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Masters Degrees (Bilingual Education)

We have 47 Masters Degrees (Bilingual Education)

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The Bilingualism in Education is a part-time distance learning programme, aimed at teachers and educational practitioners working with multilingual children and young people in multicultural schools. Read more
The Bilingualism in Education is a part-time distance learning programme, aimed at teachers and educational practitioners working with multilingual children and young people in multicultural schools. Delivered in partnership with The Northern Association of Support Services for Equality and Achievement (NASSEA), our programme will help you to work more effectively in your role with children and young people learning English as an additional or second language.

Please note that this programme is currently only open to home/EU students

Our Bilingualism in Education programme is aimed at teachers and educational practitioners working with multilingual children and young people in multicultural schools. You will study the programme on a part-time distance learning basis.

Delivered in partnership with The Northern Association of Support Services for Equality and Achievement (NASSEA), the programme will help you to work more effectively in your role with children and young people learning English as an additional or second language.

The programme aims to:

Increase knowledge and understanding of the language and learning needs of bilingual learners who are learning English as an additional language
Increase knowledge and practices of working across a diversity of cultures
Improve classroom practice in planning, implementing and evaluating the curriculum, taking into account the needs of bilingual learners
Enable students to develop more effective practices with bilingual learners with alleged special educational needs
Enable students to participate in, and evaluate interpersonal intervention with bilingual children with language learning and learning needs

About the School of Education

The School of Education has a long-standing reputation as a centre of excellence for teaching and research in a wide range of areas of educational practice and policy. It is an international leader in education with a history of top rated research. In the 2016 QS World Rankings, it was ranked 28th in the World and joint 7th in Europe/UK.
The School employs over 100 academic staff who teach more than 2,500 students. It is home to a number of departments and research centres with a history of top rated research and is an international leader in education.
School of Education ranking:
- Ranked 6th in the Guardian University League Tables 2017
- Ranked 10th in the 2017 Complete University Guide
- In Top 3 for HEI provision in the Good Teacher Training Guide
- Ranked 28th in the World in the 2016 QS World Rankings
- Ranked 9th overall for Research in the 2014 REF (with more than 82% of research rated as ‘internationally excellent’ (3*) or ‘world leading’ (4*).
- Rated 'outstanding' in latest Ofsted inspection (2013) for its Teacher Training programmes
- Ranked third for Education in The Times Good University Guide 2017

Funding and Scholarships

There are many ways to finance your postgraduate study at the University of Birmingham. To see what funding and scholarships are available, please visit: http://www.birmingham.ac.uk/postgraduate/funding

Open Days

Explore postgraduate study at Birmingham at our on-campus open days.
Register to attend at: http://www.birmingham.ac.uk/postgraduate/visit

Virtual Open Days

If you can’t make it to one of our on-campus open days, our virtual open days run regularly throughout the year. For more information, please visit: http://www.pg.bham.ac.uk

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MA Inclusive Education at Middlesex University is a fully online course based upon gaining knowledge of best practice in an area of specialism through research and literature, implementing this and researching the effect or impact on your practice. Read more
MA Inclusive Education at Middlesex University is a fully online course based upon gaining knowledge of best practice in an area of specialism through research and literature, implementing this and researching the effect or impact on your practice. This may be through practical, self-directed learning activities. Participants are encouraged to focus assignments on identified institutional and personal needs and to use practitioner action enquiry and reflective practice as a learning model.

Teachers/tutors focus their scholarship, research and enquiries on developing more effective practice in a specialist area while gaining a masters in inclusive education. The course is available to teachers / tutors in the UK and overseas and is run in a totally distance learning mode. Participants can opt for a specialist route through the programme leading to a named award of:

MA Inclusive Education (SEN and Inclusion)
MA Inclusive Education (Specific Learning Difficulties)
MA Inclusive Education (Gifted Education)
MA Inclusive Education (Social, Emotional and Behaviour Management)
MA Inclusive Education (Bilingual Learners)
Some of the special features of the MA Inclusive Education:

Study anywhere in the world
Combine work with this online mode of part time study
Excellent distance learning support available through our virtual learning environment from tutors and from our Learning Resources service
Accreditation of Prior Learning APL is available in all but the dissertation module, allowing you to gain credit for prior study and therefore shorten your overall study period.

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This is a part-time accredited specialist course for all teachers working with bilingual learners. It’s open to qualified teachers as well as allied professional workers such as speech and language therapists and educational psychologists. Read more

Why this course?

This is a part-time accredited specialist course for all teachers working with bilingual learners. It’s open to qualified teachers as well as allied professional workers such as speech and language therapists and educational psychologists.

You’ll enhance your knowledge and practice of innovative approaches to curriculum design and delivery for bilingual learners.

This course is part of the Master of Education programme.

See the website https://www.strath.ac.uk/courses/postgraduatetaught/supportingbilinguallearnersinthemainstreamclassroom/

You’ll study

You’ll complete three compulsory modules, a maximum of two per year. Modules must be taken in sequence.

Modules:
- Theories & Policies of Bilingualism & Second Language Acquisition
- Policy & Practice in Supporting Bilingual Learners 3 to 18
- Action Research to Effect Change for Bilingual Learners

Pre-Masters preparation course

The Pre-Masters Programme is a preparation course for international students (non EU/UK) who do not meet the entry requirements for a Masters degree at University of Strathclyde. The Pre-Masters programme provides progression to a number of degree options.

To find out more about the courses and opportunities on offer visit isc.strath.ac.uk or call today on +44 (0) 1273 339333 and discuss your education future. You can also complete the online application form, or to ask a question please fill in the enquiry form and talk to one of our multi-lingual Student Enrolment Advisers today.

Learning & teaching

The course is offered on a part-time basis over two years, with flexible delivery options available in terms of time and venue. It's not currently available by distance learning.

The course is delivered by a team of experts from the School of Education who have both teaching and research experience in the area of support for bilingual learners.

Sessions include lectures, workshop activity, seminar presentations and guest speakers.

Assessment

Each module is assessed throughout the Certificate and is graded on a satisfactory/unsatisfactory basis. Students are normally expected to have passed the assignment for each module prior to undertaking the next. The modules are assessed in a range of ways:
- Module 1 – 3,000 word written assignment and peer assessed presentation
- Module 2 – materials production and two 1,500-word written assignments
- Module 3 – research diary and written research report

Careers

All teachers must be able to demonstrate the ability to respond appropriately to linguistic differences among pupils. The Additional Support for Learning legislation (2004) emphasises the need to match educational provision to the needs of each individual learner, including bilingual learners.

This course enables teachers to meet these requirements thus enhancing their own practice and improving the learning opportunities of bilingual pupils.

Find information on Scholarships here http://www.strath.ac.uk/search/scholarships/index.jsp

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This new programme will interest graduates who want to make a difference to the lives of a wide range of children in education. You will compare inclusive educational practices in Scotland, the UK and across the world. Read more

This new programme will interest graduates who want to make a difference to the lives of a wide range of children in education. You will compare inclusive educational practices in Scotland, the UK and across the world. You will study particular approaches to removing barriers to learning and including all children.

The programme has specific pathways for Postgraduate Diploma (visually impaired learners), Postgraduate Diploma (deaf learners) and Postgraduate Diploma (bilingual learners).

Programme structure

Compulsory courses

  • Inclusive Pedagogy
  • Sources of knowledge
  • Conceptualising research

Option courses

You will choose three option courses from this range:

  • Comparative approaches to inclusive and special education
  • Collaborative working in children’s services
  • Education for all
  • Teachers as agents of change
  • Foundations of international child protection
  • Issues and strategies for teaching and learning (VI)
  • Inclusion of pupils with visual impairment
  • Cerebral VI and profound and multiple learning difficulties
  • Audiology and audiometry
  • Language and communication (deaf children)
  • The developing bilingual learner
  • Specific learning difficulties: dyslexia
  • Assessing pupils with visual impairment
  • Bilingualism and other additional support needs
  • Promoting achievement and curriculum access to deaf / bilingual learners
  • Specific learning difficulties: co-occurring difficulties
  • Deaf Studies
  • an option course worth up to 40 credits from within the School or from elsewhere in the University (at SCQF level 11), subject to approval by the programme director

Dissertation (MSc)

  • Planning research
  • Research dissertation

Learning outcomes

The programme aims to:

  • develop and appropriately apply knowledge, skills and attitudes relevant to inclusive education and the contexts in which it takes place
  • reflect critically on the relationships between theory and practice and explore issues in the implementation of educational and social principles and ideals
  • engage with and where appropriate influence policy issues and the practice of professionals in relation to the delivery of inclusive education
  • develop extended skills in research and enquiry, including the use of literature, reviewing evidence, gathering, organising and evaluating data, responding to evidence and providing critical comment

Career opportunities

Suiting newly qualified teachers and experienced practitioners alike, this programme provides a qualification that can open doors to a new career in inclusive and special education, or an advanced role in the field.

It can also provide the foundations for a career in policy formation and development, as well as a broad range of highly transferable skills, such as communication and project management, which can be applied to roles in any field.



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This MA explores language from a wide range of perspectives. Read more

This MA explores language from a wide range of perspectives. It is designed to develop understanding of key concepts and issues related to applied linguistics and English language education globally, while also engaging students in the theoretical and empirical investigation of real-world situations, contexts and issues in which language plays a crucial role.

About this degree

This programme will provide students with insight into applied linguistics and language education from global, bilingual, cognitive, discourse, and socio-cultural perspectives. It will also develop students' capacity to analyse, evaluate and synthesise primary and secondary sources as well as helping them to design research.

Students undertake modules to the value of 180 credits.

The programme consists of one core module (30 credits), three optional modules (90 credits) and a research dissertation (60 credits).

For a PG Diploma the requirement is one core module (30 credits) and three optional modules (90 credits).

For a PG Certificate the requirement is one core module (30 credits) and two optional modules (60 credits).

Core module

  • Discourse, Society and Culture

Optional modules (indicative list):

Up to 90 credits of options drawn from the following:

  • Bilingualism and Multilingualism
  • English in Diverse World Contexts
  • Fundamentals of Second and Foreign Language Teaching
  • Language and Identity
  • Language at Work: Communication in Professional, Institutional and Cultural Contexts
  • Language Testing and Assessment
  • Materials Development for Language Teaching
  • Multimodal Communication
  • Second Language Acquisition
  • Sociolinguistics and Sociocultural Theory
  • Early Childhood Education
  • Education and Development in Asia
  • Education and International Development: Concepts, Theories and Issues
  • Literacy Practice in Writing and Comprehension
  • Internet Cultures: Theory and Practice
  • Language Development
  • Learning and Teaching with Technologies
  • Literacy Development
  • Perspectives on Adult Literacy, Language and Numeracy
  • Education Traditions and Systems in Europe

Dissertation/research project

All students are required to write a 2,500-word research proposal which leads to the submission of a 15,000-word dissertation on a topic in applied linguistics.

Teaching and learning

This programme is delivered through a combination of lectures, workshops, projects, supervisory tutorials, student presentations, and student-led discussions. Within tutor-led sessions, students often engage in individual, pair and group tasks which are then fed back to the plenary. Students are assessed through written coursework, oral presentation, and the dissertation. Alternative modes of assessment may be a feature of some modules.

Further information on modules and degree structure is available on the department website: Applied Linguistics MA

Careers

Graduates of this programme include university and college lecturers, senior managers and directors of study in private and state sector schools, textbook and materials writers, editors and publishers, education journalists, NGO project officers, education consultants, policy advisers and researchers, and consultants in the aviation industry.

Employability

This programme not only provides an outstanding foundation for those hoping to undertake PhD research and pursue an academic career, but is also popular with students wishing to go into education or develop their career internationally. Small group discussions and debates on the programme help students to acquire strong presentation and negotiation skills. Likewise, the analytical and research skills gained by students are highly valued by employers from a range of sectors. There are many additional activities available, both within the department and the wider UCL community, to help students focus on employability skills whilst they here, for example departmental talks and other networking opportunities.

Why study this degree at UCL?

The Department of Culture, Communication and Media (CCM) is committed to excellence in teaching, research and consultancy across a range of areas including applied linguistics.

One of the key aims of UCL Institute of Education’s Centre for Applied Linguistics is to seek external funding for high-quality research and consultancy in the broad field of applied linguistics, including discourse analysis, bilingualism and multilingualism, second language acquisition, intercultural communication, linguistic ethnography, semiotics, and language-in-education policy and practice, and undertake such research.

It also aims to provide research input into teaching programmes and doctoral supervision in areas of applied linguistics and global English language education.

Research Excellence Framework (REF)

The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.

The following REF score was awarded to the department: Culture, Communication & Media

78% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.



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The PGCE Secondary Religious Education course is an exciting and challenging 36 week training programme which will prepare you for the teaching profession (see course calendar below). Read more
The PGCE Secondary Religious Education course is an exciting and challenging 36 week training programme which will prepare you for the teaching profession (see course calendar below).

The aim of the course is to prepare you to become a confident and excellent secondary Religious Education teacher. Creativity, innovation, critical reflection, academic rigour and professionalism are key attributes which we highly regard, foster and expect from you if you are accepted onto our course.

The South West Wales Centre of Teacher Education has excellent graduate employment rates with 99% of graduates going into employment or further study (DLHE 14/15).

Key Features

In choosing this course you will be guided and supported by quality new and well established staff with recent and relevant experience of secondary school provision. The Religious Education Department boasts a fully bilingual provision, which is supported further by the long-established English and Welsh medium schools and very experienced school/college mentors who are in partnership with us.

Being geographically well placed to serve the whole of South Wales, and having the best employment rate throughout Wales makes it easy to understand why our programme is the largest provider of Secondary PGCE training and Secondary PGCE Religious Education training in Wales. Choosing this course means that you’ll be able to utilise a wide variety of excellent Religious Education and ICT resources, and enjoy a range of post-course continued professional development opportunities.

Career Opportunities

Many school and college departments, both locally and nationally, are staffed with several of our teachers and many of our trainees have gone on to forge successful teaching careers at strategic, professional and management levels at home and abroad.

Our PGCE graduates usually remain in close touch with us as they make their careers in the teaching profession and they often become Subject Mentors on the programme. This creates a very strong, sustainable professional network of teachers which is a rich source of continuing professional development.

Recently our PGCE Religious Education graduates have gone on to work as Secondary teachers in many independent and state schools in Wales, England and abroad including (but not limited) to: The John Bentley School (Wiltshire), Pontypridd High School, Mary Immaculate High School (Cardiff), Caerphilly County Borough Council, Coleg Cymunedol Y Dderwen (Bridgend), Heronsbridge School (Bridgend), Groby Brookvale High School (Leicester), St Martin's Comprehensive School (Caerphilly), St Cyres School (Penarth), Aberareon Secondary School, Ysgol y Deri (Penarth), Avonbourne College (Bournemouth), Richard Hale Boy's School (Essex) and Queen Elizabeth High School (Carmarthen).

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Our next intake of the PGCEi for 2016/17, with completion by September 2017 , will commence 1st - August 2016, when we will offer the taught modules on a residential basis at Keele University in the UK. Read more

Overview

Our next intake of the PGCEi for 2016/17, with completion by September 2017 , will commence 1st - August 2016, when we will offer the taught modules on a residential basis at Keele University in the UK. Keele University is one of the top teaching and research universities in the UK and has been delivering postgraduate programmes for international school teachers and administrators since 2010. Aimed at in-service teachers in International Schools, Universities, and Language Schools across South East Asia who are seeking professional certification, the Keele PGCEi offers course members direct and extensive taught input by UK education specialists.

The Post Graduate Certificate in Education (International) (PGCEi) is a one year part-time programme, commencing in August and concluding in June the following year. It is accredited, validated, taught and assessed by Keele University, UK. The course is designed for in-service teachers currently working in international schools and similar organisations and who wish to acquire an internationally recognised teaching certificate. It is also suitable for non-qualified British in-service teachers seeking their first move into international schooling.

The PGCEi can be undertaken in any country. The only attendance requirement is a one week residential held at Keele University, UK, in early August. The remainder of the programme is delivered by distance learning and a 12 week in-school assessed teaching practice. The aim of this prestigious, highly accessible and specialist teaching qualification is to advance a teacher’s career and professional development, together with their international employment prospects. Previous graduates of the Keele PGCEi work in leading international schools around the world.

Overview of Key Features:
- Annual entry for experienced in-service teachers seeking professional certification

- Two modules delivered during a 5 day residential held at Keele University, in August 2016

- One module delivered by distance learning

- 12 week flexible teaching practice for in-service teachers (undertaken in current school)

- Based on Keele University’s highly successful UK PGCE

- Designed to be flexible in order to accommodate the diverse demands of international schooling.

- Suitable for those working in Kindergarten, Primary, Secondary or Post-compulsory Education Sectors, including Language Schools, Bilingual Schools, State Schools and applicable to all major curriculum (including IB, AP and the National Curriculum of Engalnd and Wales).

- Opportunity to progress to full MA Education (International)

NB: Qualified Teachers Status in England is conferred by the Department of Education and not by universities. This PGCEi does not therefore offer a licence to teach in the UK. Similarly, the programme does not confer Qualified Teachers Status for the Learning and Skills Sector (Post-compulsory education).

Keele University reserves the right to alter any aspect of the PGCEi programme, including fees, without prior notice

See the website https://www.keele.ac.uk/sspp/postgraduatetaught/education/international/pgcei/

Course Aims

- To support the development of education professionals;

- To develop the ability to critically examine a wide range of educational issues, especially those pertinent to working in international schools;

- To support course participants in developing the knowledge skills and competencies they require to be effective practitioners in the classroom, and in the wider school/college environment.

Course Content

One year part-time, semi-distance learning programme with designated Keele University tutor support throughout:

Taught Modules:
- Learners, Learning and Assessment (30 credits): UK residential
This module examines the relationship between learning theories and classroom practice; Students will consider questions such as what do we know about how students learn? How do these ideas affect our practice as educators? What factors affect student learning? How might we take those factors into account when deciding what we want students to know understand and be able to do? How has the concept of multiple intelligences affected classroom practice? Why do we assess students? Who decides what to assess? How fit for purpose are the assessment instruments that we use?

- International Educational Practice (15 credits): UK residential
This module explores the changing world of international education, especially international schools in Asia. It reflects on the ‘nature’ of international identity, both for teachers and students, and critically explores what it means to be ‘international’ in an educational context together with associated practices. In examining the diverse character of international education, the module also encourages course members to reflect on identity elements such as gender, race, class, ethnicity and culture.

- Creative Practice (15 credits): distance learning
The module will critically examine definitions of creativity as applied to classroom practice, course members will be asked to consider the perspective from which creativity is defined and the criteria that are used as the basis for the definition. Students will explore the practical implications of teaching creatively and teaching for creativity and will have the opportunity to critically examine alternative models of learning and teaching and how can they be incorporated into their practice.

Programme includes 12 weeks main teaching practice (15 credits), which is undertaken in your current school.

Teaching & Assessment

Assessment:
- 3 formal assignments of c. 3,500 words;
- a series of formative assessment activities;
- final portfolio with reflective essay;
- reflective journal/log
- assessment of capability in the classroom with end of placement reports.

Academic modules offer outcomes at Masters level or Professional Graduate level (final outcome based upon level of performance in the assignments).

Work that does not secure a 50% pass grade can be resubmitted.

Programme Team:
Our tutors are highly experienced in education provision both in the UK and in Asia:
- Graeme Easdown (Programme Director)
- Denry Machin (Placements Co-ordinator)

Find information on Scholarships here - http://www.keele.ac.uk/studentfunding/bursariesscholarships/

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Delve in depth into the fast-evolving world of international English language education and gain fresh perspectives for teaching it in your own country. Read more

Delve in depth into the fast-evolving world of international English language education and gain fresh perspectives for teaching it in your own country.

The MA Teaching English to Speakers of Other Languages (TESOL) is a specialist master's course suitable for anyone working - or aspiring to work - in the field of teaching English as an international language.

You will gain exposure to the latest developments in TESOL research, policy and practice, and work with expert tutors who, collectively, have taught English across five continents and are leading the way with their research.

Throughout the course we will challenge your thinking and assumptions about how English is used, taught and learned worldwide, analysing its role as the world’s major international language and exploring current issues and debates.

We place particular emphasis on helping you to apply the latest thinking about English language teaching to different social and cultural contexts, including your own.

In addition to core units, you will attend specialised teaching training workshops to gain expertise in relevant classroom procedures, and complete an academic writing and study skills course.

You will also have opportunities to share experiences with language educators from a range of backgrounds and build an international network of professional contacts.

By the end of the course you will be able to:

  • develop appropriate teaching methods and materials to enhance how English is taught in your own country
  • use the latest research to reflect on, and inform, your daily practice and decision-making
  • enhance your employability in a range of fields, including English language teaching, bilingual education, language teacher education, intercultural communication and business communication
  • build an international profile and contribute academically and professionally to this rapidly evolving field

This course is suitable for students with academic and professional backgrounds in applied linguistics, English language education, linguistics, international education and cultural studies. It is relevant for those already working in the field, and for those aspiring to do so.

Course structure

This course lasts 1 year. Occasionally we make changes to our programmes in response to, for example, feedback from students, developments in research and the field of studies, and the requirements of accrediting bodies. You will be advised of any significant changes to the advertised programme, in accordance with our Terms and Conditions.

Units

Compulsory course units

These compulsory units are currently being studied by our students, or are proposed new units.

Semester 1

Semester 2

Summer

Learning and assessment

Learning

  • Lectures
  • Online resources
  • Seminars
  • Tutorials
  • Workshops

Assessment

  • Dissertation
  • Essay
  • Online assessment
  • Oral assessment


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The MA Bilingualism and Multilingualism is a unique postgraduate qualification offered through distance learning provision, being the first degree of its kind offered in Europe and part of the University’s mission to contribute to the range of initiatives in the field of language planning and bilingual/ multilingual development, both in Wales and elsewhere. Read more
The MA Bilingualism and Multilingualism is a unique postgraduate qualification offered through distance learning provision, being the first degree of its kind offered in Europe and part of the University’s mission to contribute to the range of initiatives in the field of language planning and bilingual/ multilingual development, both in Wales and elsewhere.

Course Overview

The MA Bilingualism and Multilingualism takes full advantage of the rich linguistic experience offered by Wales’ own bilingual context, as well as University of Wales Trinity Saint David's long-established expertise within this field as part of an extended network of institutions across Europe where bilingualism, multilingualism and language planning is an everyday phenomenon.

The degree offers modules which encompass a range of aspects on bilingualism and language planning in Wales and internationally. Different pathways are offered to meet the professional demands of a variety of careers in the field of bilingualism. It consists of five modules in Part One and a dissertation of 15,000 words in Part Two.

In Part One students may choose from a range of modules according to their personal professional or vocational needs, including:
-Introduction to Bilingualism
-Societal Bilingualism (political aspects of language vitality)
-Cognitive Aspects of Bilingualism
-Models of Bilingual Teaching
-Language Planning Essentials
-Research Methodology

Students will choose their own research subjects for the dissertation in Part Two based on aspects of the modules studied previously in Part One and agreed in advance with the Programme Director. It is intended that students will be given the opportunity to conduct in-depth research in a field of study which will promote their professional development.

Although the modular structure of the postgraduate degree allows students to study a single module, on the successful completion of three modules students will be eligible to exit the course with a Postgraduate Certificate in Bilingualism and Multilingualism, and a Postgraduate Diploma in Bilingualism and Multilingualism on the completion of five modules. Students wishing to progress to the MA in Bilingualism and Multilingualism would undertake an additional dissertation.

Modules

A summary of the aims of individual modules:
-CYAD-7015: Introduction to Bilingualism
-CYAD-7002: Societal Bilingualism
-CYAD-7007: Research Methodology
-CYAD-7008: Cognitive Aspects of Bilingualism
-CYAD-7009: Development of Bilingual Education in Wales
-CYAD-7010: Models of Bilingual Teaching
-CYAD-7012: Language Planning Essentials

Key Features

The MA Bilingualism and Multilingualism takes full advantage of the rich linguistic experience offered by Wales’ own bilingual context, as well as University of Wales Trinity Saint David’s long-established expertise within this field. The University is part of an extended network of institutions across Europe where bilingualism, multilingualism and language planning is an everyday phenomenon.

The programme aims to:
-Provide students with various aspects of bilingualism and multilingualism, both in Wales and in international contexts
-Develop students’ ability to critically analyse the various factors involved in the study of bilingualism/ multilingualism and to relate those factors to national and international contexts
-Equip students for various vocations involved with bilingualism/ multilingualism and enable them to apply basic principles, together with knowledge, understanding and subject-based skills, to their daily vocational needs
-Introduce students to the most relevant research and thinking in the field which forms the basis for the most recent theories and learning
-Develop students’ transferable skills and enable them to research, interpret and critically evaluate
-Develop students’ cognitive skills including their ability to reason, to critically analyse, as well as to think creatively in appraising any current policies in the field of bilingualism/ multilingualism and to propose improvements

The programme will focus on various aspects of bilingualism and language planning relevant to a range of professional and vocational posts in order to extend and deepen knowledge, understanding and skills in specific fields. The professional / vocational skills related to this programme will enable students to:
-Rise to the challenge which faces individuals in the field of bilingualism / multilingualism and language planning
-Undertake projects concerned with various aspects in the field
-Undertake individual and team research to promote linguistic plans and strategies
-Analyse and interpret data concerned with various developments
-Exhibit proficiency in the use of ICT in presentations and in communication

Students are given an opportunity to undertake field studies occasionally (eg in Scotland and Ireland) in order to study language revitalization projects and, when geographically convenient, to attend national and international conferences on bilingualism and language planning.

The advantage of the MA Bilingualism and Multilingualism to students is the flexibility which allows them to gain the necessary knowledge and skills through distance learning, by studying part-time or full-time and with the assistance of technology and the reading materials provided.

One can study as few as two modules per year and spread the cost over the period of study. By now, the course is studied by students in Wales and in various parts of the world including, for example, Italy, Switzerland, Czechoslovakia, Cyprus, Greece and Mongolia.

Assessment

A range of assessment methods are adopted in order to enable students to illustrate their knowledge and skills in relation to learning outcomes, including:
-Written assignments
-Presentations (adapted for distance learning purposes)
-Extended essays

Assessment methods are adopted on the basis of their appropriateness for ensuring that students can show that they have achieved the learning outcomes which are explicit in every module and on which the assessment criteria are based.

At the start of every module students are provided with:
-The assignment(s) for the assessment of the module and the weighting for each assignment
-A list of the criteria used to mark an assignment or presentation
-Further guidance in relation to the requirements of the set tasks and dates for presentation

Following the completion of an assignment, each student will receive:
-A formal report containing an assessment of the individual criteria on which the final mark was based, and feedback containing comments on how to improve as part of a formative process
-An opportunity to discuss the assignment with a tutor if necessary

Every assignment is assessed internally by a second-marker and by an external examiner.

Career Opportunities

The University has excellent resources, thus enabling us to offer a range of modules available to suit professional developmental needs and personal interests. The degree has a broad focus which is suitable for a range of professional fields and aims to equip students with the information and skills to work confidently in the field of bilingualism / multilingualism and language planning. The course offers a range of experiences and would appeal to anyone involved in the development of the use of language in modern society, including:
-Language Officers
-Policy Makers & Government Officers
-Language Planners
-Teachers & Trainers
-Translators
-Youth/ Community Workers
-Those currently working in adult education in various countries
-Those developing learning opportunities in both youth and adult contexts

The MA degree offers opportunities to progress to undertake subsequent research for a PhD.

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Our MA focuses on the implications and applications of linguistic ideas. You’ll explore key concepts in linguistic theory and the application of these theoretical perspectives in fields such as. Read more
Our MA focuses on the implications and applications of linguistic ideas.

You’ll explore key concepts in linguistic theory and the application of these theoretical perspectives in fields such as:
-Language variation and change.
-The use of language in a number of private, public and professional domains.

You’ll be trained in the many methodologies that can be used for language analysis. You’ll become an active member of a vibrant scholarly community and attend talks and numerous events.

Our course prepares you to advance your career in a language-related profession, or to undertake a research degree.

How will I study?

You’ll study taught modules in the autumn and spring terms. There are core modules and options, depending on your prior studies in linguistics and your interests. In the summer term, you work on your supervised dissertation.

You are assessed by:
-Term papers
-Language analysis papers
-A research proposal
-A 10,000-word dissertation.

You might also be interested in the English Language Teaching (ELT) MA. On some modules, you’ll be taught together with students from this course.

Scholarships

Our aim is to ensure that every student who wants to study with us is able to despite financial barriers, so that we continue to attract talented and unique individuals.

Chancellor's International Scholarship (2017)
-25 scholarships of a 50% tuition fee waiver
-Application deadline: 1 May 2017

HESPAL Scholarship (Higher Education Scholarships Scheme for the Palestinian Territories) (2017)
-Two full fee waivers in conjuction with maintenance support from the British Council
-Application deadline: 1 January 2017

USA Friends Scholarships (2017)
-A scholarship of an amount equivalent to $10,000 for nationals or residents of the USA on a one year taught Masters degree course.
-Application deadline: 3 April 2017

Careers

Most of our graduates have gone on to careers in education and education management, particularly relating to:
-The teaching of primary language skills.
-English as a second or foreign language.
-Bilingual education.

Others go on to further study in linguistics and related fields, such as journalism, publishing, speech therapy and advertising.

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The MA in Multilingualism, Linguistics and Education is an applied linguistics programme with an emphasis on diversity, both linguistic and cultural diversity, which also provides a solid understanding of the theoretical and practical issues that arise in multilingual and intercultural educational settings. Read more

The MA in Multilingualism, Linguistics and Education is an applied linguistics programme with an emphasis on diversity, both linguistic and cultural diversity, which also provides a solid understanding of the theoretical and practical issues that arise in multilingual and intercultural educational settings.

This programme is a unique combination of applied linguistics and educational studies. It draws on expertise from two departments, the Department of English and Comparative Literature and the Department of Educational Studies, to offer students a wide-ranging interdisciplinary programme. It will add value to your professional life, whether as a manager, teacher or researcher, or in other careers related to language and education.

This programme is targeted at students working or planning to work in education in diverse contexts, and those interested in professional roles related to intercultural and multilingual communication.

It will be of particular interest to students who wish to gain experience in language teaching, either as an additional or second foreign language (for example in multilingual classrooms, in bilingual education settings internationally, or English as a foreign language/English as a Lingua Franca) and aim to achieve a wider theoretical knowledge base. Some of the topics explored include:

  • English in a multilingual world
  • Multilingualism, code-switching and translanguaging
  • English as a Lingua Franca
  • Intercultural communication
  • English language teaching
  • Teaching languages from a multilingual perspective
  • Race, ethnicity and cultural diversity in education

Study in Brazil

There are three places available for students on this programme to spend a minimum of two months at our partner institution the Federal University of Bahia (Salvador, Brazil). Students can apply for this opportunity through Goldsmiths once they have enrolled on the MA.

Successful students will not have to pay additional tuition fees, and will receive a grant for living expenses while in Salvador provided by Erasmus+ and the UK National Agency. Students will be able to conduct their research projects as well as take a range of modules at the host institution.

Modules & structure

You learn how the English language and other languages are structured and used in a range of cultural settings, and how to support the literacy and learning development of students from multilingual backgrounds.

The course offers critical engagement with theory, policy and practice, and students benefit from intellectual debates in the disciplines of both education and linguistics.

Modules are taught by the Department of English and Comparative Literature (ECL) and the Department of Educational Studies (ES). You complete two compulsory modules, two option modules and a 15,000-word dissertation.

Core modules

In addition to the two core modules, you must choose two option modules.

One of the following modules from the Department of English and Comparative Literature:

And one of the following modules from the Department of Educational Studies:

For the dissertation we encourage hands-on research based on the uses of written and spoken language in a variety of institutional and informal contexts.

Where possible, we'll help you access multilingual settings relevant to you research. This will give unique insight into the practices of British classrooms and different linguistic communities.

You're also encouraged to draw on your own experience or unique cultural and linguistic background.

We run an additional MA study skills module in which we cover topics such as: using electronic resources; British academic essay writing & referencing at MA level; planning a dissertation.

Assessment

Coursework; essays; examinations; dissertation.

Skills

You will acquire a wide-ranging understanding of educational and linguistic policy and research, especially with respect to multilingual settings. You will also develop your critical thinking, communication and research skills.

Careers

Teaching (especially language teaching or teaching in multilingual environments), administration and/or management of educational and language policy, publishing, the civil service, the media.

Find out more about employability at Goldsmiths



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The MA in Multilingualism, Linguistics and Education is an applied linguistics programme with an emphasis on diversity, both linguistic and cultural diversity, which also provides a solid understanding of the theoretical and practical issues that arise in multilingual and intercultural educational settings. Read more

The MA in Multilingualism, Linguistics and Education is an applied linguistics programme with an emphasis on diversity, both linguistic and cultural diversity, which also provides a solid understanding of the theoretical and practical issues that arise in multilingual and intercultural educational settings.

This programme is a unique combination of applied linguistics and educational studies. It draws on expertise from two departments, the Department of English and Comparative Literature and the Department of Educational Studies, to offer students a wide-ranging interdisciplinary programme. It will add value to your professional life, whether as a manager, teacher or researcher, or in other careers related to language and education.

This programme is targeted at students working or planning to work in education in diverse contexts, and those interested in professional roles related to intercultural and multilingual communication.

It will be of particular interest to students who wish to gain experience in language teaching, either as an additional or second foreign language (for example in multilingual classrooms, in bilingual education settings internationally, or English as a foreign language/English as a Lingua Franca) and aim to achieve a wider theoretical knowledge base. Some of the topics explored include:

  • English in a multilingual world
  • Multilingualism, code-switching and translanguaging
  • English as a Lingua Franca
  • Intercultural communication
  • English language teaching
  • Teaching languages from a multilingual perspective
  • Race, ethnicity and cultural diversity in education

Study in Brazil

There are three places available for students on this programme to spend a minimum of two months at our partner institution the Federal University of Bahia (Salvador, Brazil). Students can apply for this opportunity through Goldsmiths once they have enrolled on the MA.

Successful students will not have to pay additional tuition fees, and will receive a grant for living expenses while in Salvador provided by Erasmus+ and the UK National Agency. Students will be able to conduct their research projects as well as take a range of modules at the host institution.

Modules & structure

You learn how the English language and other languages are structured and used in a range of cultural settings, and how to support the literacy and learning development of students from multilingual backgrounds.

The course offers critical engagement with theory, policy and practice, and students benefit from intellectual debates in the disciplines of both education and linguistics.

Modules are taught by the Department of English and Comparative Literature (ECL) and the Department of Educational Studies (ES). You complete two compulsory modules, two option modules and a 15,000-word dissertation.

Core modules

In addition to the two core modules, you must choose two option modules. Please visit the website for more information.

of institutional and informal contexts.

Where possible, we'll help you access multilingual settings relevant to you research. This will give unique insight into the practices of British classrooms and different linguistic communities.

You're also encouraged to draw on your own experience or unique cultural and linguistic background.

We run an additional MA study skills module in which we cover topics such as: using electronic resources; British academic essay writing & referencing at MA level; planning a dissertation.

Assessment

Coursework; essays; examinations; dissertation.

Skills

You will acquire a wide-ranging understanding of educational and linguistic policy and research, especially with respect to multilingual settings. You will also develop your critical thinking, communication and research skills.

Careers

Teaching (especially language teaching or teaching in multilingual environments), administration and/or management of educational and language policy, publishing, the civil service, the media.

Find out more about employability at Goldsmiths



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Applied linguistics aims to investigate real-world phenomena in which language plays a central role. Read more
Applied linguistics aims to investigate real-world phenomena in which language plays a central role. At MPhil/PhD level, we aim for you to make the transition into a fully fledged, independent academic researcher, with the skills necessary to present your research orally as well as in writing, in addition to pushing back the frontiers of knowledge. Such independence is achieved on the basis of a full appreciation of the hallmarks of good scholarship, such as original thought, the proper use of references and background material, appropriate use of methodology and accountable reporting procedures, and it is these priorities that we aim to impart to our students.

Once equipped with the generic and discipline-specific tools for carrying out research, you will pursue your particular research interests, supported by regular meetings with your supervisor and presentations and attendance at MPhil/PhD seminars.

Current research centres around: bilingualism and multilingualism; child language development; second language acquisition; psycholinguistics and neurolinguistics; sociolinguistics; cross-cultural pragmatics; discourse and conversation analysis; intercultural communication; language teaching; and translation theory.

Why study this course at Birkbeck?

- Arts and humanities courses at Birkbeck are ranked third best in London and 11th in the UK in the Times Higher Education 2015-16 World University Subject Rankings.

- The Department of Applied Linguistics and Communication was established in 1965, making it the first department in England to focus on the study of applied linguistics. It has contributed greatly to the field over the years and remains the only department of applied linguistics in the University of London.
- The department is an Institutional Member of the British Association of Applied Linguistics and an affiliated member of the International Association of Applied Linguistics (AILA).
- It houses the Centre for Multilingual and Multicultural Research, and the International Journal of Bilingual Education and Bilingualism (Taylor and Francis).
- The department has developed a distinctive academic identity and helped to redefine the field as a social science. It is not a department of conventional descriptive or theoretical linguistics, and does not engage in research and teaching of syntax, morphology, phonology, phonetics or linguistics of a particular language. Rather, it is concerned with real-life issues in which language and communication play a central role.

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UCAM Master’s Degree in Bilingual Teaching (English) was particularly designed for people who want to reach the level of linguistic and methodological competence necessary to teach in bilingual education and CLIL (Content and Language Integrated Learning) programs. Read more
UCAM Master’s Degree in Bilingual Teaching (English) was particularly designed for people who want to reach the level of linguistic and methodological competence necessary to teach in bilingual education and CLIL (Content and Language Integrated Learning) programs.

This Master’s Degree is aimed at international and Spanish university graduates from different academic backgrounds such as Pre-Primary and Primary Education, Engineering, and other graduates with an interest in bilingual teaching and in the CLIL approach. This Master’s Degree in Bilingual Teaching is also aimed at all those teachers now working in Primary or Secondary private or state schools. As an entry requirement for this postgraduate degree, candidates must have and prove the B1 level of English language (according to the CEFR).

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Research degrees embrace the notion of preparing "Stewards of the Discipline", scholars capable of generating new knowledge, conducting research with a high degree of competence and integrity, transforming knowledge, and communicating the results to advance the field. Read more
Research degrees embrace the notion of preparing "Stewards of the Discipline", scholars capable of generating new knowledge, conducting research with a high degree of competence and integrity, transforming knowledge, and communicating the results to advance the field.

The Master of Arts (MA) is a research-intensive (thesis-based) degree intended to prepare students for further research. This program is available in the on-campus format only.

Master of Arts (MA) in Language and Literacy

Language and Literacy prepares students to understand and conduct research on various dimensions of literacy, linguistic and cultural diversity, especially as they relate to the acquisition, use, teaching, and learning of languages, multiliteracies (multiple meaning-making systems, including print, visual, oral, audiovisual, and gestural texts), and new literacies and digital media . This program is open to applicants from a broad array of regions/countries, It will be of interest to prospective educators and researchers in the areas of literacy, English as an additional language (EAL) or second language (ESL), bilingual education, teaching and learning French as first and second language and other languages, including Aboriginal languages, Spanish, Mandarin, Japanese, German.

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