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 http://nassea.org.uk/professional-development/ 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.
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:
Each student will have a personal tutor in a regional tutor group, which meets on a regular basis. Study is supported through study packs, tutorial groups, telephone and email contact which allows students to learn with each other. There is a university based programme launch day in September.
The MEd/Postgraduate Diploma/Postgraduate Certificate in Bilingualism in Education is ideal for graduates who wish to increase their knowledge and understanding of the language and learning needs of bilingual learners who are learning English as an additional language. Upon completion of this course, you will have experience in planning, implementing and evaluating the curriculum across a diversity of cultures.
There is the opportunity to work towards a further professional qualification in the field of Education both within schools and in other settings, including progression to a PhD or EdD. The excellent careers advice provided by personal tutors has encouraged many of our graduates to successfully apply for leadership roles working with multilingual children and young people in multicultural schools. These include: teachers, education advisors, special educational needs coordinators and head teachers at international schools and managers of community and charitable organisations.
This programme will develop your understanding of how knowledge of language changes as people acquire or lose language at various points in their lifespan.
It is designed primarily for graduates with a background related to linguistics and/or psychology who wish to develop their knowledge of current research on language acquisition (first, second, bilingual, and impaired) and language change from a cognitive perspective and from the point of view of current linguistic theories.
Joining a vibrant research community of developmental linguists, you will have the opportunity to carry out advanced research to try to answer questions related to the area of language development and bilingualism, such as ‘how do children learn language?’ or ‘what happens when we forget a language?’
You will benefit from the programme's strengths in:
This programme comprises two semesters of taught courses, followed by a dissertation.
Option courses may include:
This programme will provide you with the specialised skills you need to perform research in language learning and development. It will also serve as a solid basis for doctoral study.
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.
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).
Optional modules (indicative list):
Up to 90 credits of options drawn from the following:
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
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.
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.
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.
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.
Our School of Education is the principal and longest-established provider of Gaelic-medium education (GME) initial teacher education in Scotland.
This is a full-time, one-year course. It’s designed to help qualified teachers with intermediate-level Gaelic transfer to Gaelic-medium classrooms.
The course is unique in Scotland. It combines language training with a focus on pedagogical requirements for working in GME including:
You’ll study six core modules and complete three placements in Gaelic-speaking classrooms and organisations.
These will focus on the development of advanced Gaelic language skills relevant to GME. The language and pedagogy modules are taught in tandem. This maximises your opportunity to develop professional competences in the spoken and written language.
You’ll complete three placements over the course of the year. Two of the three will be in Gaelic-medium classrooms, relevant to your existing experience and plans for future work. You’ll spend one week in November observing practice and four weeks in the spring teaching classes in Gaelic.
The third placement will be in a Gaelic-speaking organisation. You’ll complete 70 hours of voluntary work over the course of the year. You’ll use the Gaelic language and develop links for future school activities.
Over the course of the year, you'll complete a project. There is flexibility in your choice of project but you’re encouraged to consult your local sponsoring authority. It may involve the school or organisation where you have taken your placements. Or it may reflect other aspects of the course, for example:
You're expected to attend classes four days a week with one day a week allocated to independent study. This is due to the focus on language training and because most of the content is delivered in Gaelic.
Language learning teaching includes a focus on:
You're encouraged to put your language skills to use in a variety of contexts including:
Pedagogical learning and teaching includes:
You'll develop professional networks which you'll maintain after you have completed the course.
There are lectures from experts in GME and related areas scheduled throughout the year. The majority of these are in Gaelic. You’ll get perspectives on policy, provision and practice in this sector and hear a range of Gaelic voices.
Assessment includes formal language tests, assessment of oral and written presentations in Gaelic concerning a range of professionally relevant tasks, and evaluation of the major project.
Candidates are seconded from their local authority employer for the duration of study on this programme. Those who successfully complete the programme are required to commit at least three years to teaching in a gaelic-medium position with their local authority employer.
Demand for Gaelic teachers is high.
The National Gaelic Language Plan 2012-2017 has set targets for a significant rise in the numbers of children enrolled in Gaelic-medium education.
This means an increase in the number of teachers qualified to teach through the medium of Gaelic.
We are committed to developing our postgraduate students into competent educational researchers able to conduct rigorous research using a variety of methodological approaches. We welcome inquiries about possible research topics both theoretical and empirical.
We are particularly interested to hear from those who would like to work within areas such as:
The Department of Educational Studies is part of South East Network for Social Sciences (SeNSS), a consortium formed of 10 leading UK Universities, all of which are engaged in cutting-edge social science research and training.
It has about forty research students from the UK, the EU and other countries. Many of our research students are also practicing professionals carrying out research related to their work. Students study either full-time or part-time.
Students become members of the Department’s Research Centres and they are encouraged to contribute along with staff and other visiting scholars to their seminar series. Additional facilities for research students are provided by the Goldsmiths Graduate School.
To help you:
We ensure that you are supported by highly qualified supervisors with whom you work to a mutually agreed timetable and maintain regular tutorial contact throughout your research. An induction and research training programme is provided and you are normally expected to follow this. There is an annual appraisal of your progress, and every effort is made to ensure good communication between yourself, your supervisor and other relevant members of staff.
Students have additional support from the Goldsmiths Graduate School, where there is a lively programme of interdisciplinary seminars, as well as core research training to support your studies. The Graduate School also has its own virtual research community, running in parallel to the physical School and providing online seminars and research training programmes.
All MPhil students and academic staff are invited to research seminars run by the Department’s three Research Centres: the Centre for Language, Culture and Learning (CLCL), the Centre for the Arts and Learning and the Centre for Identities and Social Justice. In addition to academics from inside and outside the University, research students also have an opportunity to contribute to seminars on work in progress.
In addition to the facilities available in the Graduate School the Department has good facilities for research students including a study room with networked computers, scanner and printers.
Thesis and viva voce.
This MA is designed for anyone working in education or a related field. It aims to enhance your understanding of educational theory and practice by focusing upon issues of culture, language and identity, and it is taught by internationally-renowned experts.
The programme aims to develop an inclusive and inter-cultural approach to teaching and learning across a wide range of educational styles, by interrogating current educational policies, curriculum frameworks, teaching practices and theoretical perspectives.
Its modular structure allows for specialisation in the areas of equity and social justice, curriculum policy and practice, language and culture in education, and the arts in education.
You'll develop new perspectives on education through a process of reasoned critical reflection, and you will be encouraged to apply your developing understanding of educational practices and issues in your own institution and elsewhere.
You have to complete 180 credits, made up from:
If you already have M level credits from your PGCE courses or elsewhere you can apply to have one or both of these included in your MA accreditation. In this case only a further 120 credits are needed.
If you are a former Goldsmiths student you should also be aware that you are eligible for a 30% discount on each module.
All sessions run in the evenings to accommodate professional teachers and educators with substantial existing commitments and workloads.
You may be awarded a Postgraduate Certificate if you exit after completing two modules (one third of the programme) or a Postgraduate Diploma if you complete four modules (two thirds of the programme).
You'll select options from a list that currently includes:
Assessment is normally via a 5000 word essay.
The dissertation is a 15000 word assignment on a subject of your choice.
Please note that due to staff research commitments not all of these modules may be available every year.
The programme will enable you to develop:
Find out more about employability at Goldsmiths.