Description and contextualization of the subject

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 will also be considered. The course is offered in the first semester.



SKILLS



- To analyse and synthesize in a reflexive and critical way the available information on language teaching in multilingual contexts.



- To be able to synthesize and highlight information in order to present it orally in front of an audience.



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



- To be able to apply the MA contents to different professional contexts.



AIMS



- To raise awareness about the naturalness of multilingualism.



- To underline the importance of education to promote and maintain multilingualism.



- To understand the psycholinguistic effects of being a multilingual.



- To define the variables to boost multilingualism in education.



- To comprehend the reality of teaching through minority languages.



- To recognize the variables and factors affecting foreign language teaching.

Learning outcomes of the subject

LEARNING OUTCOMES



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



- To examine the importance of the sociolinguistic context in foreign language learning.



- To examine current studies dealing with the influence of bilingualism and multilingualism on third language use.



- To critically analyse the impact of adopting various teaching approaches in order to assess their effect on language learning.

Ordinary call: orientations and renunciation

ASSESSMENT CRITERIA



Students' performance will be assessed following these criteria:



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



2. Homework: (20%)



3. Exam: (50%)





1. Individual/Pair class presentation (30%)

Working individually or in pairs, each student will have to prepare a 20-minute presentation on one of the topics of the course. The topic should be chosen from a list. Presenting students will have to prepare a PowerPoint presentation and a hand-out to support their presentation.



The rest of the students (the audience), will have to take notes and as part of their homework, summarise the main ideas discussed in the presentation. (Power point: 10% of the total grade, Hand-out: 5% of the total grade, Presentation: 15% of the total grade).





2. Homework (20%)

After each session, the students will have to complete an assignment in which they have to summarise the main ideas of each session, including a summary of the presentations that are presented in the session.



Only students who attend classes will get their homework assessed. Those who fail to attend the class, or who do not hand in the homework on time will be graded with a 0 in that assignment.



The final "homework" grade will be an aggregate score of all the homework assignments.



Class attendance is compulsory, and a respectful, proactive and dynamic attitude to class participation should be exhibited. The students should let the teacher know of any planned absences, and they have to be justified.





3. Exam (50%)

The last day of the course the students will carry out an exam covering all the contents that have been discussed in the course.



The final grade will be an aggregate score of the presentation, homework and exam parts, BUT ONLY IF the final exam has been passed. In order to pass it, a minimum grade of 5 out of 10 is necessary. This is also the minimum grade to pass all the assignments/presentations/etc.



Information on the use of resources and materials in exams and assignments.



Exam: The use of mobile or electronic devices, notes, books is not allowed.



Home-assignments: the work submitted by the students must be their own work and must have been written completely by themselves. The students must identify and include the source of all facts, ideas, opinions and viewpoints of others through in-text referencing and the relevant sources should all be included in the list of references at the end of their work. Direct quotations from books, journal articles, internet sources or any other source must be acknowledged and the sources cited must be identified in the list of references.



Any sign of plagiarism will automatically lead to a 0.

Extraordinary call: orientations and renunciation

The student will carry out a final exam covering 100% of the grade.

Temary

1. Introduction to multilingualism: key concepts.



2. Multilingualism in society.



3. Multilingual education



a. Introduction



b. Minority languages



c. CLIL



d. L1 use in the foreign language classroom



4. Psycholinguistic perspectives of multilingualism.



a. Age



b. Input exposure

Bibliography

Compulsory materials

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.

Basic bibliography

- Azkarai, A., & Oliver, R. (2018) Teaching EFL to young learners. 0.In Oliver, R. & B. Nguyen (Eds), Teaching Young Second Language Learners. Practices in Different Classroom Contexts. (pp.89-108). Routledge.



- Azkarai, A. & García Mayo, M.P. (2015). Task modality and L1 use in EFL oral interaction. Language Teaching Research, 19, 550-571.



- Azkarai, A. & Imaz Agirre, A. (2016) Negotiation of meaning strategies in child EFL mainstream and CLIL settings. TESOL Quarterly, 50, 844-870.



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



- 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.



- 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.



- Huang, T., Steinkrauss, R. & Verspoor, M. (2020) Learning an L2 and L3 at the same time: help of hinder? International Journal of Multilingualism. DOI: 10.1080/14790718.2020.1779726



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



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



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



- Raud, N. & Orehhova, O. (2020) Training teachers for multilingual primary schools in Europe: key components of teacher education curricula. International Journal of Multilingualism. DOI: 10.1080/14790718.2020.1718678

Journals

- 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

Links

- 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