You will study these units in 2019/20 if you apply for the MA English as a Medium of Instruction course (subject to final university approval).

Bilingualism, multilingualism and plurilingualism

Aims

The aims of this unit are:

  • to investigate theories of bilingualism, multilingualism and plurilingualism
  • to examine the relationships between the development of bilingualism, multilingualism and plurilingualism and factors such as cognition, age, social and classroom context
  • to increase understanding of the processes of communication in bilingual, multilingual and plurilingual contexts

Learning outcomes

By the end of this unit, students will be able to:

  • demonstrate critical knowledge and awareness of current theory of bilingualism, multilingualism and plurilingualism in educational contexts
  • understand the role of factors such as cognition, age, social and classroom context in the development of bilingualism, multilingualism and cognitive development
  • understand issues relating to the development of biliteracy, multiliteracies and multimodal communication
  • understand the concepts and processes of code-switching and translanguaging

Content

  • The nature of bilingualism, multilingualism and plurilingualism
  • Theories of bilingual, multilingual and plurilingual language learning
  • Age and the development of bilingualism, multilingualism and plurilingualism
  • Bilingualism, multilingualism and cognition
  • Language socialisation
  • Biliteracy
  • Multiliteracies and multimodalities
  • Classroom discourse in bilingual, multilingual and plurlingual contexts
  • Code-switching and translanguaging

Dissertation for the MA in English as a Medium of Instruction

Aims

The aims of this unit are:

  • to provide a structured and supervised opportunity for students to design, conduct and evaluate a small-scale educational research project

Learning outcomes

By the end of the unit students should be able to demonstrate:

  • ability to select and justify the focus, scope and methodology of an educational research study
  • ability to review, employ, and engage critically with an appropriate literature through the design, conduct and evaluation of an educational research study
  • ability to collect, analyse and interpret data appropriately
  • ability to draw appropriate conclusions from an educational research study, taking account of its strengths and limitations

Content

Detailed content is negotiated (and re-negotiated as necessary as the research unfolds) between student and supervisor.

Intercultural communication and learning

Aims

The aims of this unit are:

  • to provide a conceptual foundation for the understanding of intercultural communication in an educational, professional or community contexts
  • to increase knowledge and understanding of working across a diversity of cultures
  • to critically analyse a range of approaches to intercultural education, training and assessment

Learning outcomes

By the end of this unit, students will be able to:

  • demonstrate understanding of key aspects of intercultural communication and learning
  • distinguish between different theoretical paradigms, definitions and terminology of intercultural communication and learning
  • demonstrate knowledge of appropriate skills and strategies for intercultural teaching and/or assessment
  • design and implement a small-scale case study in order to investigate aspects of intercultural communication and learning in an educational, professional or community context

Content

  • Conceptualising culture and intercultural communicative competence
  • ‘Languaculture’ and the role of language in intercultural communication
  • Critical intercultural communication and ideology
  • Identity and representation
  • Stereotyping and Othering
  • Verbal and non-verbal communication
  • Intercultural contact, hybridity and third spaces
  • Intercultural communication in educational contexts
  • Intercultural communication in professional contexts
  • Digital media, communication and learning
  • Assessing intercultural communicative competence

Policy and curriculum of English as a medium of instruction

Aims

The aims of this unit are:

  • to investigate the theories which underpin different policies (international, national, institutional) and/or curricula of English as a Medium of Instruction
  • to introduce key concepts and practices in the planning, implementation and evaluation of English medium curricula
  • to consider the influences of the historical, political, economic, social and cultural context upon English as a Medium of Instruction
  • to develop critical awareness of how English as a global language functions in relation to other languages in the curriculum

Learning outcomes

After successfully completing this unit students will be able to:

  • demonstrate a critical understanding of theories related to different types of policy/curriculum for English as a Medium of Instruction
  • evaluate the ideological basis and viability of different policies/curricula for English as a Medium of Instruction
  • demonstrate an appreciation of the wider implications of implementing EMI in the curriculum
  • make recommendations for how to develop an EMI policy/curriculum which is appropriate to the needs of students in a specific educational context

Content

  • Language policy: Language-in-education policy and Family language policy
  • Language planning (international, national, institutional) and EMI
  • Global Englishes: ‘Native English’, English as a Lingua Franca (ELF), English as an International Language (EIL), and World English (WEs)
  • Language rights, social justice and EMI
  • English as an Additional Language and heritage language development
  • English in international development
  • English language education in the marketplace
  • Curriculum, syllabus and materials design for EMI
  • Evaluation of English medium programmes

Research methods for second language education 1

Aims

The aims of this unit are:

  • to analyse key approaches to research in second language education
  • to analyse the key research traditions and methods used in second language education research
  • to critically review written accounts of second language research conducted by others
  • to analyse issues relating to the quality of second language research
  • to consider ethical issues in second language research

Learning outcomes

By the end of this unit, students will be able to:

  • understand the distinction between different research approaches available for second language education research
  • distinguish, describe and critically analyse the key research traditions and research methods used in second language education research
  • critically review written accounts of second language research conducted by others
  • analyse issues relating to the quality of second language research
  • understand ethical issues in second language research

Content

  • Research approaches and methods in second language education
  • Observation, interviewing and narrative inquiry in second language research
  • Survey research in second language education
  • Case study research in second language education
  • Action research in second language education
  • Critical analysis of written accounts of second language research conducted by others
  • Quality criteria in second language education research
  • Ethics in second language education research

Research methods for second language education 2

Aims

The aims of this unit are to enable students:

  • to identify a research question for a small-scale research project in the field of second language education
  • to identify a research approach, design and methodology for that project
  • to develop a proposal and outline protocol for that project

Learning outcomes

By the end of this unit students will be able to:

  • identify a research area relevant to a second language context with which they are familiar
  • conduct a critical review of the literature which underpins their research area and their research question
  • formulate a research question that is appropriate for second language education research
  • identify the key stages in planning a small-scale research project in the field of second language education
  • determine the appropriate sampling approach, data collection methods and data analysis procedures to use in a specific context
  • critically analyse issues of quality in their proposed project
  • critically analyse ethical considerations in relation to their proposed project
  • present their developing research ideas to peers

Content

  • Formulating research questions for second language education research
  • Designing research in second language education (incl. sampling, negotiation of relationships, analysis)
  • Researching L2 learners and learning in second language education
  • Researching L2 teachers and teaching in second language education
  • Researching language and culture (incl. linguistic ethnography, analysis of cultural artefacts, discourse analysis)

Teaching and assessing in English as a medium of instruction

Aims

The aims of this unit are:

  • to introduce a range of current approaches to English as a Medium of Instruction
  • to increase knowledge and understanding of the language and learning needs of learners in an English medium context
  • to increase understanding of the relationship between subject discipline knowledge and the medium of instruction
  • to raise awareness of key issues in the assessment of English medium programmes
  • to introduce approaches and issues related to the professional development of English medium educators

Learning outcomes

By the end of this unit, students will be able to:

  • make informed decisions about the practice of EMI
  • demonstrate awareness of current approaches and concepts relating to the teaching and/or assessment in EMI
  • demonstrate an awareness of the relationship between language, communication, comprehension and learning
  • analyse and support the needs of learners studying through the medium of English
  • critically reflect and comment on the teaching and/or assessment of an English medium programme of study
  • identify a range of appropriate strategies for teaching and/or assessing an English medium programme
  • suggest implications for the professional development of English medium educators

Content

  • Different interpretations of EMI
  • Different models of bilingual and multilingual education
  • Content Based Instruction, incl. Content & Language Integrated Learning (CLIL)
  • Subject discipline knowledge and genre in EMI
  • ‘Language conscious’ teaching (incl. subject specific terminology, signposting, pace, intonation elicitation, feedback, backchannelling)
  • Teaching strategies for English medium classes (incl. scaffolding, presentation of concepts, modification of input, collaborative learning and teaching)
  • Issues of assessment in English medium programmes
  • Teacher education and development for EMI