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Teaching Multilingual Learners


School of Education

Postgraduate Certificates

This three module course is designed to help you provide an effective and supportive learning environment for children who are learning in a second language classroom.

Teaching Multilingual Learners offers you the opportunity to gain the knowledge and skills to make informed decisions both about the learning and development of a child learning English as an additional language and best practice pedagogy and policies to support them.

Available start dates

September 2019 / September 2020

Teaching location

Harcourt Hill Campus

Course length

  • Part time: 1 year

For full application details, please see the 'How to apply / Entry requirements' section.

  • You will be taught by an experienced team of colleagues delivering the suite of TESOL courses at The School of Education.
  • You will be able to network with other practitioners who specialise in teaching English as an additional language.
  • The School of Education combines high quality teaching and significant research and consultancy activity. 
  • The School is a focal point for lively, informed debate on education through close partnership with local schools and colleges and our open seminar and lecture programmes.

There are three modules, outlined as follows:

Multilingual Learners

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.

Key Reading:

  • 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.

Language acquisition

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.

Key Reading:

Ortega, L. (2013) Understanding second language acquisition. Abingdon: Routledge.

Investigative practice

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.

Sample work

Teaching Multilingual Learners

Attendance pattern

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.

Programme changes

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 page.

Tuition fees

Home/EU - part time fee: 2018/19: £610 per single module 2019/20: £620 per single module

International - part time fee: 2018/19: 1,470 per single module 2019/20: £1,500 per single module

Please be aware that some courses will involve some additional costs that are not covered by your fees. Specific additional costs for this course, if any, are detailed in the 'This course in detail' window above.

Questions about fees?
Contact Student Finance on:
+44 (0)1865 483088

Funding and scholarships

Entry requirements

Students should normally have a first degree.

Please also see the university's general entry requirements.

English language requirements

Please see the university's standard English language requirements

English requirements for visas

If you need a student visa to enter the UK you will need to meet the UK Visas and Immigration minimum language requirements as well as the university's requirements. Find out more about English language requirements.

International applications

Preparation courses for International and EU students

We offer a range of courses to help you to meet the entry requirements for this course and also familiarise you with university life. You may also be able to apply for one student visa to cover both courses.

  • Take our Pre-Master's course to help you to meet both the English language and academic entry requirements for your master's course.
  • If you need to improve your English language, we have pre-sessional English language courses available to help you to meet the English language requirements of your chosen master’s.

If you are studying outside the UK, for more details about your specific country entry requirements, translated information, local contacts and programmes within your country, please have a look at our country pages.

How to apply

To apply for this course please complete the PG Cert Education: Teaching Multilingual Learners application form

Terms and Conditions of Enrolment

When you accept our offer, you agree to the Terms and Conditions of Enrolment. You should therefore read those conditions before accepting the offer.

How this course helps you develop

The PG Certificate aims to develop reflective practitioners at master's level. 


Your learning on the course may lead to better prospects for career advancement and students may change role / direction as a function of developing new understandings and skills from their work on the course.

Free language courses for students - the Open Module

Free language courses are available to full-time undergraduate and postgraduate students on many of our courses, and can be taken as a credit on some courses.

Please note that the free language courses are not available if you are:

  • studying at a Brookes partner college
  • studying on any of our teacher education courses or postgraduate education courses.

How Brookes supports postgraduate students

Supporting your learning

From academic advisers and support co-ordinators to specialist subject librarians and other learning support staff, we want to ensure that you get the best out of your studies.

Personal support services

We want your time at Brookes to be as enjoyable and successful as possible. That's why we provide all the facilities you need to be relaxed, happy and healthy throughout your studies.

Research highlights

Sustained excellence in research and publication has ensured that a significant proportion of our School of Education staff were entered for the Research Excellence Framework (REF) in 2014 (UoA 25). Almost 90% of our research was deemed to be of international merit, with around one half either ‘world-leading’ or ‘internationally excellent’. Contributions to the REF were spread across all of our research groups.


Our research aims to create impact on contemporary educational issues - supporting knowledge creation and developing innovative approaches to researching pedagogic practices. The School’s research strategy functions at all spatial scales, from local to global. We publish our highest quality research in leading peer-reviewed journals. Emeritus, Honorary and Visiting Research Fellows contribute to our research programmes and outputs.


The School holds two major research conferences each year - the School of Education Research Conference and the EdD Colloquium. Our Research Seminar Series (which attracts both internal and external speakers) runs annually - all students are invited to attend. We also organise a number of conferences, lectures, seminars and debates, some of which have an international reach.


Members of the School are engaged in a variety of funded and unfunded research projects; we have previously enjoyed prestigious funded scholarships (such as the Fulbright – Peabody scholarship) and, when feasible, offer funded Research Studentships to doctoral applicants. Our Centre for Educational Consultancy and Development (CECD) regularly secures consultancy and research money.


As might be expected in such a research active school, many staff are engaged as editors, editorial board members, or reviewers for various peer reviewed academic and professional journals, as well as online journals.


View all staff profiles for School of Education

Research areas and clusters

The School of Education at Oxford Brookes University is a thriving centre for educational research and teacher professional development. Students on master's level programmes therefore join a large research community comprising researchers at all levels of higher education study.


The School’s six research groups reflect a thriving research community of academics, scholars and students. They exist to encourage engagement in research, publication, conference presentations, seminars and workshops. These groups focus on:

  • Inclusion and Wellbeing
  • Policy, Partnership and Leadership
  • STEAM pedagogy and learning
  • Humanistic Perpectives on Education
  • Applied Linguistics.