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EDUC43490

Academic Year 2024/2025

Modern Foreign Lang Methods IA (EDUC43490)

Subject:
Education
College:
Social Sciences & Law
School:
Education
Level:
4 (Masters)
Credits:
3
Module Coordinator:
Dr Eileen Bowman
Trimester:
Autumn
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

NOTE - This is an Audit Only module
The purpose of this module is to offer the first of three domain-specific modules to prepare and develop student teachers of MFL in the context of their broader academic and professional formation. In so doing, implications of language acquisition research will be considered. This body of research, in synthesis with the broader initial teacher education programme curriculum (including school placement), will underpin discussions, activities and assessment in this module.

About this Module

Learning Outcomes:

On completion of this module, students will be able to:
- Understand the bigger picture of Junior Cycle reform and how it impacts language teaching
- Execute a quality, evidence-informed lesson plan
- Understand and apply strategies to teach motivating activities/tasks in the language classroom
- Critically consider the role of input
- Critically consider the role of output
- Consider the 'how' and 'why' of teaching in the target language by drawing on a range of evidence, including optimal language use
- Understand the key principles of Second Language Acquisition
- Engage with research literature in language education.

Indicative Module Content:

- The Junior Cycle reform: big picture, with a focus on MFL
- Lesson planning with learning outcomes
- Engaging activities and tasks to increase motivation
- Key principles in Second Language Acquisition
- The role of input
- The role of output
- Target language use and the role of instruction

Student Effort Hours:
Student Effort Type Hours
Lectures

20
Specified Learning Activities

18
Autonomous Student Learning

20
Online Learning

4
Total

62

Approaches to Teaching and Learning:
The module will incorporate individual, peer and group work; structured reflection (e.g. critical incidents); and vignette and case study generated learning

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy  
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Assignment(Including Essay): Two assessments: one in-class worth 20% and another final assessment worth 80%. Week 5, Week 12 Graded No

100

 No

Carry forward of passed components
No
 

Remediation Type Remediation Timing
In-Module Resit Prior to relevant Programme Exam Board
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment

How will my Feedback be Delivered?

Informal, formative feedback will be provided to the group/ class pre-submission of the final assignment.

Black, Paul, and Dylan Wiliam. “Classroom Assessment and Pedagogy.” Assessment in Education: Principles, Policy & Practice 25, no. 6 (2018): 551–75. doi:10.1080/0969594X.2018.1441807

Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004). Working inside the Black Box: Assessment for Learning in the Classroom. Phi Delta Kappan, 86(1), 8-21

Ellis, R., Skehan, P., Li, S., Shintani, N., and Lambert, C. (2019). Task-based language teaching: Theory and practice. Cambridge: Cambridge University Press.

Erlam, R., & Ellis, R. (2018). Task-based language teaching for beginner-level learners of L2 French: An exploratory study. Canadian Modern Language Review, 74(1), 1–26. https://doi.org/10.3138/cmlr.3831

Ellis, R. (2018). Towards a modular language curriculum for using tasks. Language Teaching Research. https://doi.org/10.1177/1362168818765315

Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press

Jiménez Raya, M., Lamb, T. (2021). Differentiation in the Modern Languages Classroom. Berlin, Germany: Peter Lang Verlag. Retrieved May 3, 2024, from https://www.peterlang.com/document/1095631

Little, David, Dam, Leni and Legenhausen, Lienhard. Language Learner Autonomy: Theory, Practice and Research, Bristol, Blue Ridge Summit: Multilingual Matters, 2017. https://doi.org/10.21832/9781783098606

Novak, K., UDL Now!: A Teacher's Guide to Applying Universal Design for Learning, third edition. (2023, September). Internet Bookwatch, NA. https://link-gale-com.ucd.idm.oclc.org/apps/doc/A768703767/AONE?u=dublin&sid=summon&xid=0a131058

Pachler, N. (2007). Choices in language education: principles and policies. Cambridge Journal of Education, 37(1), 1–15. https://doi.org/10.1080/03057640601178782

Prabhu, V.S. (1987). Second language pedagogy. Oxford: Oxford University Press.

Printer, L. (2023). Positive emotions and intrinsic motivation: A self-determination theory perspective on using co-created stories in the language acquisition classroom​, Language Teaching Research.

Printer, L. (2021) Student perceptions on the motivational pull of Teaching Proficiency through Reading and Storytelling (TPRS): a self-determination theory perspective, The Language Learning Journal, DOI: 10.1080/09571736.2019.1566397

Wiliam, D., What is assessment for learning?, Studies in Educational Evaluation, Volume 37, Issue 1, 2011, Pages 3-14, ISSN 0191-491X, https://doi.org/10.1016/j.stueduc.2011.03.001.

Willis, D., & Willis, J. (2007). Doing task-based teaching. Oxford: Oxford University Press

Wyatt-Smith, C., & Adie, L. (2021). The development of students’ evaluative expertise: enabling conditions for integrating criteria into pedagogic practice. Journal of Curriculum Studies, 53(4), 399–419. https://doi.org/10.1080/00220272.2019.1624831
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