module specification

This module provides students with an overview of current issues in multilingualism with a specific focus on its impact on classroom teaching and learning. It aims to develop a critical understanding of key theoretical frameworks, while inviting students to reflect on their own personal experiences to consider the practical implications of linguistic diversity in educational contexts. Students will increase their awareness of learning environments where learners and/or educators do not have full and equal access to the language(s) of instruction, allowing them a deeper understanding of their future multilingual pupils.

The two-part assessment will provide an opportunity for students to use their creativity, alongside newly developed theoretical understandings, to design a subject-specific lesson plan for an hour-long class in a multilingual setting. The plan will be put into action through a 15 to 20-minute micro teaching session focused on one specific activity. Fellow classmates will become the ‘students,’ with peer evaluations forming part of the micro teaching mark, strengthening students’ skills in critical evaluation of classroom activities in multilingual environments. In doing so, students will deepen and develop their own teaching practices.

The module is targeted at students working or planning to work in multilingual, educational contexts and will be particularly attractive to those interested in teaching languages. However, the increasing prevalence of linguistic diversity in the majority of educational contexts means educators with any specialisation will benefit from being prepared to work with multilingual students and learning to value and draw on their diversity of knowledge and experiences.

Module Aims:

• You will reflect on and experience teaching and learning in contexts where students and/or teachers do not have full and equal access to the language(s) of instruction 
• You will explore different perspectives on multilingualism and their implications for teaching and learning
• You will integrate practical theories of multilingualism into the planning, design, and implementation of subject-specific lessons in multilingual contexts
• You will broaden your understanding of the concept of multilingualism through an interdisciplinary consideration of current debates, discussions, and developments

None

The module will cover areas such as diverse definitions of bi- and multilingualism and multilingual theories from various perspectives (e.g., individual, societal, cognitive, educational, and practical) (LO3, LO5). Some further topics include trends and issues in multilingual education, multilingual methods of teaching and learning, and practical classroom activities stemming from these approaches (LO1, LO2, LO4).

Students enrolled in this module will be encouraged to engage with recommended readings in preparation for each lesson. As the module adopts a blended-learning approach, students will have access to a dedicated module site (Weblearn) where they will find learning activities, class materials, session recordings, and online forums where they can interact with peers and tutors in synchronous and asynchronous ways.

Our students will have access to the university library website and make use of electronic journals, e-books, databases, and full-text journals. Support for developing and improving IT skills, as well as information on other web-based study support, is available on the library website. Students will be supported and guided throughout the module by their tutor who they can consult in person, by email, or via designated video-conference software.

1. Design and implement lessons in multilingual spaces to a multilingual class (LO1)
2. Recognize the benefits and challenges of linguistically and culturally diverse classrooms (LO2)
3. Gain a theoretical understanding of multilingualism across perspectives (e.g., societal, cognitive, etc) (LO3)
4. Consider the practical implications of multilingualism for the classroom (LO4)
5. Become aware of interdisciplinary trends in multilingualism in order to make informed practical decisions when teaching (LO5)

https://londonmet.rl.talis.com/lists/276FAEEA-37A9-68C5-D536-49C0B501CEA4.html

Indicative reading list:

Core:

Baker, C. & Wright, E. (2021). Foundations of bilingual education and bilingualism. 7th ed. Multilingual Matters.

Conteh, J., & Meier, G. (Eds.). (2014). The multilingual turn in languages education: Opportunities and challenges. Clevedon: Multilingual Matters.

Additional:

Baker, Colin & García, Ofelia (2007) Bilingual education: an introductory reader. Clevedon: Multilingual Matters.

Cenoz, J., & Gorter, D. (2011). The Special Issue: Toward a multilingual approach in the study of multilingualism in school contexts. The Modern Language Journal, 95(3), 339-478.

Flores, N., Tseng, A., & Subtirelu, N. (2021). Bilingualism for All or Just for the Rich and White? Introducing a Raciolinguistic Perspective to Dual Language Education. In Bilingualism for All? (pp. 1-18). Multilingual Matters.

García, O., & Wei, L. (2017). Translanguaging, Bilingualism, and Bilingual Education. In Wright, W. E., Boun, S., & García, O. (Eds.) The handbook of bilingual and multilingual education. John Wiley & Sons.

Juvonen, P., & Källkvist, M. (Eds.). (2021). Pedagogical Translanguaging: Theoretical, Methodological and Empirical Perspectives. Multilingual Matters.

May, S. (2013) The multilingual turn implications for SLA, TESOL and bilingual education. New York: Routledge.

Wernicke, M., Hammer, S., Hansen, A., & Schroedler, T. (Eds.). (2021). Preparing Teachers to Work with Multilingual Learners (Vol. 130). Multilingual Matters.

Wright, W. E., Boun, S., & García, O. (2017). The handbook of bilingual and multilingual education. John Wiley & Sons.