English as an Additional Language: Curriculum and Context - DIQ1135

Assessment 1: Oral presentation/assessment

Presentations with peer and tutor feedback,

Oral presentation/assessment

Assessment 2: Written draft

Discussion of first drafts of assignments; face to face tutorials; electronic or other distance tutorial or discussion facility; group discussions and tutorials with peer and tutor feedback.

Written draft

Assessment 1: Presentation

A presentation in which trainees will locate the EAL curriculum in the present policy context. This will explore how educational policy in the specialist area relates to the values and beliefs that underpin the trainee&#39;s professional practice.

Presentation

Assessment 2: Written Assignment

A project that evaluates the relevance and effectiveness of a curriculum in the specialist area of EAL provision and suggests improvements to its design. It will show an understanding of the planning and decision-making process that underpins the organisation of the curriculum and identify the characteristics that are integral to its successful implementation.

Written Assignment

<p>This module will develop your understanding of provision for learners with English as an additional language (EAL) in the lifelong learning sector. You will explore the policy and practice of education and training for EAL learners and the impact on curriculum practice. The module will explore ways of working effectively with and supporting the achievement of learners with English as an additional language. You will engage with evidence-based research on the EAL curriculum to evaluate – and enact improvements to – professional practice. </p>

School of Education and Professional Development

<p><a href="https://library.hud.ac.uk/readinglists/DIQ1135">https://library.hud.ac.uk/readinglists/DIQ1135</a></p>

Initial Teacher Training Life Long Learning

DIQ1135 - English as an Additional Language: Curriculum and Context

English as an Additional Language: Curriculum and Context

Discuss the professional values and beliefs shaping lifelong learning.

Discuss the impact of EAL curriculum policy on professional values, identity and practice.

Consider EAL-specific practices that have the potential to improve student achievement in own context.

Engage in curriculum development that is informed by evidence-based theories and practices in the field of EAL.

Engage with academic literature on curriculum, professionalism and subject specialism.

Identify links between research-informed practice and curriculum development.

Discuss the impact of policy approaches to EAL teaching on curriculum design.

Appraise the development of own values and professional standards in relation to current practice.

Reflect upon the development of own values and professional expertise in relation to curriculum development in EAL.

Explore the role that EAL provision in lifelong learning plays in enabling social mobility and advancing equality and diversity.