|Course Type||Course Code||No. Of Credits|
Semester and Year Offered: Semester 1/2
Course Coordinator and Team: Shivani Nag (C)
Email of course coordinator: firstname.lastname@example.org
- To understand the different contexts and forms of multilingualism and MLE models.
- To examine the theoretical and ideological assumptions underlying the differing MLE models and engage with challenges and possibilities enabled by them.
- To engage with multilingualism as a pedagogic resource in a classroom and MLE as a transformative pedagogy.
By the end of the course the participants will be able to:
- To identify how the context of multilingualism shapes the nature and aims of MLE models conceptualized.
- To understand the multiplicity in MLE models and how this multiplicity is located in different assumptions around relationships between mind and language and language and power.
- To distinguish between the assimilative and transformative potentials of MLE practices and conceptualize/develop MLE practices exploring transformative potentials of multilingualism.
Brief description of modules/ Main modules:
Unit I: Contexts of Multilingualism and MLE.
This unit aims to familiarise students with concepts of ‘multilingualism’ and ‘multilingual education’. In this unit, the students will be encouraged to engage with multilingualism in classroom situations and appreciate that linguistic diversities in classrooms are more a norm than exceptions. The unit will focus on multilingualism in Indian context as a useful example to understand the complexities and potentials of multilingualism. The need for a multilingual education framework and its models will also be examined.
Unit II: MLE Models and there Theoretical and Ideological underpinnings
This unit will attempt to familiarise students with MLE models in practice and encourage them to critically examine the MLE models in view of their assumptions regarding mind-language relationship and also the relationship between language and power. The MLE models that students are encouraged to engage with will focus MLE practices in India but will also include case studies from countries like Nepal, South Africa, Tanzania and others.
Unit III: MLE as transformative pedagogy
This unit aims to enable students explore possibilities of engaging with multilingualism as a pedagogic resource in a transformative pedagogy. The unit will attempt to encourage the students to imagine MLE beyond its assimilating aims of bridging and transition and in process also engage with idea of MLE as key to critical pedagogy and for enabling democratic classrooms. The transaction of this unit will require students to engage with field (Classrooms as a possible site), videos, literature, etc., as they engage with possibilities enabled by multilingual classrooms.
Assessment Details with weights:
Reflective Journal based on engagement with readings, field experiences, exploration of literary texts, folk stories/songs, & ethnographic accounts and reflection of own schooling experience.
Review paper based on critical review of MLE practices.
Term paper based on unit III.
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- Brereton, Amy (2008). Sign language use and the appreciation of diversity in hearing classrooms, Early Years, Vol 28 (3), 311-324, DOI: 10.1080/09575140802393702