Ultural linguistics and diversity in education

CULTURAL AND LINGUISTIC DIVERSITY IN SCHOOLS U71722
Essay guidelines with suggested structure
General guidelines
It is intended that the assignment provides you with an opportunity to demonstrate your
advanced understanding of particular theoretical issues relating to linguistic diversity in
education. You should choose one of four essay topics. These topics address key issues
raised through the sessions and/or readings of the module a?Cultural and Linguistic Diversity
in Schoolsa.
It must be emphasised that, although the essay must draw heavily on the literature, work that
is purely a review of this literature would not be sufficient to demonstrate the critical
engagement and self-reflection that are required.
The length of the essay should be 2000 (A± 200) words (excluding references and appendices).
The essay should be written in Academic English and should be thoroughly proofread. It
should be typed using 12-point Times New Roman font and 1.5 line spacing. The essay
should be submitted by both a Microsoft Word
(.DOC) file and a PDF file should be emailed to the module leader at
Whether you write about published
material or the unpublished work of others, you must fully acknowledge these sources. These
acknowledgements should be made by employing conventional bibliographic citations at the
appropriate places in the text (e.g. Allsop & James, 2009) and also in the reference list, as is
done in academic papers. Ideally, information from other sources should be analysed,
integrated, expressed in your own words, and then appropriately cited. If you find it
absolutely necessary to quote passages of text from other publications verbatim, it is essential
that the excerpted material is placed within quotation marks in addition to being properly
cited. Plagiarism will result in severe academic consequences.

Assessment criteria
Focus of the study: The conception and provision of a clear title which is directly aligned with the
specifications of the assignment task.

Knowledge and understanding of research and professional literature relevant to the field of
study.

Development of an overall argument which
i · is logically, analytically, systematically and clearly developed;
i · is internally consistent;
i · reflects critically upon and justifies methodological decisions;
i · is based on appropriate forms of evidence and on an appropriate selection and deployment of a
range of material from relevant literature in the form of allusion, reference and quotations;
i · reveals accuracy and judgement in interpretation of material from relevant literature and from
other sources;
i · recognises and takes account of intellectual and practical complexities;
i · is well judged (avoiding premature judgments and unsupported assertions and
generalisations); and
i · is interesting and thought provoking.
Critical engagement and judgment which goes beyond the mere reporting of existing knowledge
and which is revealed through the following approaches:
i · probing and exploring the meaning, adequacy and significance of central concepts,
arguments, claims and assumptions found in the relevant literature and in existing
scholarly and professional debate and practice;
i · taking into account existing scholarly and professional knowledge, research and
experience in the development of an overall argument and project;
i · providing a rationale and justification for the selection of issues and sources addressed;
i · including a judgment about the character and status of research findings to which
reference has been made;
i · presenting an analytical and appropriately judged reflection on professional experience in
relation to the issues under consideration;
i · developing an overall argument in the light of a consideration of lines of criticism and
objection to which it might be open; and
i · indicating the scope, significance and implications of the argument developed.
Structure and organisation which is achieved by
i · indicating and justifying at the outset the purpose of the work which is being undertaken,
offering an outline of structure of the essay;
i · locating the writer biographically where appropriate;
i · offering a clear structure to the essay with sections and sub-headings which are clearly
a?signposteda for the reader; and
i · developing the argument throughout the essay.
Presentation which
i · involves the use of Academic English;
i · appropriately and accurately acknowledges the sources used (e.g. in the form of citations and
references);
i · uses the Harvard system of referencing;
i · indicates which a?voicea is being represented at a given time;
i · uses a range of presentational devices appropriately (e.g. tables, bullet points etc.);
i · conforms to stipulated conventions of layout and presentation;
i · states the exact word count; and
i · does not exceed the word limit.
Reading
The journals below address the key issues of the module:
Applied Linguistics
Cambridge Journal of Education
ELT Journal
International Journal of Applied Linguistics
International Journal of Bilingual Education and Bilingualism
International Journal of Multilingualism
International Review of Applied Linguistics in Language Teaching
Journal of Sociolinguistics
Language Awareness
Language and Education
Language and Linguistics
Language, Culture and Curriculum
Language in Society
Language Learning
Language Policy
Language Teaching and Learning
Studies in Second Language Acquisition
Teacher Development
TESOL Quarterly
The Modern Language Journal

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Suggested essay structure
1. Introduction
i · General description of the topic/field
i · Aim of the essay
i · Structure of the essay

2. Main body
3. Conclusion
i · Conclude on a high note by employing a statement that sums up the most significant
aspects of your exploration, discussion, and conclusions.