A profile of a multilingual learner
Weight: | 60% |
Objective(s): | a, b, c |
Task: | Students interview a multilingual learner in their learning context and prepare a learner profile. |
Length: | 2000 words, excluding references and appendix |
Due: | 9pm Friday 11 November 2022 |
Detailed instructions
Before the interview
Read the FASS Research Ethics for Coursework Subjects. This document outlines the principles of professional and ethical conduct of research.
At the interview
After the interview
Learner profile report structure
You must present your assignment using a report structure with the following headings and sections, and with the approximate word length for each section. (The total word length for the main part of the report should be 2000 words +/- 10%).
Introduction (a short paragraph stating what the report is about – 100 words)
The learner and their context (A brief introduction of the learner: the pseudonym (a name that you will use to refer to the learner which is not their real name) you have chosen for them; their gender and age group; the language they are learning; the context of their language learning. About 200 words.)
Method of the research (One or two paragraphs outlining the research procedures you used to collect the data, and ethical considerations you observed. About 300 words.)
Profile of the learner (The main part of the report, where you present information about the learner from the interview and discuss this in relation to ideas from relevant subject readings; you should use sub-headings to signpost the aspects of the learner you are presenting and discussing. About 1200 words.)
Implications and conclusion (A summary of the key findings about the learner from the interview and the analysis, and what this might imply for the learner’s language development. About 200 words.)
Reference list
Appendices (you must include the Information sheet you provided the learner, the consent form, the finalised interview questions)
Referencing your sources
You must follow the following instructions:
Before you submit your work, study the assessment rubric to check that your work meets the Pass requirement
MLL Assessment Task 2 Rubric: Marking criteria
Criterion | Unsatisfactory | Pass | Credit | Distinction | High Distinction |
Ethical conduct of learner interview | Poor planning / insufficient evidence of following ethical research procedures | Planning and adherence to ethical procedures | Careful planning with consideration to specific learner context and close attention to ethical research procedures | Careful planning with consideration to specific learner context and contingencies and close attention to ethical procedures | Thorough planning with consideration to specific learner context and contingencies and attention to ethical procedures and unanticipated risks |
Depth of analysis and interpretation of learner data | The learner profile report is purely descriptive. | A few aspects of the learner profile are analysed / The learner profile is analysed at a superficial level. | Several aspects of the learner profile are analysed. | Several aspects of the learner profile are analysed with depth. | All aspects of the learner profile are analysed deeply and critically. |
Synthesis and integration of readings | Little reference to specified subject readings, with fewer than the required subject readings used; consistent use of overly long quotes (more than 2 lines long) | At least 3 subject readings correctly used / no further reading; readings are linked to discussion as evidence of ideas; mainly uses quotes rather than paraphrasing | More than 3 subject readings used / further reading shown; linking between readings to show some synthesis of ideas; readings are used throughout the paper; paraphrasing used | Skilfully selected readings used in addition to the 3 required subject readings to add depth to discussion; readings are used throughout the paper; mainly paraphrasing used | Skilfully selected readings used in addition to the 3 required subject readings to add depth and critical insight to discussion; readings are used throughout the paper; mainly paraphrasing used |
Accuracy and cohesiveness of academic writing | Meaning is unclear in several places due to problems with expression or poor organisation of ideas; many inaccuracies in referencing. | Meaning is generally clear; use of topic sentences and paragraphs is generally evident; a few inaccuracies in expression and/or referencing. | Meaning is consistently clear; ideas are presented logically and clearly; referencing is generally accurate. | Meaning is consistently clear; a range of rhetorical devices is used to present an argument; referencing is virtually error-free. | Meaning is consistently clear; a range of rhetorical devices is skilfully used to present a strongly argued response; referencing is virtually error-free.
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