2023/24 Taught Postgraduate Module Catalogue

EDUC5929M English Medium Education in Multilingual Contexts

15 creditsClass Size: 60

Module manager: Professor Diane Pecorari
Email: D.Pecorari@leeds.ac.uk

Taught: Semester 2 (Jan to Jun) View Timetable

Year running 2023/24

Pre-requisite qualifications

Teaching experience

This module is not approved as an Elective

Module summary

This 15-credit module will introduce students to the fast-spreading curricular innovation known as English-Medium Education. Students will critically examine and assess the theories, ideologies and policies underlying the shift to English medium instruction in different global contexts. It will examine different approaches to teaching and supporting student learning through the medium of English, at primary, secondary and tertiary levels. The module will also consider the empirical evidence for its effectiveness as a mode of education, as well as its social and ethical dimensions. Students will have the opportunity to gain deeper understanding of the complexities of EME in one global context of interest.

Objectives

Through a combination of short lectures, individual reading tasks, small group discussions, in-class problem-solving, whole class debate, group oral presentations, and a paired case study assignment, we aim to:
• Enhance students’ awareness and understanding of the nature and impact of the spread of EME globally
• Enable students to distinguish between EME and other forms of English language education in bilingual/multilingual contexts
• Highlight the theories and ideologies which underpin policy, curriculum and practice in EME, and encourage students to take a critical view of these
• Identify, describe and evaluate different pedagogic approaches to EME as practised with different age groups and in different subject areas.
• Present examples of high-quality research and enable students to reflect critically on the relative merits and limitations of EME in bilingual/multilingual contexts

Learning outcomes
On completion of this module, students should be able to
1. demonstrate awareness and understanding of the nature and impact of the spread of EME, and of the theories and ideologies that underpin it
2. articulate an understanding of how student learning can be supported in diverse EME contexts
3. identify and use relevant research literature to increase their understanding of EME
4. describe the implementation of EME in contrasting global/educational context and analyse its relative merits and limitations

Skills outcomes
Through in-class activities, between-session individual and group tasks, and the module assessment, the module will develop these skills from the Leeds Skills Matrix:
- Academic skills: reflection, critical thinking, presentation, the use of academic language, referencing, academic integrity.
- Digital skills: use of Padlet, use of search engines to find resources for EME.
- Professional skills: problem-solving, team-working, communication, negotiation, time management, oral presentation skills using PowerPoint slides.

Syllabus

Indicative content:

- The expansion of EME within the general context of global English language education
- EME and its relationship with bilingualism, multilingualism and plurilingualism in society and education
- Theories and ideologies of EME and development
EME, linguistic rights and social justice.
- Teaching methods and learning supportive materials in EME
- Implementation of EME in one specific context

Teaching methods

Delivery type	Number	Length hours	Student hours
Lecture	5	2.00	10.00
Tutorial	1	2.00	2.00
Independent online learning hours			50.00
Private study hours			88.00
Total Contact hours			12.00
Total hours (100hr per 10 credits)			150.00

Private study

During private study time students will be required to undertake:
• required reading of key sources, with accompanying individual or study group tasks in preparation for following session
• recommended reading to deepen understanding of knowledge from previous session
• prepare oral inputs/presentations to taught sessions.
• online communication tasks in the module MINERVA Discussion Board space and/or Padlet
• viewing of pre-recorded videos

Opportunities for Formative Feedback

Week 3 or 4 – staff feedback on student oral presentations
Week 6 – feedback on student assignment plans, in pairs

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Assignment	Recorded oral presentation using PowerPoint	100.00
Total percentage (Assessment Coursework)		100.00

Learning Outcomes - 1-4

Reading list

The reading list is available from the Library website

Last updated: 07/11/2023

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