Supporting Bi-Lingual Learners in The Mainstream Classroom

Course Structure

The Postgraduate Certificate in Supporting Bilingual learners is part of the Modular Masters Scheme. The Certificate provides an accredited course for all teachers working with such bilingual pupils.

The course is offered on a part-time basis over two years, with flexible delivery options available in terms of time and venue. It is not currently available by distance learning. The course is delivered by a team of experts from the Faculty of Education who have both teaching and research experience in the area of Support for Bilingual Learners.

The Certificate award requires students to complete the four core modules in sequence. Students will undertake two modules per year.

Module 1

Theories of Bilingualism and Second Language Acquisition

The first module equips teachers with the theoretical understanding of bilingualism within the context of the Curriculum for Excellence and the Additional Support for Learning legislation (2004) which emphasises the need to match educational provision to the needs of each individual learner, including bilingual learners. Completion of this module enables an understanding of relevant theory to underpin student work on the subsequent modules. Assessment is by a 3,000-word written assignment.

Module 2

Practice in Supporting Bilingual Learners 3-18

The second module equips teachers with strategies for support of bilingual learners and aims to ensure that practice is informed by recent, relevant theory and research. Assessment is by materials production and 1,500-word written assignment

Module 3

Policy and Legislation in Support for Bilingual Learners

The third module enables participants to understand local, national and international legislation and policy developments impacting on the learning opportunities for bilingual pupils and to develop their own ‘educational literacy’ (Scott) to enable future contribution to policy development at an institutional level. Assessment is by seminar presentation and 1,500-word written assignment.

Module 4

Action Research to Effect Change for Bilingual Learners

Having undertaken modules on theory, practice and policy in relation to bilingual learners, the final module equips teachers with the ability to plan and undertake a small piece of action research to effect change for the bilingual pupils for whom they have responsibility. Assessment is by research diary and written assignment.

Start Date

Applicants may begin their studies at various points in the year.

Contact:

Professor Geri Smyth
g.smyth@strath.ac.uk