Unit information: Bilingual and Multilingual Education in 2020/21

Unit name	Bilingual and Multilingual Education
Unit code	EDUCM0085
Credit points	20
Level of study	M/7
Teaching block(s)	Teaching Block 2 (weeks 13 - 24)
Unit director	Dr. Matt Kedzierski
Open unit status	Not open
Pre-requisites	N/A
Co-requisites	N/A
School/department	School of Education
Faculty	Faculty of Social Sciences and Law

Description including Unit Aims

The unit explores the policies, pedagogic practices and educational theories relating to the field of bilingual and multilingual education in a wide range of national and institutional contexts. It draws on empirical research and theoretical debates to explore the complex interrelations between linguistic diversity and education, covering topics such as, but not limited to, English-medium instruction (EMI), Content and Language Integrated Learning (CLIL), translanguaging and multiliteracy. Throughout the unit, we will address questions of ideology, power and identity, and investigate how social attitudes and beliefs about bi-/multilingualism shape education choices, policy decisions and allocation of resources to bi-/multilingual education provision.

In addition to developing a strong foundation in this subject area, you will have opportunities to enhance your analytical and research skills that will help you critique the existing literature and design and conduct your own small-scale research projects focusing on policies and pedagogic practices aimed at promoting bi-/multilingualism in learners.

The unit will be of interest to language teachers, policy-makers and researchers working in the UK and internationally who would like to understand better the range of approaches to conceptualising and delivering education in the linguistically and culturally diverse world of the 21^st century.

The unit aims to:

1. introduce students to the academic field of bi-/multilingual education
2. help students develop analytical and conceptual skills for researching policies and pedagogic practices promoting bi-/multilingualism in learners.
3. provide opportunities for critique, problem-solving and professional reflection in relation to the substantive areas covered by the unit.

Intended Learning Outcomes

Intended Learning Outcomes

By the end of this unit, students will have learned about and be able to discuss in depth:

1. key concepts and debates in the field of bi-/multilingual education
2. a range of established approaches to delivering education in linguistically diverse contexts
3. links between linguistic ideologies and access to different types of education provision
4. concrete curricular decisions aimed at promoting bi-/multilingualism in learners

By the end of this unit, students will be able to:

5. read critically, synthesise and discuss academic literature relating to bi-/multilingual education

6. apply a range of language policy frameworks to investigate examples of bi-/multilingual provision

7. reflect critically on their own professional practice.

Teaching Information

This unit will be taught using a blended approach consisting of a mixture of synchronous and asynchronous activities including seminars, lectures, reading and discussions.

Assessment Information

Formative assessment

Instructor feedback (oral and written) on students' work will be provided through tutorials and informally through classroom discussions and presentations. Self-reflection and peer-to-peer collaboration is also used to encourage engagement with theory and practice.

Summative Assessment

Students will be asked to choose either:

A negotiated assignment of 4,000 exploring professional aspects of bilingual and multilingual education informed by both current perspectives in the literature, and the development needs of a specific curricular context. (ILOs 1,2,3,4,5,6,7)

Or:

An outline proposal of 4,000 words for an empirical research study addressing current theoretical or curricular issues in bilingual and multilingual education, including a focussed literature review, research questions and procedures for data collection and data analysis. (ILOs 1,2,3,4,5,6,7)

Reading and References

García, O., & Li Wei. (2014). Translanguaging: Language, Bilingualism and Education. New York: Palgrave Macmillan.

García, O., Lin, A. M. Y., & May, S. (2017). Bilingual and multilingual education. Springer International Publishing.

Hornberger, N. H. (Ed.) (2003). Continua of Biliteracy An Ecological Framework for Educational Policy, Research, and Practice in Multilingual Settings. Clevedon: Multilingual Matters.

Macaro, E. (2018). English Medium Instruction: Oxford: Oxford University Press.

Ricento, T. (2006). An Introduction to Language Policy: Theory and Method. Oxford: Blackwell Publishing.

Wright, W. E., Boun, S., & Garcia, O. (Eds.). (2015). The Handbook of bilingual and multilingual education. Malden, MA: John Wiley & Sons.

International Journal of Bilingual Education and Bilingualism, Routledge. https://www.tandfonline.com/toc/rbeb20/current