NJ_G970 Bilingualism in Education System

Faculty of Education
Spring 2020

The course is not taught in Spring 2020

Extent and Intensity
0/1/0. 2 credit(s) (plus 2 for the colloquium). Recommended Type of Completion: z (credit). Other types of completion: k (colloquium).
Teacher(s)
Roland Anton Wagner, M.A., Ph.D. (lecturer)
Guaranteed by
prof. PhDr. Věra Janíková, Ph.D.
Department of German Language and Literature – Faculty of Education
Contact Person: Helena Rytířová
Supplier department: Department of German Language and Literature – Faculty of Education
Prerequisites
Sufficient knowledge of German (level B2) in order to be able to follow teaching and discussion in German. Ability to read short passages from the scientific literature on bilingual schooling in German and English. The optimal case is selecting the course after having passed the seminar on bilingualism in the spring term.
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
fields of study / plans the course is directly associated with
there are 13 fields of study the course is directly associated with, display
Course objectives
The course aims at sharpening the students’ ability to assess realistically the situation of bilingual pupils (especially from minority backgrounds) within the mainstream school system. A clearer vision of the situation should help them in the future to plan their own teaching according to the needs of such pupils and to choose valid methods in assessing their language skills.
Learning outcomes
After completing the course, students should be able
- to list and to describe the different approaches to bilingual language acquisition, e.g. the interdependence hypothesis, the nativist position or the deficit hypothesis,
- to analyse language production of bilingual children with respect to typical features of bilingualism and to reach an adequate assessment,
- to explain the guiding idea of immersion programs and bilingual education,
- to argue for certain methods of teaching and evaluation when it comes to dealing with bilingual children.
Syllabus
  • - The situation of bilingual children in mainstream schooling: elite bilingualism and minority bilingualism; the monolingual ideology and discrimination against bilingual children;
  • - The experience of immersion programs in Canada; CLIL-method;
  • - Interdependence Hypothesis; BICS and CALP;
  • - The bilingual development of grammar versus the deficit hypothesis; written texts by bilingual children under scrutiny;
  • - Conclusions drawn from the Interdependence Hypothesis: bilingual programs;
  • - Assessing bilingual children;
Literature
    required literature
  • CUMMINS, J. Linguistic interdependence and the educational development of bilingual children. Review of Educational Research. 1979, vol. 49, p. 222-25l. info
    not specified
  • Bedřichová, Zuzanna (2013): Jazyk jako stigma? Analýza chybovosti textů romských žáků 9. ročníků základních škol praktických. Praha: Univerzita Karlova.
  • Language, power and pedagogybilingual children in the crossfire. Edited by Jim Cummins. Buffalo [N.Y.]: Multilingual Matters, 2000, viii, 309. ISBN 1853594741. info
  • Siebert-Ott, Gesa Maren (2001): Frühe Mehrsprachigkeit. Probleme des Grammatikerwerbs in multilingualen und multikulturellen Kontexten. Tübingen: Niemeyer.
  • Stefanakis, Evangeline Harris (1998): Whose judgement counts? Assessing bilingual children. Portsmouth: Heinemann.
  • Wode, Henning (1995): Lernen in der Fremdsprache: Grundzüge von Immersion und bilingualem Unterricht. Ismaning: Max Hueber.
Teaching methods
The course is taught as a seminar: students are required to read passages from the scientific literature on the subject, which are then then discussed in class. If the participants show special interest in certain topics, it is possible to include short presentations in the program of the course.
Assessment methods
In order to complete the course successfully, students can chose (a) either to write an essay (5 pages) on a topic relevant to the course (e.g. arguments against or in favour of bilingual education programs, discussion of the assessment of bilingual pupils), or (b) to give a short presentation during the course.
Language of instruction
Czech
Further comments (probably available only in Czech)
The course is taught annually.
The course is taught: in blocks.
Information on the extent and intensity of the course: 6 hodin v kombinované formě.
  • Permalink: https://is.muni.cz/course/ped/spring2020/NJ_G970