UNIVERSITAS NEGERI YOGYAKARTA GRADUATE SCHOOL
MASTER OF EDUCATION IN LANGUAGE EDUCATION Jl. Colombo No.1 Sleman, DI Yogyakarta 55281 INDONESIA
Telephone (0274)550836; Website: pm.pps.uny.ac.id, E-mail:
Module course title: Foundations of Language Education Module course Code
IPB9301
Students Workloa
d 136 hours
Credits (ECTS) 4.5
Semeste r First Semester
Frequency Each first semester
Duration 1 semester (16 weeks) 1 Type of Course
Conditional:
a) Face-to-face b) Blended learning c) Online
Contact Hours 40 hours
Indepen- dent Study 96 hours
Class Size 20 students
2 Prerequisite for participation: - 3 Learning Outcomes:
At the end of the course students:
CO1: demonstrate academic integrity, nationalism, high learning motivation, higher creativity, higher learning autonomy, willingness to cooperate, and commitment to improvement
CO2: demonstrate the ability to propose a creative and innovative solution of language and language education policy and practices supported by theories and research findings, promote their proposal, and open to constructive feedback
CO3: demonstrate skills of writing an academic topic paper, presenting it, chairing a class seminar, and reviewing 1 book and summarising 10 journal articles on language and language education policies and practices
4 Subject aims/Content:
This courses aims to (a) broaden and deepen students’ insights into problems of language and language teaching policies and their implementation from different perspectives (philosophical, linguistic, social, cultural, political, economic, and (b) facilitate the students’ learning to propose creative, reflective, and constructive solutions to the problems of language and language teaching policies and their implementation from different perspectives. To support the achievement of such an aim, the course will cover the following topics: language education within the context of education in general; the role of language education in developing the students and building the nation; language policies and language education development in
Indonesia; language education from linguistic and psycholinguistic perspectives;
language education from sociological and sociolinguistic perspectives; language education from anthropological perspectives; educational theories and language education; language education and human development (personal, social, economic, cultural, professional)
5 Teaching methods: project work, group work, lectures, discussions, seminars, etc.
6 Assessment methods (assessment components):
(1) students’ book review and article summary: 20%
(2) Students’ paper writing and presentation : 40%
(3) Students’ involvement of class activities : 20%
(4) Students’ achievement in the semester test : 20%
7 This module/course is not used in the following study programme(s) as well 8 Responsibility for module/course:
Coordinator:
Prof. Suwarsih Madya, Ph.D.
9 Course requirements: None
10 Other information:
1. Medium of instruction: English 2. Documents available for students:
a. Guide to writing an academic topic paper b. Guide to organizing a seminar
c. Guide to writing an academic book review d. Guide to writing a research article summary e. Checklist for self- and peer-paper review f. Participant involvement assessment form g. Paper and its presentation assessment form h. References:
Ager, D.E. (2001). Motivation in Language Planning and Language Policy. Philadelphia:
Multilingual Matters.
Bouchard, J. & Glagow, J.P. (2018). Agency in language policy and planning: Critical inquiries.
London & New York: Routledge.
Canagarajah, A.S. (2015). Reclaiming the local in language policy and planning. New York &
London: Routledge.
Gazzola, M., Templin, T. & Wickstrom, D.A. (Eds.) (2018). Language policy and linguistic justice:
Economic, philosophical and sociolinguistic approaches. London: Springer
Herriman, M. &Burnaby, B. (1996). Lanuage policies in six English-dominant countries: Six case studies. Philadelphia: Multilingual Matters.
Johnson, D.C. (2013). Language policy. London: Macmillan Palgrave.
Kirkpatrick, A. & Liddicoat, A.J. (Eds.) (2019). The Routledge International Handbook of Language Education Policy in Asia. London & New York: Routledge.
Lepore, E. & Smith B.C. (2008). The Oxford handbook of philosophy of language. Oxford: OUP.
Martinich, A.P. & Sosa, D. (2012). The philosophy of language. 6th Edition.
Norrby, C. & Hajek, J. (2009). Uniformity and diversity in language policy: Global perspectives.
London: Multilingual matters.
Ricento, T. (2015). Language policy and political economy: English in a global context. Oxford:
OUP.
Shohamy, E.G. (2006). Language policy: Hidden agendas and new approaches. London:
Psychology Press.
Soames, S. (2012). Philosophy of language. Princeton: Princeton University Press.
Soler, J. & Barca, L. (2019) . The Sociolinguistics of Higher Education: Language Policy and Internationalisation in Catalonia.
Spolsky, B. (2004). Language policy . Cambridge: CUP.
Spolsky, B. (Ed.)(2018). The Cambridge handbook of language policy. Cambridge: CUP.
Language Policy and Linguistic Justice
Tofflefson, J.W. (2002). Language policies in education. London: Psychology Press.
TOLLEFSON, J.W. & PÉREZ-MILANS, M. (Eds.) (2018). The Oxford handbook of language policy and planning. Oxford: OUP.
Ulasiuk, I., Hadirca, L. & Romans, W. (2018). Language Policy and Conflict Prevention.
11. Alignment of
PLO
1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO1 0 PLO1
1 PLO1 2 PLO1
3 PLO1 4
PEO1 V V V V
PEO2 V V V V
PEO3 V V V V
PEO4 V V
PEO5 V V
CO1 CO2 CO3
