EDM180-Teaching Multilingual Learners in a Global Context

Module Provider: Institute of Education
Number of credits: 20 [10 ECTS credits]
Level:7
Terms in which taught: Spring term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Module version for: 2017/8

Module Convenor: Prof Jeanine Treffers-Daller

Email: j.c.treffers-daller@reading.ac.uk

Summary module description:
«p»In this module we explore the issues for multilingual learners in the UK and abroad. It takes into account the learning of English as an additional language (EAL) and the learning of English as a foreign language. Furthermore it has a focus on the issues related to teaching in English as a medium of instruction (EMI) in international settings. In some non-English speaking countries in Europe, Asia and Africa there is a trend towards the use of English as the medium of instruction in education, often alongside national or regional languages. In many cases EMI is offered alongside English language classes which focus on explicit learning of English as a Foreign Language. While some stakeholders mainly see advantages of the use of international language such as English in schools, others doubt it is beneficial for children or young people to be educated in a language other than their first language. These issues are also key to the educational context of the UK where many children with English as an Additional Language are taught through the medium of English even though their levels of ability in English vary considerably. In the module we will look at different models of English Medium Instruction as found in different parts of the world, and will discuss issues that are common to many institutions that have opted for this type of schooling, such as the levels of English of teachers, the academic outcome of programmes, subject-specific pedagogies for English, science, maths and geography, as well as teacher training.«/p»

Aims:

This module aims to develop students’ understanding of English Medium Instruction within a wide range of educational settings


Assessable learning outcomes:

On successful completion of the module, students will be able to:



 





  • identify and discuss the theoretical underpinnings of English Medium Instruction, and teaching of EAL learners in the UK.




  • analyse different models of English Medium Instruction across a range of contexts and study examples of implementations of these models in settings in Europe, Africa and Asia.




  • explore at which educational levels and for which subjects EMI is offered, and discuss the rationale for the choices made in the context of national legislation. analyse the advantages and the disadvantages of EMI in relation to academic outcomes (English and content subjects, e.g. maths, science and geography). identify and discuss best practice in teaching and assessing bilingual/multilingual learners in the UK and worldwide




  • compare models of EMI with Content-Language-Integrated-Learning initiatives in MFL contexts in the UK, as well as teaching of EAL learners in UK schools




  • identify forms of teacher training that can be implemented to support EMI, EAL learners




Additional outcomes:

Outline content:



  • theoretical models of second language acquisition, and literacy development




  • history of English Medium Instruction




  • overview of EMI in Europe, Asia and Africa: challenges and opportunities




  • comparison between CLIL and EMI




  • the role of the L1 in EMI and in teaching EAL learners in the UK




  • Appropriate teaching approaches that reflect learners' level of English proficiency and take account of curriculum content and any subject-specific pedagogies




  • assessing bilingual learners: issues and solutions




  • teacher training for EMI and EAL learners: examples of best practice




Global context:

This module has a strong global context in its exploration of teaching across different continents.


Brief description of teaching and learning methods:

Lectures, discussion groups and small group tasks. 


Contact hours:
  Autumn Spring Summer
Lectures 15
Seminars 15
Practicals classes and workshops 4
Guided independent study 166
       
Total hours by term 200.00
       
Total hours for module 200.00

Summative Assessment Methods:
Method Percentage
Written assignment including essay 100

Other information on summative assessment:

Written assignment of 5000 words


Formative assessment methods:



  • Written critical analysis of an article on EMI




Penalties for late submission:
Penalties for late submission on this module are in accordance with the University policy. Please refer to page 5 of the Postgraduate Guide to Assessment for further information: http://www.reading.ac.uk/internal/exams/student/exa-guidePG.aspx

Length of examination:

Requirements for a pass:

50%


Reassessment arrangements:

Resubmission during the summer resit period.


Additional Costs (specified where applicable):

Last updated: 31 March 2017

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