CODE | IAL2021 | ||||||||
TITLE | Inclusive Language Practices in Academic Research | ||||||||
UM LEVEL | 02 - Years 2, 3 in Modular Undergraduate Course | ||||||||
MQF LEVEL | 5 | ||||||||
ECTS CREDITS | 4 | ||||||||
DEPARTMENT | Inclusion and Access to Learning | ||||||||
DESCRIPTION | This study-unit will introduce students to the basic elements of academic literacy and academic discourse, especially in relation to inclusive education. Students will be guided to distinguish between academic and other styles of writing, as well as between different types of academic texts (such as research papers and discursive essays). Lexical items which are specific to academic English in general and those which are used within the literature about disability and inclusive education will be covered. Students will be guided in how to read different texts, how to elicit relevant points from these texts, and how to summarise and write about them. Guidance will also be given in structuring essays and in writing about issues related to inclusive education. The study-unit will also include practical components with students being given articles to read and share their reading and their critique of the article in class; writing a short critical review of an academic article about inclusive education that they select; and receive training in the use of APA referencing, RefWorks, and making searches for articles using HyDi and other sources of peer reviewed articles. Students will be introduced to supranational and local legislation and policy documents in relation to inclusion and will be guided in how to refer to these policy documents in their writings. Students will also be guided in note taking during lectures. Study-Unit Aims: This study-unit aims at helping students develop, in a systematic and guided manner their skills and competences needed for academic reading and writing, in particular about inclusive education. Students will be guided, for example, on how to avoid language that frames disability as a personal limitation, and on reflecting diversity through images and visual communication. The study unit also aims at gaining knowledge of specific tools that aid academic reading and writing as to foster self-confidence in carrying out the work needed to complete an undergraduate programme of studies–the Bachelor’s Degree in Inclusive Education. The aim of this study-unit is also to support students in writing assignments and the long essay (IAL3001) which students are required to complete during said course. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Describe different types of academic and non-academic writing; - Identify different tools that are used in making searches for articles and other texts, and managing and writing references; - Identify language that is insensitive or offensive to cultural differences; - Use language that is respectful of diversity; - Identify lexical items that are used in writing related to inclusive education; - Avoid language that frames disability as a personal limitation; - Identify the main elements of a literature review vs. a project-based long essay. 2. Skills: By the end of the study-unit the student will be able to: - Reflect diversity through images and visual communication; - Write in a manner which is appropriate for studying inclusive education at an undergraduate level, using appropriate terminology and referencing; - Collate a short bibliography of academic articles related to inclusive education using RefWorks; - Summarise and critique an academic article on a subject related to inclusive education; - Refer to supranational and local legislation and policy documents in relation to inclusive education in their writings; - Identify a valid research topic and draw up 2-3 appropriate research questions; - Formulate a title and writing an abstract using an appropriate academic writing style; - Write a proposal for a long essay on the topic of inclusion of approx. 2,000 words. Main Text/s and any supplementary readings: Main Texts: • Valley, L. (2021). Inclusive Language: A Writing Guide on Respecting Diversity, Lingo Valley Inc. USA ISBN13 9798672681795 • KNPD (2007) Rights not Charity. Available from https://www.crpd.org.mt/wp- content/uploads/2020/11/Dritijiet-mhux-karita-EN.pdf • University of Malta (2020). Good Practice in Inclusive Language. Retrieved from https://www.um.edu.mt/media/um/docs/about/goodpracticeinclusivelanguage.pdf Supplementary Readings: • Cottrell, S. (2023). Critical Thinking Skills: Effective Analysis, Argument and Reflection (4 th Edition), Bloomsbury Academic, London. |
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STUDY-UNIT TYPE | Lecture | ||||||||
METHOD OF ASSESSMENT |
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LECTURER/S | Marie Georgette Bajada (Co-ord.) Maria M. Brown |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |