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Module Specifications

Archived Version 2022 - 2023

Module Title
Module Code

Online Module Resources

NFQ level 9 Credit Rating 10
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None

The module aims: to provide students with an overview of the issues relating to second language acquisition and learning in relation to refugees in the classroom and in non-formal environments; to enable practitioners to support the needs of refugees or asylum seekers in educational environments; and to develop awareness of the challenges within an educational environment to the acquisition and learning of a second or additional language by refugees or asylum seekers.

Learning Outcomes

1. Demonstrate an understanding of the theories in the fields of second language acquisition and learning, modern language teaching and critical literacy, in particular those applied to refugees.
2. Critically analyse the main approaches, methodologies and needs in modern language teaching particularly in relation to the principles translanguaging.
3. Develop an ability to reflect on and adapt professional practice to the specific needs, motivations and cultural backgrounds of refugees and asylum seekers in formal and non-formal education settings.
4. Demonstrate an understanding of the knowledge and skills necessary for the design, adaptation and evaluation of effective teaching and learning resources for refugees and asylum seekers in formal and non-formal education settings in relation to the new socio-linguistic scenarios.

Workload Full-time hours per semester
Type Hours Description
Lecture48No Description
Independent Study202No Description
Total Workload: 250

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Indicative Content:
1. Introduction. Education and second language acquisition and learning in migrant populations: Approaches to SLA and methods in modern language teaching; Current trends and directions in SLA and migrant populations; Needs analysis, migration and multilingualism, perspectives and methodologies. 2. Multilingualism: The Multilingual classroom; Translanguaging, Language, bilingualism and education. 3. Literacies and resilience: Developing multi-literacies and resilience; Multimodal children’s books and agency: developing the migrant child’s visual literacy through picture books. 4. Second language as a communication tool for refugees: Issues relating to the education of students from a migrant background; Language policy and citizenship; Citizenship and intercultural communicative competence; Motivation & affirmation of learner identity formation; Language, power and identity. 5. Second language acquisition and learning. Migratory experience for refugees: Cultures of learning, learning styles and strategies.

Assessment Breakdown
Continuous Assessment% Examination Weight%
Course Work Breakdown
TypeDescription% of totalAssessment Date
Reassessment Requirement
Resit arrangements are explained by the following categories;
1 = A resit is available for all components of the module
2 = No resit is available for 100% continuous assessment module
3 = No resit is available for the continuous assessment component
Indicative Reading List

  • Blackledge, A., Crease, A. and Martin-Jones, M. (eds): 2012, Routledge Handbooks in Applied Linguistics, Routledge, Abingdon,
  • Cummins, J. California: 2001, Negotiating Identities: Education for Empowerment in Diverse Society, 2nd, Association for Bilingual Education, Los Angeles,
  • Cummins, J. and Early, M. (eds): 2011, Identity Texts: the collaborative creation of power in multilingual schools, Trentham Books, Stoke-on-Trent,
  • Dörnyei, Z. and Ushioda, E. (eds): 2009, Motivation, language identity and the L2 self, Multilingual Matters, Bristol,
  • Duchêne,A., Moyer, M. and Roberts, C. (eds): 2013, Language, migration and social inequalities: A critical sociolinguistic perspective on institutions and work, Multilingual Matters, Bristol,
  • Ellis, R.: 1994, The study of second language acquisition, Oxford University Press, Oxford,
  • García, O. and Wei, L.: 2014, Translanguaging: Language, bilingualism and education, Palgrave Macmillan, New York,
  • Grognet, A.G.: 1997, Elderly refugees and language learning., Centre for Applied Linguistics, Washington, DC.,
  • Mallows, D. (ed): 2012, Innovations in English language teaching for migrants and refugees, British Council, London,
  • Mitchell, R., Myles, F. and Marsden, E.: 2013, Second language learning theories, Routledge, New York,
  • Norton, B.Bristol: 2013, Identity and language learning: Extending the conversation, Multilingual Matters, Toronto,
  • Norton, B and Toohey, K (eds): 2004, Critical pedagogies and language learning, Cambridge University Press, Cambridge,
  • Oxford, R.L.: 2013, Teaching and researching: language learning strategies, Routledge, New York,
  • Piller, I.: 2016, Linguistic diversity and social justice, Oxford University Press, Oxford,
  • Saville-Troike, M. and Barto, K.: 2017, Introducing second language acquisition, 3rd, Cambridge University Press, Cambridge,
  • Simpson, J.: 2016, English for Speakers of Other Languages: Language Education and Migration. In Hall, G. (ed) The Routledge handbook of English Language Teaching, Routledge, London,
  • Wilkie-Stibbs, C.: 2011, The outside child: In and out of the book, Routledge, New York,
Other Resources

43824, Website, Beacco, J-C., Little, D. Hedges, C., 2014, Linguistic Integration of Adult Migrants: Guide to policy development and implementation., Strasbourg, Council of Europe, http://www.coe.int/en/web/lang-migrants, 43825, Website, Capstick, T. and Delaney, M., 2016, Language for Resilience. The role of language in enhancing the resilience of Syrian refugees and host communities, British Council, https://www.britishcouncil.org/sites/default/files/language-for-resilience-report-en.pdf,
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