New Online Course Catalogue will be available soon.
EDPROFST 377 : Bilingual Education: Curriculum and Pedagogy
Education and Social Work
2021 Semester Two (1215) (15 POINTS)
Course Prescription
Course Overview
- The links between theoretical models and examples of key curriculum design, principles, and policy for bilingual learners from overseas and within New Zealand;
- Development of policy/curriculum principles for the design and development of a bilingual/immersion curriculum for bilingual learners and or bilingual programmes.
- Policies and principles for the preparation of centre/school bilingual/immersion curriculum and pedagogy;
- Curriculum policy, approaches and options for selected New Zealand bilingual/immersion situations;
- Development of an aspect of a centre/school based bilingual curriculum or programme;
- The adaptation of “best practices” for bilingual settings and learners.
- Overview and analysis of assessment policies;
- Policy and principles for bilingual diagnostic, formative, and summative assessment;
- Development of bilingual diagnostic, formative, and summative assessment tools and processes;
- Development/ implementation plans for centre/school bilingual assessment policy.
- Recognises the need for information and determines the nature and extent of the information needed;
- Finds needed information effectively and efficiently;
- Critically evaluates information and the information seeking process;
- Manages information collected or generated;
- Applies prior and new information to construct new concepts or create new understandings;
- Uses information with understanding and acknowledges cultural, ethical, economic, legal, and social issues surrounding the use of information.
Capabilities Developed in this Course
| Capability 1: | Disciplinary Knowledge and Practice |
| Capability 2: | Critical Thinking |
| Capability 3: | Solution Seeking |
| Capability 4: | Communication and Engagement |
| Capability 5: | Independence and Integrity |
| Capability 6: | Social and Environmental Responsibilities |
Learning Outcomes
- Examine curriculum and pedagogical provisions for bilingual/immersion learners in Aotearoa/New Zealand. (Capability 1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 6.1 and 6.2)
- Examine and apply key principles for bilingual/immersion curriculum and pedagogy to a selected bilingual situation or programme. (Capability 1.1, 1.2, 2.1, 2.2, 3.1, 4.1, 4.2, 5.1, 6.1 and 6.2)
- Examine and apply key assessment principles and practices for bilingual/immersion learners. (Capability 1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2, 6.1 and 6.2)
Assessments
| Assessment Type | Percentage | Classification |
|---|---|---|
| Essay | 30% | Individual Coursework |
| Presentation | 20% | Individual Coursework |
| Essay | 50% | Individual Coursework |
| 3 types | 100% |
| Assessment Type | Learning Outcome Addressed | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | ||||||||
| Essay | ||||||||||
| Presentation | ||||||||||
| Essay | ||||||||||
To pass this course to the satisfaction of the examiner, students need to submit all assignments and achieve a minimum combined score of 50% to pass the course.
Workload Expectations
This course is a standard 15 point course and students are expected to spend 10 hours per week involved in each 15 point course that they are enrolled in.
For this course, you should expect to commit 42 hours to direct contact via on-campus lectures. You can also
reasonably expect to commit approximately 100-120 hours to independent learning. This may include reading
(and more reading), note-taking, face-to-face and/or online discussion, writing, engaging in collaborative
group work, problem solving, undertaking practical tasks, reecting on learning, accessing learning and study
resources, and assignment completion.
Please note that in 2021 this course will have an initial full day Saturday session to begin, then a 4-day block as timetabled, followed by a second full day Saturday session.
Delivery Mode
Campus Experience
Attendance is required at scheduled activities to complete components of the course.
Lectures will be available as recordings.
The activities for the course are scheduled as a block delivery.
Learning Resources
- Baker, C. & Wright, W. (2017). 6th Ed. Theories of bilingualism and the curriculum. Chapter 8.
- May, S., & Dam, L. (2014). Bilingual education and bilingualism. Oxford Bibliographies. New York: Oxford University Press. http://www.oxfordbibliographies.com/view/document/obo-9780199756810/obo-9780199756810-0109.xml
- May, S. (2017). Bilingual education: What the research tells us. In O. García, A. Lin & S. May (Eds.), Bilingual/multilingual education. Encyclopedia of Language and Education (3rd ed.). New York: Springer.
- Cummins, J. (2001). Empowering minority students: A framework for intervention.
- Hill, R. (2017). Bilingual education in Aotearoa/New Zealand. In O. García, A. M. Y. Lin & S. May (Eds.). Bilingual and multilingual education (3rd ed., pp. 330-345). https://doi.org/10.1007/978-3-319-02258-1
- Major, J. (2018). Bilingual identities in monolingual classrooms: Challenging the hegemony of English. New Zealand Journal of Educational Studies, 53, 193-208. https://doi.org/10.1007/s40841-018-0110-y
- May, S. (2006). Bilingual/immersion education in Aotearoa/New Zealand: Key findings. Wellington: Ministry of Education. https://thehub.swa.govt.nz/assets/documents/41343_Bilingual_0.pdf
- May, S. (2013). Indigenous immersion education: International developments. Journal of Immersion and Content-Based Education, 1(1), 34-69.
- LEAP – TKI: Language and school https://pasifika.tki.org.nz/LEAP/Language-and-school
- Dreaver, K. (2015). Teacher Support Material: Linguistically and culturally responsive teaching practice. Wellington, NZ: Author.
- Cummins, J. (2008). Teaching for transfer; Challenging the two solitudes assumption in bilingual education. Pp. 65-75
- Education Review Office (2019). Current provision of Pacific bilingual education. Wellington, New Zealand: Author. Retrieved from: https://www.ero.govt.nz/assets/Uploads/Current-Provision-of-Pacific-Bilingual-Education.pdf
- Lowman, C., Fitzgerald, T., Rapira, P., & Clark, R. (2007). First language literacy skill transfer in a second language learning environment: Strategies for biliteracy. Set 2, 24-28.
- May, S. (2020). Research to understand the features of quality Pacific bilingual education: Review of best practices. Wellington: Ministry of Education.
- LEAP – TKI: Language and school https://pasifika.tki.org.nz/LEAP/Language-and-school
- Cummins, J. (2007). Rethinking monolingual instructional strategies in multilingual classrooms. pp. 221-240.
- Cummins, J. (2017). Teaching minoritized students: Are additive approaches legitimate? Harvard Educational Review, 87(3), 404-425.
- Garcia, O. with Baetens Bearsdmore. (2009). Bilingualism and Translanguaging. In Bilingual education in the 21st century: A global perspective. pp. 42-72.
- García, O., & Li Wei. (2014). Translanguaging: Language, bilingualism and education. Basingstoke, UK: Palgrave Macmillan.
- Gibbons, P. (2015). Scaffolding language scaffolding learning: Teaching second language learners in the mainstream classroom. 2nd ed. Portsmouth, NH: Heinemann.
- May, S. (2014). Disciplinary divides, knowledge construction and the multilingual turn. In The multilingual turn: Implications for SLA, TESOL and Bilingual Education. Pp. 7-31.
- Coelho, E. (2012). Differentiated instruction and assessment for newcomers and language learners. In Language and learning in multilingual classrooms: A practical approach. Pp. 83-122.
- Garcia, O. & Kleifgen, J. (2010). Assessments. (Chapter 8, pp. 103-118). In Educating emergent bilinguals.
- Gathercole, V. (2013a). Issues in the assessment of bilingual students. Bristol, UK: Multilingual Matters.
- Gathercole, V. (2013b). Solutions for the assessment of bilingual students: Bristol, UK: Multilingual Matters
- Wei, L (2015). Complementary classrooms for multilingual minority ethnic children as a translanguaging space.
Student Feedback
At the end of every semester students will be invited to give feedback on the course and teaching through a tool called SET or Qualtrics. The lecturers and course co-ordinators will consider all feedback and respond with summaries and actions.
Your feedback helps teachers to improve the course and its delivery for future students.
Class Representatives in each class can take feedback to the department and faculty staff-student consultative committees.
Digital Resources
Course materials are made available in a learning and collaboration tool called Canvas which also includes reading lists and lecture recordings (where available).
Please remember that the recording of any class on a personal device requires the permission of the instructor.
Academic Integrity
The University of Auckland will not tolerate cheating, or assisting others to cheat, and views cheating in coursework as a serious academic offence. The work that a student submits for grading must be the student's own work, reflecting their learning. Where work from other sources is used, it must be properly acknowledged and referenced. This requirement also applies to sources on the internet. A student's assessed work may be reviewed against online source material using computerised detection mechanisms.
Inclusive Learning
All students are asked to discuss any impairment related requirements privately, face to face and/or in written form with the course coordinator, lecturer or tutor.
Student Disability Services also provides support for students with a wide range of impairments, both visible and invisible, to succeed and excel at the University. For more information and contact details, please visit the Student Disability Services’ website http://disability.auckland.ac.nz
Special Circumstances
If your ability to complete assessed coursework is affected by illness or other personal circumstances outside of your control, contact a member of teaching staff as soon as possible before the assessment is due.
If your personal circumstances significantly affect your performance, or preparation, for an exam or eligible written test, refer to the University’s aegrotat or compassionate consideration page https://www.auckland.ac.nz/en/students/academic-information/exams-and-final-results/during-exams/aegrotat-and-compassionate-consideration.html.
This should be done as soon as possible and no later than seven days after the affected test or exam date.
Learning Continuity
In the event of an unexpected disruption we undertake to maintain the continuity and standard of teaching and learning in all your courses throughout the year. If there are unexpected disruptions the University has contingency plans to ensure that access to your course continues and your assessment is fair, and not compromised. Some adjustments may need to be made in emergencies. You will be kept fully informed by your course co-ordinator, and if disruption occurs you should refer to the University Website for information about how to proceed.
Student Charter and Responsibilities
The Student Charter assumes and acknowledges that students are active participants in the learning process and that they have responsibilities to the institution and the international community of scholars. The University expects that students will act at all times in a way that demonstrates respect for the rights of other students and staff so that the learning environment is both safe and productive. For further information visit Student Charter https://www.auckland.ac.nz/en/students/forms-policies-and-guidelines/student-policies-and-guidelines/student-charter.html.
Disclaimer
Elements of this outline may be subject to change. The latest information about the course will be available for enrolled students in Canvas.
In this course you may be asked to submit your coursework assessments digitally. The University reserves the right to conduct scheduled tests and examinations for this course online or through the use of computers or other electronic devices. Where tests or examinations are conducted online remote invigilation arrangements may be used. The final decision on the completion mode for a test or examination, and remote invigilation arrangements where applicable, will be advised to students at least 10 days prior to the scheduled date of the assessment, or in the case of an examination when the examination timetable is published.