Module EDUC46930: Language, Education and Power

Department: Education

EDUC46930: Language, Education and Power

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None

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 cultures/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:

There will be two formative assessments. The first is an in-class five-minute presentation (prepared in PowerPoint) during the final workshop. This could be an individual or group presentation, depending on the number of participants. Tutors will offer feedback, and students are expected to engage in peer review. The presentation's content and discussion will be linked to the essay topic. The second formative assessment is a one-page essay outline that includes a supplementary page with up to ten key references.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University