because of patterns of migration.

At the same time it aims to enhance students' awareness of how government policies and school practices can promote or inhibit multilingualism in young people.

Learning outcomes
By the end of the module students should be able to:

- offer clear definitions of key concepts in the fields of multilingualism and language education
- understand how language change in society is connected with global events, national policies and is played out in people's everyday lives
- explain the potential benefits of multilingualism for individuals and for contemporary society, and describe some ways in which schools and teachers can contribute to this
- express their ideas in written form on an academic debate within the field of multilingualism and/or language education
- give a short oral presentation on an aspect of language education in their home country.


Syllabus

Weeks
1
Recognizing multilingualism: How multilingual is the world? How multilingual is our own learning group? Definition of key terms: language, variety, dialect, accent, domain.

2
The politics of English language teaching: Varieties of World English and the emergence of new Englishes. English and linguistic imperialism. English as a Lingua Franca (ELF).

3
The world language scene: Group presentations on the world language scene. Peer feedback.

4
Teaching language and culture: Relationship between language and culture. Languages for intercultural communication.

5
Languages in education 1: Being bi/multilingual and educational implication. UNESCO principles for multilingual education. Forms of language education (immersion, bilingual, monolingual, CLIL).

6
Languages in education 2: Language diversity in mainstream education in multilingual UK: debates about ‘support’ and development.

7
The multilingual university 1: Language attitudes and diversity in higher education in UK. Deficit models of language. English for Academic Purposes (EAP) and academic literacies.

8
The multilingual university 2: Internationalisation in UK HE. International and multilingual students and their experience of UK HE.

9
Module review: Review of module content. Assignment workshop

10
Assessment: Group presentations

11
Assessment: Group presentations

Teaching methods

Delivery typeNumberLength hoursStudent hours
Example Class12.002.00
Office Hour Discussions13.003.00
Lecture112.0022.00
Seminar51.005.00
Tutorial30.331.00
Independent online learning hours30.00
Private study hours147.00
Total Contact hours33.00
Total hours (100hr per 10 credits)210.00

Private study

Students will be given specific tasks to carry out between sessions. These will mainly comprise readings with questions/tasks but may also involve independent research of issues through the internet or through gathering information from other students.

Students will also be expected to contribute to discussions on the VLE.

Opportunities for Formative Feedback

Student progress will be monitored through:
- Checking (during teaching sessions) on student performance of weekly tasks
- Encouraging, and observing the level of, student participation in class discussions
- Monitoring the contributions of students to VLE discussion threads
- Assessing and giving feedback on one written essay, to be completed by Week 9 of the course.

Methods of assessment


Coursework
Assessment typeNotes% of formal assessment
Essay2500 words70.00
PresentationIndividual presentation (according to choice) of approximately 10 minutes duration.20.00
Group DiscussionVLE Discussion board10.00
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: 26/04/2017

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