This module is discontinued in the selected year. The information shown below is for the academic year that the module was last running in, prior to the year selected.

2016/17 Taught Postgraduate Module Catalogue

EDUC5013M EAL, Language Diversity and Inclusion: Classroom-based Enquiry

60 creditsClass Size: 30

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

Taught: 1 Oct to 30 Sep (12mth) View Timetable

Year running 2016/17

Pre-requisite qualifications

To qualify for the programme, students will bring 60 M-level credits or equivalent from ITE courses, such as PGCE or equivalent. They will apply for the accreditation of prior learning, and their eligibility will be assessed on a case-by-case basis.

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
EDUC5012M	EAL, Language Diversity and Inclusion: investigating policy

This module is not approved as an Elective

Module summary

This enquiry-based module provides an opportunity for students to explore a topic in the field of EAL of theoretical and professional interest of their own choosing, understanding its relevance for their own professional development as a specialist in EAL. They will be introduced to approaches to classroom-based enquiry such as action research and guided in the construction of an appropriate school-based project, leading to a 12,000- word critical study. Each student will have a designated academic tutor who will act as a supervisor for the planning and carrying out of the enquiry-led work.

Objectives

This module is carried out largely through structured independent learning. Introductory seminars will provide students with:

- An overview of principles and processes for carrying out critical enquiry;
- Suggestions for an approach to the design, planning and implementation of a critical enquiry project;
- An introduction to methods of data collection;
- Guidance for carrying out literature reviews and writing up.

A mid-point seminar will focus on issues related to data collection and provide opportunities to engage in small-group discussion on data analysis.

Students will design, carry out and write up a practice-based enquiry related to EAL in their professional context, which explores the relationships between theoretical and practical knowledge, demonstrates skills in classroom-based research, analysis and evaluation and impacts on practice. Through this, they will develop the following professional expertise as part of their development as EAL specialist teachers:

- An understanding of how to develop a critical and enquiry-based approach to their own professional development so that it continuously impacts effectively on the outcomes for pupils;
- An understanding of the ethical issues related to enquiry in learning settings and ways of developing ethical processes of enquiry;
- An open and questioning approach to developing professional practice and an understanding of the importance of taking personal responsibility for professional development;
- The ability to communicate and mediate educational issues and debates to fellow professionals.

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

- Identify topics of immediate individual and general concern in the field of EAL in their own professional context;
- Engage in academic discussion about how this topic might be investigated;
- Consider this topic in its broader socio-cultural and political contexts;
- With supervision, to investigate the topic in theoretical and policy-based literature and empirically;
- With supervision, to investigate the topic empirically;
- Write a sustained, theoretically coherent and empirically supported critical study which reveals and justifies their findings related to the topic;
- Understand the implications of their study for the development of EAL policy and practice in their professional contexts;
- Understand the role of the EAL specialist teacher and its professional implications.

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

- To critically evaluate different approaches to classroom-based research;
- To plan and carry out a small-scale research project using appropriate data collection and analysis strategies and techniques;
- To present arguments in writing lucidly and concisely;
- To produce a formal written report on their own small-scale, enquiry-led project

Syllabus

Through the critical study, students make the link between educational issues of professional concern and research in the field of EAL. The critical study is seen as a key component in the process of on-going professional development to becoming an EAL specialist and leader in primary and secondary contexts. In this framework, the key substantive components are:

- Key theoretical frameworks for understanding language, learning and bilingualism related to EAL learners
- Key methodological frameworks for researching issues of language and learning in primary and secondary classrooms
- Opportunities to reflect critically on different approaches to investigating language and learning in multilingual classrooms.

Following the introductory sessions, students will engage in their own critical, enquiry-based study, in their own professional contexts (which need not be a classroom), of a relevant area of EAL provision. A mid-point seminar, involving taught input and small-group discussions, will focus on reviewing strategies for data collection and data analysis.

Students will be required to audit the module EDUC5060M Getting Started: Research Questions and Approaches in Education or equivalent unless their programme manager or the taught postgraduate tutor believes that they already have sufficient knowledge or skills about research.

Teaching methods

Delivery type	Number	Length hours	Student hours
On-line Learning	3	5.00	15.00
Seminars	6	2.00	12.00
Tutorial	2	0.50	1.00
Tutorial	6	1.00	6.00
Private study hours			566.00
Total Contact hours			34.00
Total hours (100hr per 10 credits)			600.00

Private study

Students will be required to pursue a course of required and recommended reading in order to prepare a proposal for their critical, enquiry-led study in the field of EAL. Following this, with supervision, they will be expected to make their own decisions, following agreed guidelines and criteria, about design, methodology and strategies and techniques for carrying out their project and writing it up.

The information against seminars in the first line of information against tutorials and the information against the online learning relates to the work involved in auditing EDUC 5060M. The second line again tutorials relates to supervision of the Critical Study.

Opportunities for Formative Feedback

Feedback will be given on the initial proposal, along with guidance on the subsequent development of the study.

Progress will be monitored through programmed supervision tutorials (including distance) and the mid-point seminar in the course of the small scale project. Peer support will be encouraged using the VLE. The third tutorial will be used flexibly in response to the needs of the students.

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Essay	12,000 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: 21/11/2016

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