Universitat Internacional de Catalunya
The Acquisition of English As a Foreing Language in Bilingual and Multilingual Contexts
Other languages of instruction: Catalan, Spanish
Teaching staff
chowes@uic.es
Introduction
This course explores the concept of English as a lingua franca in an increasingly globalised world and its acquisition in multilingual and multicultural contexts. We will analyse different theoretical approaches: immersion and CLIL, as well as theories of acquisition in school contexts, types of multilingual education and its connection with the Common European Framework of Reference for Languages (CEFRL). We will also analyse the CEFRL and its multilingual approaches in the context of the European Community. The course also explores the most common myths about foreign language acquisition.
Pre-course requirements
To follow this course, students are recommended to have at least a B2 level of English, as well as knowledge of oral and written academic English. Basic knowledge of Teaching English as a Foreign Language methodologies is also required: Communicative Approach, Task Based Language Learning (TBL) and Content and Language Integrated Learning (CLIL).
Objectives
The objectives of this course are to: 1) raise students’ critical awareness of the teaching and use of English as a second and third language and as a lingua franca in multilingual and multicultural contexts; 2) enable students to acquire a critical awareness of the variety of pedagogical approaches and options necessary for the acquisition of the language skills required in a global world; 3) provide students the opportunity to apply theoretical knowledge to the design of didactic activities (with emphasis on the development of a “language biography”) linked to non-linguistic content and adapt this knowledge to increasingly global primary and/or secondary school contexts.
Competences/Learning outcomes of the degree programme
- CN01 - The student will be able to identify the processes of acquiring and learning English as a foreign language on English literature and culture.
- CP04 - The student will be able to use adequate resources and strategies to improve as a professional.
- CP11 - The student will respect the fundamental rights of equality between men and women, the promotion of human rights, and the values inherent to a culture of democracy and peace, using language that avoids androcentricity and stereotypes.
- HB01 - The student will be able to recognise the phonetic and phonological aspects of English in the classroom, to begin teaching the pronunciation of English as a foreign language.
- HB03 - The student will know how to communicate conclusions and the reasoning behind them to specialised and non-specialised audiences in a clear and unambiguous way
- HB04 - The student will be able to apply skills that allow them to continue studying in a largely self-directed or autonomous way.
- HB07 - The student will be able to organise their working time according to their learning priorities and objectives, encouraging self-learning.
- HB08 - The student will be able to offer informed decision-making in the field of teaching English as a foreign language.
- HB17 - The student will be able to express themselves in English, both orally and in writing, and both inside and outside the classroom, undertaking all the communication functions that are typical of an English language teacher.
Learning outcomes of the subject
The learning outcomes that will be required of the students will be linked to the selected competences in each case. Among others, the following stand out:
- Identify and analyse the different cognitive factors, processes or phenomena related to the teaching and learning/acquisition of English as a foreign language in bilingual and multilingual contexts.
- Reflect on the process of learning languages other than the mother tongue at different educational stages and throughout life.
- Use the English language for academic and professional purposes related to the acquisition, teaching and learning of English as a foreign language.
Syllabus
- English as a lingua franca in a pluri-national world
- Analysis of the Common European Framework of Reference for Languages (CEFRL)
- Language biography and multilingual approach
- Bilingual and multilingual education systems
- Acquisition of a third language (L3)
- Widespread myths about foreign language learning
- Theoretical foundations for L3 in school contexts
Evaluation systems and criteria
Online
Presentation of online work: 70% of the final mark
- Creation of a blog with 3 compulsory tasks and one optional task.
Participation in online forums and virtual debates: 30% of the final mark
- 3 compulsory tasks in the Virtual Campus Forum.
Evaluation criteria:
To be able to:
- Select, analyse and distinguish information relevant to the topic and theoretical approach and incorporate updated references related to the latest research and publications.
- Integrate knowledge and make well-reasoned critical judgements based on the information available and with consideration for the characteristics of the context in which work is being carried out.
- Demonstrate an ability to think critically about the pedagogical approaches and different methodologies for teaching English in a globalised world.
- Demonstrate adequate oral and written expression in English.
IMPORTANT: Anti-plagiarism software will be used on all evaluated assignments.
Bibliography and resources
Baetens Beardsmore, Hugo (2009). Language Promotion in European Supra-national Institutions. In García, Ofelia (ed.) Bilingual Education in the 21st Century: A Global Perspective. Oxford: Wiley-Blackwell, pp. 197-217.
Ellis, Rod (1997). Second Language Acquisition. Oxford University Press.
García, Ofelia (2009). Introducing Bilingual Education. In García, Ofelía, Bilingual Education in the 21st Century: A Global Perspective. Oxford: Wiley-Blackwell, pp. 13-17.
García, Ofelía and Flores, Nelson (2012). Multilingual pedagogies. In Martin-Jones, Marilyn, Blackledge, Adrian, and Creese, Angela (eds.). The Routledge Handbook of Multilingualism. New York: Routledge, pp. 232-246.
Jessner, Ulrike and Cenoz, Jasone (2007). Teaching English as a third language. In J. Cummins and C. Davison (Eds.), International Handbook of English Language Teaching. New York: Springer, pp. 155-167
Lightbown, Patsy and Spada, Nina (2006) How Languages are Learned. 3rd Edition. Cambridge: CUP.
Nikula, T., Dafouz, E., Moore, P., and Smit, U. (2016). Conceptualising Integration in CLIL and Multilingual Education. Bristol: Multilingual Matters.
Sutton, John. (2006). Globalization: A European perspective. In Anthony Giddens, Patrick Diamond and Roger Liddle (eds.) Global Europe, Social Europe.Cambridge: Polity Press, 37-51Pp.
Zentella, Ana Celia. (1997). Growing up Bilingual. Oxford: Blackwell, 322 Pp