Learning Outcomes:

On completion of this module students will be enabled to:
- Develop an understanding of second language learning processes
- Identify and explain relevant key concepts in language learning
- Develop an awareness of the research-pedagogy link
- Understand the use of language awareness strategies
- Apply second language acquisition theories in the teaching and learning of
languages to the Irish post-primary context
- Examine the role of language input in the teaching and learning of languages at post-primary
level
- Identify the key strategies for effective communication in the classroom and across the wider educational community (including with parents)
- Work as part of a strengths-based learning community to develop their skills as effective communicators in the classroom
- Identify effective strategies and approaches in language pedagogy
- Critique communication approaches in language lessons and suggest ways in which more effective strategies and approaches can be adopted
- Identify the key theories and readings underpinning the principles of effective communication in education
- Engage in personal reflection and identify strategies to enhance communication skills and approaches
- Identify the key elements to delivering and communicating a lesson in the classroom, with specific focus on language pedagogy.

Indicative Module Content:

- Introduction to Second Language Acquisition (SLA) - What is it?
- What are the basic ingredients in language learning? (input and innate knowledge)
- How does the language system develop? (the centrality of implicit knowledge)
- What is the role of output?
- What are the effects of instructional efforts in language learning?
- What is language and what is its relevance for the language classroom?
- What is the nature and role of communication in second language learning?
- Languages in the primary curriculum (connect strategy/ PPLI) / What does a language classroom look like in a primary setting
- The role of the target language in the MFL classroom
- Communication approaches: effective communication in education
- Delivering a lesson/activity in the classroom (learning intentions/setting students up for success)
- The use of instructional games in the MFL classroom for learning.

Student Effort Type	Hours
Small Group	24
Practical	10
Specified Learning Activities	40
Autonomous Student Learning	51
Total	125

Not applicable to this module.

Not applicable to this module.
 

Assessment Strategy  

Description	Timing		Component Scale		% of Final Grade
Portfolio: Portfolio of activities	Throughout the Trimester	n/a	Graded	Yes	50
Group Project: In-class group presentation	End of trimester MCQ	n/a	Graded	Yes	50

 

Resit In	Terminal Exam
Spring	No

• Feedback individually to students, on an activity or draft prior to summative assessment

Formative Assessment on Activities throughout the module - Weekly Summative Assessment - End of Module

Benati, A. (2024). Second language teacher education; An evidence-based perspective. London: Bloomsbury.
Benati, A. (2022). Key terms for language teachers: A pocket guide. London: Equinox.
Buck, J and Wightwick, C. (2013). Teaching and learning Languages: A practical guide of learning by doing. London: Routledge.
Erlam, R, Philp, J. and Feick, D (2021). Teaching languages to adolescent learners, from theory to practice. Cambridge: Cambridge University Press.
Goodwin, M, Sommervold, C. (2012). Creativity, critical thinking and communication: Strategies to increase students’ skills, Plymouth: Rowman & Littlefield.
Hood, P (2019). Teaching languages creatively. Oxon: Routledge.
Hodge, B. (1993). Teaching as communication. Oxon: Routledge.
Keating, G. (2018). Second language acquisition. The basics. New York: Routledge
Long, M. (2007). Problems in SLA. Mahwah, NJ: Erlbaum.
Mosley, J,Tew, M. (1999). Quality circle time in the secondary school: A handbook of good practice. London: Routledge.
Johnson, L. (2017). Cultivating communication in the classroom. London: Sage.
Sawford, R., Miles, A. (2021). Communication at the heart of the school. London: Routledge.
Schmitt, R., Rodgers, M. (2018). An introduction to applied linguistics. London: Routledge.
VanPatten, B. (2018). Communication and skills. New York: Routledge.
VanPatten, B., Smith, M., Benati, A. (2019). Key questions in second language
acquisition: An introduction. Cambridge: Cambridge University Press.
VanPatten, Benati, A. (2015). Key terms in second language acquisition. London: Bloomsbury.
Watts, C, Forder, C., Philips, H. (2013). Living Languages: An integrated approach to teaching foreign languages in primary school. London: Routledge.
White, K. (2016). Teacher Communication: A guide to relational organisational and classroom communication. London: Rowman & Littlefield.

Autumn
Tutorial	Offering 1	Week(s) - Autumn: All Weeks	Fri 11:00 - 11:50
Lecture	Offering 1	Week(s) - Autumn: All Weeks	Tues 15:00 - 16:50
Tutorial	Offering 2	Week(s) - Autumn: All Weeks	Fri 09:00 - 09:50
Tutorial	Offering 3	Week(s) - Autumn: All Weeks	Fri 10:00 - 10:50
Autumn