|| ED30820 |
|| BILINGUAL EDUCATION |
|| 2007/2008 |
|| Mrs Rosemary O Cann |
|| Semester 2 |
|| Mr Meirion G Davies, Miss Sioned Williams |
| Course delivery
|| Lecture || 10 Hours. |
|| Seminars / Tutorials || 10 Hours. |
|Assessment Type||Assessment Length/Details||Proportion|
|Semester Assessment|| Assignment: Assignment(s) totalling 5,000 words or reasonable equivalent. This can include one assignment based on reading and one on project work. ||100%|
|Supplementary Assessment|| All failed or missing elements of assessment to be re-taken or made good.|| |
On successful completion of this module, students should be able to:
Be able to critically evaluate different approaches to the study of bilingual education
Demonstrate an ability to articulate and justify their own stance on public debates about the education of bilingual learners
This module considers the `what?, `why? and `how? of bilingual education. In the first part of the module, the `what? question opens up the range of educational policy responses to linguistic and cultural diversity in different national and regional contexts. The `why? question then shifts the focus to the reasons for the differences in the nature and outcomes of different types of policies and educational programmes. In the final part of the module, the `how? question focuses attention on the ways in which policies are translated into everyday practice in bilingual and multilingual schools and classrooms.
To provide an overview of the types of bilingual education developed in different national and regional contexts
To consider the discourses about linguistic and cultural difference underpinning different types of bilingual education
To examine the impact of bilingual education policy on patterns of communication in schools and classrooms;
To show how the educational experience of individual bilinguals is embedded in and shaped by wider policy shifts.
The lectures will be based on the following topics:
The development of educational responses to linguistic and cultural difference in various national and regional educational systems
Local debates over the implementation and development of different forms of educational provision for bilingual learners
Second language teaching (e.g. the teaching of English as a Second Language)
Transitional bilingual education
Maintenance and two-way bilingual programmes
Teaching through the medium of an indigenous minority language or through a former colonial language
Connections across specific political and historical locations, identifying commonalities and differences in language policies and forms of education provision
The ways in which language policy-making is bound up with power relations between ethnolinguistic groups (at national and regional levels)
The role of education in the construction of legitimacy and the shaping of linguistic and cultural values
The views of bilingualism and literacy that underpin a good deal of educational practice in bilingual and multilingual settings
The routines and communicative practices of day to day life in bilingual and multilingual schools and classrooms
The ways in which teachers and learners negotiate classroom relationships in two (or more) languages
The ways in which teachers and learners draw on the languages available to them in co-constructing knowledge, in talking about monolingual and/or bilingual texts and in negotiating different cultural worlds.
The seminars will provide opportunities for students to further explore and discuss themes that are introduced in the lectures.
Baker, C. (2000) Foundations of Bilingual Education and Bilingualism
3rd. Clevedon, Avon: Multilingual Matters
Garcia, O. and Baker, C. (eds.) (1995) Policy and Practice in Bilingual Education: Extending the Foundations
Clevedon, Avon: Multilingual Matters
Heller, M and Martin-Jones, M (eds.) (2001) Voices of Authority: Education and Linguistic Difference.
Westport, CT: Ablex.
May, S (2001) Language and Minority Rights: Ethnicity, Nationalism and the Politics of Language.
This module is at CQFW Level 6