Module EDUC46930: Language, Education and Power

Department: Education

EDUC46930: Language, Education and Power

Tied To

• X3K807: Intercultural Communication and Education
• X9K907: Education [UK] (FT and PT)

Pre-requisites

Corequisites

Excluded Combinations

Aims

• To understand how language shapes identity, belonging, and intercultural communication.
• To critically examine the relationship between languages and power structures in education, the workplace, and society.
• To develop an understanding, and critically reflect on the tensions between minority and world languages, and how speakers of languages are positioned by others in educational and societal contexts.
• To explore the relationship between language, linguistic diversity and social justice.

Content

• Language, languaging, translanguaging, and interculturality.
• The multilingual self; the invention of monolingualism; multilingualism.
• Language, power. and the nation state; ethnographic linguistic landscapes; small/large cutlures/languages.
• Decolonising language/languaging without borders; English as a global language.
• Language, migration, education, and minority rights.
• Language and internationalisation in higher education: whose language, whose knowledge? (English and the international university, academic literacy).
• Workplace communication and linguistic diversity.
• Language policy

Learning Outcomes

• Demonstrate critical understanding of the theories, approaches, and practices of languages in the contemporary world and how they impact education and society.
• Critically evaluate and apply these theories, approaches, and practices to an investigation of languages in the contemporary world, e.g., with reference to one or more specific contexts.

• Articulate and employ key terminology/concepts in the field of language, education,and society.
• Identify and critically consider problems, issues, and challenges in contexts of languages in relation to the social and/or educational context of investigation.
• Communicate effectively, orally and in writing in specific contexts (e.g., in the presentation, and in the essay).

• Work on ideas and issues independently and as part a group.
• Communicate and present ideas effectively through class presentation and writing.
• Engage reflectively and critically with research-based literatures.
• Undertake field research and analysis.
• Search for, summarise, and critically evaluate key research literature.
• Apply knowledge and learning to empirical examples and research.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• The modes of teaching include lectures, workshop discussions, student research assignments, presentation of readings, and group activities and discussions.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment

In-class presentation in final workshop. This could be an individual or group presentation, depending on numbers.