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This module is designed for students with an interest in the links between education and languages. Language is both the medium of education and also one of its subject areas. What happens in schools is therefore likely to have a major impact on how languages change, grow or contract in society and the world at large, and how languages are used in school will also have a big impact on what pupils learn. We start from an assumption that being able to communicate in more than one language is a desirable human condition, with potential benefits for both the individual and society.
Bilingualism or multilingualism is in fact the norm in many parts of the world, and the first part of the module will look at the rise and fall of various languages, historically and in the contemporary era of rapid globalisation, and a central focus will be on the historical spread of English as a foreign language and its manifestations. The current global dominance of English is having an effect on local society and languages, and the next part of the module looks at the ways languages interact in society, and how they may be suppressed or promoted through government policy and local response. Education is perhaps the most significant means that governments have to influence language development, and the third part of the module deals with various models and methods of language education in the UK and in international settings. The module is deliberately wide-ranging in scope, but students will have the opportunity in the assignment to focus in more depth on one issue, and to investigate and report on an aspect of their own country's language education system. The module aims to stimulate students' thinking about the role of languages in society, and in particular about their role in the educational development of children.
It will take a socio-historical perspective on language change and spread, giving particular attention to the contemporary growth of English and its effects on social and educational opportunity in diverse global settings, and to the ways that the languages scene in the UK has changed because of patterns of migration. At the same time it aims to enhance students' awareness of how government policies and school practices can promote or inhibit multilingualism in young people. Weeks 1 Recognizing multilingualism: How multilingual is the world? How multilingual is our own learning group? Definition of key terms: language, variety, dialect, accent, domain. 2 The politics of English language teaching: Varieties of World English and the emergence of new Englishes. English and linguistic imperialism.
English as a Lingua Franca (ELF). 3 The world language scene: Group presentations on the world language scene.
Peer feedback. 4 Teaching language and culture: Relationship between language and culture. Languages for intercultural communication. 5 Languages in education 1: Being bi/multilingual and educational implication.
UNESCO principles for multilingual education. Forms of language education (immersion, bilingual, monolingual, CLIL). 6 Languages in education 2: Language diversity in mainstream education in multilingual UK: debates about ‘support’ and development. 7 The multilingual university 1: Language attitudes and diversity in higher education in UK. Deficit models of language. English for Academic Purposes (EAP) and academic literacies.
8 The multilingual university 2: Internationalisation in UK HE. International and multilingual students and their experience of UK HE. 9 Module review: Review of module content. Assignment workshop 10 Assessment: Group presentations 11 Assessment: Group presentations Learning Outcomes.
Student progress will be monitored through:. Checking (during teaching sessions) on student performance of weekly tasks. Encouraging, and observing the level of, student participation in class discussions. Monitoring the contributions of students to VLE discussion threads. Assessing and giving feedback on one written essay, to be completed by Week 9 of the course.
Teaching methods Delivery type Number Length hours Student hours Example Class 1 2 2 Office Hour Discussions 1 3 3 Lecture 11 2 22 Seminar 5 1 5 Tutorial 3 0 1 Private Study Hours 147 Independant Online Learning Hours 30 Total Contact Hours 33 Total hours (100hr per 10 credits) 210 Reading List.
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Associate Professor Kathleen Heugh is a socio-applied linguist who specialises in bilingual and multilingual education. She currently co-ordinates UniSA’s English Additional Language major, in which she has embedded contemporary translanguaging pedagogy and research. Kathleen has previously been a Literacy Expert for the UNESCO Institute for Lifelong Learning and in 2015 was a Distinguished Visiting Professor at Rhodes University, South Africa. She is the co-founder of the Southern Multilingualisms & Diversities Consortium (SMDC). Kathleen is a language education policy research specialist who has led system-wide and multi-country evaluation studies on languages and literacy in education in sub-Saharan Africa for international. Other UniSA associations. Associate Professor Kathleen Heugh is a socio-applied linguist who specialises in bilingual and multilingual education.
She currently co-ordinates UniSA’s English Additional Language major, in which she has embedded contemporary translanguaging pedagogy and research. Kathleen has previously been a Literacy Expert for the UNESCO Institute for Lifelong Learning and in 2015 was a Distinguished Visiting Professor at Rhodes University, South Africa. She is the co-founder of the Southern Multilingualisms & Diversities Consortium (SMDC).
Kathleen is a language education policy research specialist who has led system-wide and multi-country evaluation studies on languages and literacy in education in sub-Saharan Africa for international governments and development agencies (including UNESCO and UNDP). As a member of the first Pan South African Language Board, Kathleen led the first Sociolinguistic Survey of South Africa (2000). She also led the design, development and administration of the first, and thus far only, system-wide multilingual assessment of students in the world (2006). Her theoretical and field research in multilingual education in more than 30 countries has informed UNESCO language education policy recommendations for countries in Africa and South-East Asia. She has particular expertise in the relationship between the languages of learning and school retention, particularly for marginalised, migrant and displaced communities; and also in the relationship between faith and literacies in education in urban and rural settings. Kathleen holds honorary positions with the University of the Western Cape and the Human Sciences Research Council in South Africa, and the National Multilingual Education Resource Centre, Jawaharlal Nehru University, Delhi. With Christopher Stroud (Western Cape and Stockholm) and Piet van Avermaet (Ghent), she is the Bloomsbury Series Editor of Multilingualisms and Diversities in Education.
She also serves on the editorial boards of ten international journals and book series, has over 100 peer reviewed publications and has authored 20 reports for government, intergovernment, and international development agencies. Kathleen has designed and taught at Masters’ Degree and Post-graduate Diploma levels in language policy and planning, and bilingual and multilingual education at the Universities of Cape Town and Antwerp. She qualified with a BA (Hons) from Rhodes University, an M Phil from the University of Cape Town, and a PhD (in Bilingualism) from Stockholm University. Highlights Distinguished Visiting Professor, Rhodes University, South Africa, 2015 Extraordinary Associate Professor, Department of Linguistics, University of the Western Cape, South Africa Honorary Research Fellow, Human Sciences Research Council of South Africa International Advisor, National Multilingual Education Resource Centre, Jawaharlal Nehru University, India, External Partner (Southern Hemisphere), Sustainable Development in a Diverse World (SUS.DIV.org), Research Network of Excellence, Council of Europe Framework Programme 6. (2005-2010) Literacy Expert, UNESCO Institute for Lifelong Learning (2005-2008) Member of the First Pan South African Language Board (1996-2001).