Module Details

Module Code: EDUC8055
Title: EAL: Inclusive Practice
Long Title: EAL: Supporting Inclusive Practice
NFQ Level: Advanced
Valid From: Semester 1 - 2023/24 ( September 2023 )
Duration: 1 Semester
Credits: 5
Field of Study: 1420 - Education Studies
Module Delivered in: 1 programme(s)
Module Description: Supporting children with English as Additional Language (EAL). Children’s right to freedom of expression (article 12, UNCRC 1989) is acknowledged. This module enables students to work effectively with, and meet the holistic needs of children for whom English is an additional language to their first language. It highlights the value of linguistic diversity, and the importance of inclusive attitudes which value and respect the significance of mother tongue in children’s formation of a social and cultural identity, critical thinking and literacy skills.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Appraise key theoretical concepts from key theorists (Including Montessori, Chomsky, Trevarthan, Vygotsky and Piaget) and recognise social and cultural contexts underpinning language acquisition.
LO2 Apply inclusive strategies for working with children whose first language is not English with reference to practice frameworks and the Primary school curriculum.
LO3 Create opportunities for children to experience (visual/audible) their home languages as well as English in daily practice.
LO4 Illustrate the importance of developing an inclusive partnership with parent/s.
LO5 Determine the key role an inclusive environment plays in supporting and extending a child's holistic development and learning.
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named MTU module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module. You may not earn additional credit for the same learning and therefore you may not enrol in this module if you have successfully completed any modules in the incompatible list.
No incompatible modules listed
Co-requisite Modules
No Co-requisite modules listed
Requirements

This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed. You may not enrol on this module if you have not acquired the learning specified in this section.
No requirements listed
 
Indicative Content
Language Acquisition
Understand theoretical concepts on language acquisition by key theorists (including Trevarthan; Chomsky; Vygotsky) encompassing views on biological pre-dispositions as well as the social and cultural contexts of language development.
Value Linguistic Diversity
Recognise the value of linguistic diversity. The importance of home languages. Significant role of first language in social cultural, individual and sense of family identity. Further role in learning and the acquisition of additional languages
Partnership with Parent/s
Parent/s and relevant supporting agencies, as partners in child's education. Respectful and caring professional interactions are crucial. Meaningful contact and mutual acceptable solutions.
Inclusive strategies supporting EAL
Play and exploration; sensorial provocations; critical thinking; music; active engagement; creativity; modelling; role-play; observation; differentiation; stories. Develop 'Buddy' systems and 'young interpreter' approaches where children learn in the 'zone of proximal development' (Vygotsky 1979) from more knowledgeable peers and adults. Link to principles of early years and primary school curriculum principles .
Role of the Environment
Enabling environment promoting peer interaction and positive inquiry where the uniqueness of each child is valued. Recogniton that child development rates vary. Holistic approach to addressing and differentiating for children's individual and group needs and. environmental well-being
Module Content & Assessment
Assessment Breakdown%
Coursework100.00%

Assessments

Coursework
Assessment Type Multiple Choice Questions % of Total Mark 20
Timing Week 4 Learning Outcomes 1
Assessment Description
Language acquisition
Assessment Type Essay % of Total Mark 50
Timing Week 9 Learning Outcomes 1,2,3
Assessment Description
Apply understandings of key theoretical concepts of language acquisition to inform inclusive practice strategies in support of children with EAL.
Assessment Type Presentation % of Total Mark 30
Timing Week 12 Learning Outcomes 4,5
Assessment Description
Role of an inclusive environment incorporating partnership with parents in supporting and extending the holistic development of a child for whom English is not their first language.
No End of Module Formal Examination
Reassessment Requirement
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.

The University reserves the right to alter the nature and timings of assessment

 

Module Workload

Workload: Full Time
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact Theory and Discussion Every Week 3.00 3
Independent Learning Non Contact Independent Study Every Week 4.00 4
Total Hours 7.00
Total Weekly Learner Workload 7.00
Total Weekly Contact Hours 3.00
Workload: Part Time
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact Theory and Discussion Every Week 3.00 3
Independent Learning Non Contact Independent study Every Week 4.00 4
Total Hours 7.00
Total Weekly Learner Workload 7.00
Total Weekly Contact Hours 3.00
 
Module Resources
Recommended Book Resources
  • Malini Mistry & Krishan Sood. (2015), English as an Additional Language in the Early Years: Linking theory to practice,, Routledge, UK, [ISBN: 9780415821711].
  • Paula Polk Lillard. (1988), Montessori A Modern Approach, Schocken Books, New York, [ISBN: 978080520924].
Supplementary Book Resources
  • L.S. Vygotsky & Michael Cole. (1978), 1978, Mind in society: the development of higher psychological processes,, Harvard University Press, UK, [ISBN: 9780674576292].
  • Clare Healy Wallis. (2008), At the Heart of Montessori 2 Core Principles in Action, Original Writing Ltd, Dublin, [ISBN: 9781906018658].
Supplementary Article/Paper Resources
  • Connaughton-Crean, L., and Ó Duibhir, P.. (2017), 'Home language maintenance and development among first generation migrant children in an Irish primary school: An investigation of attitudes', Journal of Home Language Research, P. 2, 22–39.
  • Integrate Ireland Language and Training Dublin: IILT.. (2006), Up and away: A resource book for English language support in primary schools., ILT,
    https://www.ncca.ie/en/resources/up_and_ away
  • Trevarthan Colwyn. (2015), "The Child's Need to Learn a Culture", Children & Society,, Vol.9 Issue 1 April (first published 1995).
Other Resources
 
Module Delivered in
Programme Code Programme Semester Delivery
CR_HMOED_8 Bachelor of Education (Honours) in Montessori Education 8 Elective