Irakasgaiaren azalpena eta testuingurua

The course Multilingual education: theoretical and research perspectives focuses on multilingual education. It explores the theoretical tenets underlying languages in contact within the educational setting. It also deals with bilingualism and multilingualism as it relates to third language acquisition. In addition to that, factors affecting the development of communicative competence in three languages with a special focus on early multilingualism will also be considered.



SKILLS

- Analyse and synthesise in a reflexive and critical way the available information on language teaching in multilingual contexts.

- Be able to synthesize information in order to write an academic paper that meets the expected formal and conceptual pre-requisites including the most suitable references related to multilingual education.

- Analyse the importance of the sociolinguistic context in foreign language teaching in order to understand current European Union language planning policies.

- Analyse and synthesize available information on acquiring languages in multilingual settings.

- Being able to apply the MA contents to different professional contexts.



LEARNING OUTCOMES

- Examine the influence of learners' sociolinguistic variables on the use and the acquisition/learning of the English language.

- Examine the importance of the sociolinguistic context in foreign language learning.

- Examine current studies dealing with the influence of bilingualism and multilingualism on

third language use.

- Critically analyse the impact of adopting various sociolinguistic approaches in order to

assess their effect on language use.

Ohiko deialdia: orientazioak eta uko egitea

ASSESSMENT CRITERIA

Students' performance will be assessed following these criteria:

1. Individual/Pair class presentation: (30%)

2. Class participation: (30%)

3. Research outline: (40%)



1. Individual/Pair class presentation (30%)

Working individually or in pairs, each student will have to prepare a 20-minute presentation, and a one-page handout, on one of the topics of the course. The topic should be chosen from the list of compulsory reading/watching materials that will be available on eGela.

Clarification and discussion promoting questions or comments should be raised at the end of the presentation (discussing time 10 minutes). The rest of the students will have to complete a presentation frame. More details will be given during the course.

Presentation (15%), Handout (5%), Questions/Presentation frame (5%)



2. Class participation & Homework (30%)

Attending class is not enough. A respectful, proactive and dynamic attitude to class participation should be exhibited. At the end of each class, the students have to upload to eGela their reflections about the class. More instructions will be given in class.

Class attendance is compulsory. The students should let the teacher know of any planned absences, and they have to be justified. Points will be subtracted for unjustified absences, and more than 2 absences will result in a 0 in this section. Class participation/attendance (10%), Homework (20%)



3. Research outline (40%)

Working individually, students will have to submit a written research proposal which aims to investigate one of the areas reviewed in class (a thorough analysis of a topic related to multilingual education/research and possible consequences for language planning, the teaching of minority languages, the effects of age, CLIL, among others). More instructions will be given in class.

Ezohiko deialdia: orientazioak eta uko egitea

The student will carry out a final assignment similar to the research outline (covering 100% of the final grade) in case of failing the first call.

Irakasgai-zerrenda

1. Introduction to multilingualism and key concepts

2. Multilingualism in society

3. Psycholinguistic perspectives of multilingualism

4. Multilingual education

4.1. Introduction

4.2. Minority languages

4.3. Age

4.4. CLIL

4.5. Input exposure

Bibliografia

Nahitaez erabili beharreko materiala

The material for the course (handouts for each thematic unit, Power-Point presentations and complementary readings) will be available in e-Gela. Compulsory readings will be available in pdf format.



A list with the oral presentations (titles of papers and student/pair presenting) will also be available in due course.



It is the students' responsibility to download this material.

Oinarrizko bibliografia

1. Cenoz, J. (2008) Achievements and challenges in bilingual and multilingual education in the Basque Country. AILA Review 21: 13-30

2. Dalton-Puffer, C. (2007) Outcomes and processes in Content and Language Integrated Learning (CLIL): Current research from Europe. W. Delanoy & L. Volkmann, (eds.) Future Perspectives for English Language Teaching. Heidelberg: Carl Winter.

3. Duñabeitia, J.A., Hernández, J.A., Antón, E., Macizo, P., Estévez, A., Fuentes, L.J., & Carreiras, M. (2014) The inhibitory advantage in bilingual children revisited: myth or reality? Experimental Psychology 61(3): 234-251.

4. García Mayo, M.P. & Villarreal Olaizola, I. (2011) The development of suppletive and affixal tense and agreement morphemes in the L3 English of Basque-Spanish bilinguals. Second Language Research 27(1): 129-149

5. Genesee, F. & K. Lindholm-Leary. (2013) Two case studies of content-based language education. Journal of Immersion and Content-Based Language Education 1(1): 3-33.

6. Housen, A. (2012) Time and amount of L2 Contact Inside and Outside the School: Insights from the European School. In C. Muñoz (ed.) Intensive Exposure Experiences in Second Language Acquisition. Bristol: Multilingual Matters, pp. 111- 141.

7. May, S. (2013) Indigenous Immersion Education: International developments. Journal of Immersion and Content-Based Language Education 1(1): 34-69.

8. Muñoz, C. (2011) Input and long-term effects of starting age in foreign language learning. International Review of Applied Linguistics 49(2): 113-133.

9. Muñoz, C. & Singleton, D. (2011) A critical review of age-related research on L2 ultimate attainment. Language Teaching, 44(1): 1-35.

10. Serrano, R. (2012) Is Intensive Learning Effective? Reflecting on the Results from Cognitive Psychology and the Second Language Acquisition Literature. In C. Muñoz (ed.) Intensive Exposure Experiences in Second Language Acquisition. Bristol: Multilingual Matters.

Aldizkariak

- Annual Review of Applied Linguistics - Applied Linguistics



- Bilingualism: Language and Cognition - ELT Journal



- International Journal of Bilingualism



- International Journal of Bilingual Education and Bilingualism - International Journal of Multilingualism



- International Review of Applied Linguistics



- Language Acquisition



- Language Learning



- Language Teaching Research



- Studies in Second Language Acquisition



- TESOL Quarterly



- The Modern Language Journal

Estekak

- AAAL (American Association of Applied Linguistics):http://www.aaal.org



- AESLA (Asociación Española de Lingüística Aplicada):http://www.aesla.org.es/es



- AILA (Association Internationale de Linguistique Appliquée):http://www.aila.info



- ALS (Australian Linguistic Society):https://als.asn.au/



- BAAL (British Association of Applied Linguistics):http://ww.baal.org.uk



- Centre for Applied Linguistics (USA):http://www.cal.org/



- Ethnologue (The languages of the world)http://www.ethnologue.com/



- EUROSLA (European Second Language Association):http://eurosla.org/home.html



- HABE biblioteca/Liburutegia:http://www.habe.euskadi.eus/s23-5492/es/



- Mercator. European Research Centre on Multilingualism and Language Learning: https://www.mercator-research.eu/en/ - National Clearinghouse for English Language Acquisition:https://ncela.ed.gov/



- Red ALExI:https://sites.google.com/view/red-alexi/p%C3%A1gina-principal?authuser=0



- The European Commission Language divisionhttp://www.coe.int/t/dg4/linguistic/



- The Linguist List:http://www.linguistlist.org