Undergraduate Course: Theory and Practice of Bilingual and
Immersion Education
Course Outline
School
School of Literatures, Languages and Cultures
College
Course
type
Standard
Availability Available
to all
students
Credit
level
(Normal
year
taken)
SCQF Level 10 (Year 3 Undergraduate)
Credits
20
Home
subject
area
Celtic
Other
subject
area
None
Taught in
Gaelic?
Partly
Course
website
College of
Humanities
and Social
Science
Course
This course will give a detailed overview of the theory and practice of
description bilingual and immersion education, placing Gaelic education in Scotland in
a cross-cultural international context. Students will study key
developments in bilingual education since the 1960s, considering issues of
teaching methods, the structures of bilingual programmes, policy
rationales and frameworks and the varied social and sociolinguistic
contexts in which bilingual and immersion programmes have been
implemented. The course will encourage students to reflect on their own
beliefs, experience, and expertise in relation to teaching and will inform
their future teaching practice.
Entry Requirements (not applicable to Visiting Students)
Prerequisites
Co-requisites
Prohibited
Combinations
Other
None
requirements
Additional
Costs
None
Information for Visiting Students
Prerequisites
Displayed
Yes
in Visiting
Students
Prospectus?
Course Delivery Information
Delivery period: S1, Available to all students
(SV1)
Location
Acti Descri Weeks
vity ption
Mon Tue Wedn Thur Friday
day sday esday sday
2 hours per week, 22 weeks
This course will run from 2016-17 onwards.
Additional
information
Exam Information
Exam Diet
Paper
Name
Hours:
Minutes
Main Exam Diet
S2 (December)
Paper 1
2:00
Resit Exam Diet Paper 1
2:00
Learn
Quota:
enabled: Y
None
es
(August)
Summary of Intended Learning Outcomes
On completion of this course, the student will be able to show an understanding and
awareness of, and be able to discuss critically:

the theoretical foundations of bilingual education

the policy rationales for bilingual and immersion education programmes

the varying structures of immersion programmes

the roles of attitude, affect and motivation in bilingual/immersion education

theoretical principles concerning language teaching and acquisition

practical aspects of bilingual/immersion education, including content-integrated
language learning, pedagogical issues involving diverse student cohorts, and
supporting and developing biliteracy
assessment methods and techniques in relation to bilingual and immersion
education
the role of parents in supporting bilingual and immersion education


Students will be equipped to reflect on their own beliefs, experience, and expertise in
relation to teaching so as to inform their future teaching practice.
Assessment Information
1 essay; 1 class presentation. Class work 50%; degree exam 50%.
Special Arrangements
None
Additional Information
Academic
description
Not entered
Syllabus
1. The historical context: the role of education in relation to language
and culture, perceptions of bilingualism, rationales for education’s
role in assimilation and in maintaining distinctiveness.
2. Early initiatives in bilingual education in Canada and beyond, with
particular attention to Wales and the Republic of Ireland
3. The theoretical foundations of bilingual education
4. The varying and possibly conflicting policy rationales for bilingual
and immersion education programmes: mother tongue education,
access to heritage languages, access to cultural capital, integration
and assimilation.
5. Structures of immersion programmes: early/late, partial/full
6. Gaelic-medium education in Scotland: curricula, guidance and policy
7. Theories of language acquisition in the context of
bilingual/immersion education
8. The roles of attitude, affect and motivation in bilingual/immersion
education
9. Content-integrated language learning, including the teaching of
numeracy, health and well-being, and science in an L2 environment
10. Pedagogical issues involving diverse student cohorts (e.g. L1 and L2
speakers)
11. Supporting and developing biliteracy, in relation to teaching
materials and teaching/learning strategies
12. Assessment methods and techniques in relation to bilingual and
immersion education
13. The role of parents in relation to bilingual and immersion education
The course would cover topics in the following Standards for Provisional
Registration of the General Teaching Council for Scotland:
2.1.2 Have knowledge and understanding of the relevant area(s) of preschool, primary or secondary curriculum.
2.1.3 Have knowledge and understanding of planning coherent and
progressive teaching programmes.
2.1.4 Have knowledge and understanding of contexts for learning to
fulfil their responsibilities in literacy, numeracy, health and wellbeing
and interdisciplinary learning.
2.1.5 Have knowledge and understanding of the principles of
assessment, recording and reporting.
2.2.1 Have knowledge and understanding of the principal features of the
education system, educational policy and practice.
3.1.4 Have high expectations of all learners.
3.1.5 Work effectively in partnership in order to promote learning and
wellbeing.
3.3 Pupil Assessment.
Transferable Not entered
skills
Reading list
Baker, Colin (5th edn 2011). Foundations of Bilingual Education and
Bilingualism. Bristol: Multilingual Matters.
Barry, B. (2000). Culture and Equality: an Egalitarian Critique of
Multiculturalism. Cambridge, MA: Harvard University Press.
Cummins, Jim (2000). Language, Power, and Pedagogy: Bilingual Children in
the Crossfire. Clevedon: Multilingual Matters.
Cummins, Jim, and Hornberger, Nancy, eds (2010). Bilingual Education
(Encyclopedia of Language and Education Volume 5). Berlin: Springer.
Garcia, Ofelia (2008). Bilingual Education in the 21st Century: A Global
Perspective. Oxford: Blackwell.
Garcia, Ofelia, and Baker, Colin, eds (2008). Bilingual Education: An
Introductory Reader. Bristol: Multilingual Matters.
Hornberger, Nancy H. (ed.) (2003). The Continua of Biliteracy: An
Ecological Framework for Educational Policy, Research and Practice in
Multilingual Settings. Clevedon: Multilingual Matters.
Huss, Leena, Grima, Antoinette Camilleri and King, Kendall A., eds (2002).
Transcending Monolingualism: Linguistic Revitalization In Education. Lisse:
Swets and Zeitlinger.
May, Stephen (2nd edn 2011). Language and Minority Rights. London:
Routledge.
Skutnabb-Kangas, Tove, et al.. (eds.) (2009). Social Justice Through
Multilingual Education. Bristol: Multilingual Matters.
Study
Abroad
Not entered
Study
Pattern
Not entered
Keywords
Not entered
Contacts
Course
organiser
Dr Wilson McLeod
Tel: (0131 6)50 3623
Email: w.mcleod@ed.ac.uk
Course
secretary
Ms Christina Bould
Tel: (0131 6)50 3622
Email:
Chrisma.Bould@ed.ac.uk