Descripción y contextualización de la asignatura

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.



The course is offered in the first quarter.



SKILLS



- Analyze and synthesize 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.

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

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

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



LEARNING OUTCOMES



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

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

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

4 - Critically analyze the impact of adopting various sociolinguistic approaches in order to assess their effect on language use.



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.

Convocatoria ordinaria: orientaciones y renuncia

ASSESSMENT CRITERIA



Students' performance will be assessed following these criteria:



1. Individual class presentation: (30%)

2. Class participation: (30%)

3. Research outline: (40%)



1. Individual class presentation (30%)

Working individually, each student will have to prepare a 30-minute presentation on one of the topics of the course. The topic should be chosen from the list of compulsory reading/watching materials. The presentation will be based on one or two related materials (mostly reading) on a topic. Presenting students will have to prepare a PowerPoint presentation and a hand-out to support their presentation. 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.



2. Class participation (30%)

Attending classes is not enough. A respectful, proactive and dynamic attitude to class participation should be exhibited. At the end of each class, the content will be summarized by commenting on the individual class-frame and/or presentation frames.

Class attendance is compulsory. The students should let the teacher know of any planned absences, and they have to be justified.



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).

It has to include the following compulsory sections: introduction + review of the literature + aims and research questions/hypotheses/predictions + method (participants, instruments and procedure) + expected results + references.



In order to pass the assignments a minimum grade of 5 out of 10 is necessary.

Convocatoria extraordinaria: orientaciones y renuncia

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

Temario

AIMS:

In this course we aim to:

Raise awareness about the naturalness of multilingualism

Underline the importance of education to promote and maintain multilingualism

Understand the psycholinguistic effects of being a multilingual

Define the variables to boost multilingualism in education

Comprehend the reality of teaching through minority languages

Recognize the variables and factors affecting foreign language teaching.



METHODOLOGY

In class: Group presentations of various materials connected with the topics to be covered in the course. Class discussions regarding the course topics.

Autonomous work: Reading of class material, preparation of class-presentations, search for information on the topics covered, preparation of a research outline.



ASSESSMENT CRITERIA

Students performance will be assessed following these criteria:

1. Class group presentation: (30%)

2. Class participation: (30%)

3. Research outline: (40%)

1. Class group presentation (30%)

Working individually, each student will have to prepare a 30-minute presentation on one of the topics of the course. The topic should be chosen from the list of compulsory reading/watching materials. The presentation will be based on one or two related materials (mostly reading) on a topic. Presenting students will have to prepare a PowerPoint presentation and a hand-out to support their presentation. 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 (see Appendix 1). The rubric to assess your presentation is included in Appendix 2.



CHECKLIST YES NO

Is my presentation 30 minutes long?

Does it include an extra 10-minute discussion section?

Have I prepared a PowerPoint?

Have I prepared a hand-out?



2. Class participation (30%)

Attending classes is not enough. A respectful, proactive and dynamic attitude to class participation should be exhibited. At the end of each class, the content will be summarized by commenting on the individual class-frame (Appendix 3) and/or presentation frames (Appendix 1).



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 the CME and possible consequences for language planning, the teaching of minority languages, the effects of age, CLIL, intensity). Following the recommendations from the course Research Methods in Second Language Acquisition the research outline should include:

a) Introduction

b) State of the art or review of the literature

c) Aims and Research questions/hypotheses/predictions

d) Method (participants, instruments and procedure)

e) Expected results

f) References

The assignment should fulfil the following format requirements:

Sheet: A4; Font Type: Times New Roman; Font Size: 12; Text Space: 1.5; Length (including references): 5 numbered pages

Bibliografía

Materiales de uso obligatorio

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.

Bibliografía básica

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

2. Dulton-Puffer, C.( 2007) Outcomes and processes in Content and Language Integrated Learning (CLIL): current research from Europe. Werner Delanoy and Laurenz 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. (in press) The inhibitory advantage in bilingual children revisited: myth or reality? Experimental Psychology.

4. García Mayo, M.P. and 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. and K. Lindholm-Leary. (2013) Two case studies of content-based language education. Journal of Immersion and Content-Based Language Education 1:1, 3¿33. doi 10.1075/jicb.1.1.02gen

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. doi 10.1075/jicb.1.1.03may

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

9. Muñoz, C. and D. Singleton. (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, pp. 3-22.

Revistas

- 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

Enlaces

- 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