There are three modules, outlined as follows:
You will focus on children in English-speaking schools, whose first language is not English (the multilingual child). The module aims to draw on current practice, research, case studies, websites and professional networks, enabling you to:
- analyse the development of children in second languages settings
- identify theories of bilingualism, trans-languaging and dynamic language
- appreciate the links between first and second language, identity and self-esteem: the emotional experiences of the multilingual child
- evaluate teacher, teacher assistant, parent, and whole school responses to the multilingual child
- theorise practice and pedagogy: what beliefs, theories and attitudes to language and the multilingual learner underpin teacher choices?
- evaluate and critically compare policies connected with the teaching, learning and integration of the multilingual child into the mainstream school
- evaluate, adapt and create resources and materials for their fit with the needs of the multilingual child.
- Conteh, J. (2015) The EAL teaching book: promoting success for multilingual learners. Revised 2nd edition. Los Angeles: Learning Matters.
- Cummins, J. and Swain, M. (2016) Bilingualism in education: aspects of theory, research and practice. London: Routledge.
You will deal with theoretical and practical approaches to language acquisition and focus on second language acquisition, with priority given to approaches of special relevance to language learning and education. Key themes that you will cover throughout the session include: linguistic variation, codeswitching, sociopolitics and language policy, and language teacher training.
Ortega, L. (2013) Understanding second language acquisition. Abingdon: Routledge.
You will have the opportunity to apply knowledge and skills from the core modules to a specific work-based setting involving multilingual children, and to reflect on how these work in practice to enhance the child's learning experience.
Please note: as our courses are reviewed regularly as part of our quality assurance framework, the list of modules you choose from may vary from that shown here.
Teaching and learning
The course will be offered through a range of teaching methods, including:
- face to face workshops, between 5.00 and 8.00pm on Wednesday evenings in semesters one and two.
- follow-up sessions, with readings, online discussion forum, shared assignment tasks and online tutorials
- work-based investigation within your own working context in semester 3.
Teaching Multilingual Learners
The course will be offered through a range of methods, including
face to face workshops, 5.00 - 8.00pm on Wednesday evenings in semesters 1 and 2. Semester 3 is a supervised project.
On rare occasions we may need to make changes to our course programmes after they have been published
on the website. For more information, please visit our
Changes to programmes