ED2BLM: Language, Multilingualism and Identity

Module code: ED2BLM

Module provider: Institute of Education

Credits: 20

Level: Level 2 (Intermediate)

When you'll be taught: Semester 1

Module convenor: Dr Anna Tsakalaki, email: a.tsakalaki@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: Yes

Talis reading list: Yes

Last updated: 27 June 2024

Overview

Module aims and purpose

Language use, multilingualism and identity (including social class) are closely linked concepts that have significant relevance for the educational experiences of children and young people.  This module engages students with understanding the processes involved in first language development and in learning a new/additional language.  It will enhance students’ awareness of the impact of multilingualism on learning and on mainstream educational settings in relation to language, culture, and identity. The module will also develop students’ knowledge of the relationship between learning English (the language of instruction in many contexts) and wider educational outcomes locally, nationally, and globally.

Aims:

• To deepen students’ understanding of the relationship between language and identity; including social class, ethnicity, multilingualism, etc.
• To enhance students’ understanding of the theoretical underpinnings of first language development and second/additional language acquisition
• To develop students’ understanding of the educational needs of multilingual learners both in the UK and in international contexts
• To engage with the political and pedagogical impact of English as a Medium of Instruction in non-English speaking countries
• To critically engage students in examining national and international legislation and language policy, and the impact of these on multilingual education

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Critically engage with the relationship between cultural and linguistic identity
2. Understand issues for multilingual learners in relation to cultural and linguistic identity, both at home and at school, and examine how this may impact language learning and academic achievement
3. Identify and discuss the theoretical underpinnings of language acquisition and language learning theory while evaluating patterns of achievement for multilingual learners across the curriculum
4. Explore current national and international legislation and language policy and the impact this has on education and research-informed pedagogies for the teaching and assessment of multilingual learners nationally and internationally

Module content

• Theoretical underpinnings of language acquisition for monolingual and multilingual learners
• National/international legislation and language policies
• Patterns of achievement for multilingual learners across the curriculum
• Issues of social, cultural and linguistic identity
• Research-informed pedagogies for the teaching and assessment of multilingual learners
• Issues specific to the teaching of English as a Medium of Instruction

Structure

Teaching and learning methods

Content is delivered by face-to-face in interactive seminar sessions; through pre-session reading and other preparatory activities engaging with online materials; and through one-to-one tutorials to support the assignment.

Study hours

At least 18 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

The final seminar is one in which module content is revised and in which students can create a group plan for their assignment for which they get in-session oral feedback.

Students attend a one-to-one tutorial in the final week of the module at which they receive tutor feedback on an individual plan for their assignment and further guidance on potential content and references.

Reassessment

Additional costs