| Assessment |
| Title |
Exam Length |
Weight |
Mode |
No. Words |
| Bibliographic search |
|
10%
|
|
|
| Assessment Notes |
| Bibliographic search |
|
| Relates to Learning Outcomes (LO) and
Graduate Attributes (GA) |
| LO: 1-5
GA: 1, 2 and 4-6 |
| Essay |
|
40%
|
|
2000 |
| Assessment Notes |
| Essay |
|
| Relates to Learning Outcomes (LO) and
Graduate Attributes (GA) |
| LO: 1-5
GA: 1, 2,and 4-6
|
| Language Autobiography |
|
25%
|
|
1500 |
| Assessment Notes |
| Language autobiography |
|
| Relates to Learning Outcomes (LO) and
Graduate Attributes (GA) |
| LO: 1-5
GA: 1, 2 and 4-6 |
| Mandatory Quizzes |
|
10%
|
|
|
| Assessment Notes |
| 2x Mandatory Online quizzes (5% each) |
|
| Relates to Learning Outcomes (LO) and
Graduate Attributes (GA) |
| LO: 1-5
GA: 1, 2 and 4-6 |
| Online Participation |
|
15%
|
|
|
| Assessment Notes |
| Assessed online activities and participation |
|
| Relates to Learning Outcomes (LO) and
Graduate Attributes (GA) |
| LO: 1-5
GA: 1, 2, 4-6 and 8 |
|
| Learning Outcomes (LO) |
Upon completion of this unit, students will be able to:
-
identify how people become bilingual or multilingual, and the implications thereof for the individual's language, communication and identity;
-
discuss different kinds of bilingual families and their approaches to language maintenance;
-
discuss and critique the choice of language(s) as official, national, language(s) of education and of wider communication in selected sites, and appraise possible reasons for such choices;
-
outline different approaches to bilingual and multilingual education in one or more countries;
-
trace the development of English language teaching as a worldwide phenomenon and discuss critically the implications for the status and teaching of local, foreign and second languages. The higher level of critical skills at LING463 level relate to the greater essay length and higher interpretative requirements of the autobiography task (see assessment tasks).
|
| Graduate Attributes (GA) |
|
Attribute |
Taught |
Assessed |
Practised |
| 1 |
Knowledge of a Discipline
Students will deepen their knowledge and understanding of the major facts about bilingualism and multilingualism in individual, educational and societal contexts. It is taught by directed study and reading, practised in online tutorial and exercises, and assessed via all assessment tasks.
|
|
|
|
| 2 |
Communication Skills
Students are expected to practise effective communication through selective and informed contribution to bulletin board discussions, and through demonstration of the ability to compose a reasoned written argument drawing on published sources. Both of these will be assessed.
|
|
|
|
| 3 |
Global Perspectives
This unit teaches subject matter on bilingual issues around the world, and students are required to examine such issues in depth in one selected site. They also need to demonstrate an understanding of the use and implications of English as a global language and its effects on intercultural communication.
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|
|
| 4 |
Information Literacy
As a result of completing this unit students will develop a high degree of competence in finding and evaluating complex information from various sources, with an emphasis on electronically-available sources. This skill is assessed through the essays.
|
|
|
|
| 5 |
Life-Long Learning
The assessment activities in this unit ask the student to use newly-acquired analytical abilities to focus on their own work or life context, thus enabling them to see it in a new light. Ongoing reflection on one?s work is a key part of lifelong learning.
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|
|
| 6 |
Problem Solving
In this unit you will be required to apply critical thinking to linguistic issues, and to solve data based problems critically and intelligently and is assessed in all assessment tasks.
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|
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| 7 |
Social Responsibility
A number of issues in the unit necessitate students negotiating their own ethical stance and learning to appreciate the point of view of linguistically ?othered? and disadvantaged groups. These are prerequisites for developing socially responsible attitudes.
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| 8 |
Team Work
Participation in online discussions requires engagement and interactivity with other students in developing collaborative skills and building group knowledge and is assessed via this component.
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