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2014/15 Taught Postgraduate Module Catalogue

EDUC5011M EAL, language diversity and inclusion: research and theory

30 creditsClass Size: 30

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

Taught: Semester 1 (Sep to Jan) View Timetable

Year running 2014/15

Pre-requisite qualifications

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.

Co-requisites

EDUC5012M	EAL, Language Diversity and Inclusion: investigating policy
EDUC5013M	EAL, Language Diversity and Inclusion: Classroom-based Enqui

This module is not approved as an Elective

Module summary

This taught module sets the context for understanding research, policy and practice related to the growing numbers of learners defined as 'English as an additional language' (EAL) in schools in the UK. It addresses the tensions between 'diversity' and 'inclusion' embedded in all three. It explores the distinctive, cross-disciplinary and cross-curricular nature of EAL learning and teaching, and its links with other fields of language teaching and learning, such as ESOL, MFL and literacy. A range of theoretical issues related to language, learning and bilingualism are explored, and their implications for classroom practice are analysed. Students will develop theoretical knowledge, which will facilitate critical reflection on and analysis of their classroom practices and pedagogies as well as whole school and policy contexts related to EAL.

Objectives

In this module, students will develop theoretical knowledge, which will facilitate critical reflection on and analysis of their classroom practices as well as whole school and policy contexts related to EAL. They will develop knowledge and critical understanding of:
- The historical, sociocultural, theoretical and political bases for current practices related to the needs of EAL learners in educational settings;
- The tensions in policy and practice between 'diversity' and 'inclusion' in the field of EAL;
- Current international research trends and methodologies relevant to understanding the experiences of EAL learners in mainstream schools in England;
- Models of language and first and second language acquisition, and their links with theories of learning;
- Constructions of bilingualism and their significance in education;
- The role of language in the processes of teaching and learning in multilingual classrooms;
- Links across culture, identity and learning in research and theory, and their relevance for understanding issues related to teaching and assessing EAL learners;
- Individual differences that can impact on learning and achievement.

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

- Draw on and critique a knowledge base for EAL, related to theories of language learning and bilingualism, culture and identity;
- Critically reflect on the tensions between concepts of 'diversity' and 'inclusion' in policy and practice in the field of EAL;
- Demonstrate increased knowledge and understanding of the language and learning needs of bilingual learners who are learning English as an additional language;
- Understand research and have a critical understanding of theoretical frameworks related to EAL policy and pedagogy;
- Demonstrate increased understanding of the professional skills required for working with pupils across a diversity of languages and cultures;
- Demonstrate the ability to communicate educational issues to fellow professionals.

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

- To search for information;
- To evaluate and synthesise information from a range of sources;
- To critically evaluate research, policy and classroom practice;
- To develop skills in observation as a research strategy;
- To communicate complex ideas clearly in oral discussion;
- To write lucidly and concisely.

Syllabus

Within a historical and sociocultural overview of education in England, the module provides:

- Background to current formations of policy, curriculum and pedagogy in education in England related to EAL;
- The opportunity to develop a critical overview of theoretical frameworks for understanding language, learning and bilingualism related to EAL learners;
- The opportunity to develop a critical overview of international research which offers insights into language, learning and bilingualism related to the experiences of EAL learners;
- An introduction to ways of researching issues of language and learning and bilingualism in multilingual classrooms;
- A consideration of the concept of academic language and its importance in achievement and attainment across the curriculum;
- Opportunities to reflect critically on different approaches to investigating language and learning in multilingual classrooms;
- Opportunities to make comparisons between policy and pedagogy related to meeting the needs of EAL learners across Europe and internationally;
- A consideration of the distinctive nature of EAL pedagogies across the primary and secondary age range and curricula.

Teaching methods

Delivery type	Number	Length hours	Student hours
Class tests, exams and assessment	1	80.00	80.00
Class tests, exams and assessment	2	12.00	24.00
Practical	3	2.00	6.00
Seminar	4	6.00	24.00
Independent online learning hours			66.00
Private study hours			100.00
Total Contact hours			134.00
Total hours (100hr per 10 credits)			300.00

Private study

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

They will be required to carry out two school-based tasks, which will illuminate issues from background reading, and reflect on them using evaluative frameworks.

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 engage in a range of informal and process writing tasks related to these activities as well as a reflective professional log.

The formal module assignment will be an 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: 28/04/2015

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