EDUC20090

Learning Outcomes:

On completion of this module, students will be able to:
- articulate key issues in instructed second language learning
- identify the key principles of contemporary language teaching
- relate key concepts in language instruction to everyday issues in language teaching
- identify effective and innovative solutions to practical issues in language teaching such as learning vocabulary and grammar effectively
- demonstrate a range of language teaching strategies applicable to the post-primary Irish context
- critically reflect on the purpose and content of curriculum and assessment in Junior Cycle and Senior Cycle
- examine their role as teachers in translating curriculum from policy into practice
- identify the role of curriculum and assessment in issues relating to inclusion within the education system
- reflect on their own experience of curriculum and assessment in the language classroom
- engage with research literature exploring the nature of curriculum and assessment in language classrooms.

Indicative Module Content:

- What is instructed SLA?
- Is there a more dynamic way to organise the language classroom?
- How do we make language classrooms input-rich?
- How do we develop communication in the language classroom?
- How do we teach grammar and correct errors in the language classroom?
- How do we develop effective language tasks for the classroom?
- Formative assessment/ summative assessment
- Junior Cycle curriculum including PLUs, L2LPs
- TY/ LCA/ LC traditional syllabi overview

Student Effort Hours:

Approaches to Teaching and Learning:

Active/task-based learning
Peer and group work
Lectures
Tutorials
Reflective learning

Requirements, Exclusions and Recommendations

Not applicable to this module.

Module Requisites and Incompatibles

Not applicable to this module.
 

Assessment Strategy

 

Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment

How will my Feedback be Delivered?

Not yet recorded.

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Barcroft, J. (2018). Vocabulary in language teaching. New York: Routledge.
Benati, A. (2020). Key questions in second language teaching: An introduction.
Cambridge: Cambridge University Press.
Benati, A. (2021). Focus on form. Cambridge: Cambridge University Press.
Buck, J and Wightwick, C. (2013). Teaching and learning languages - A practical guide of
learning by doing. Routledge: London
Council of Europe, Common European Framework of Reference for Languages: Learning, teaching, assessment. Retrived from https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?documentId=0900001680459f97
Ellis, R. (2019). Task-Based Language Teaching Theory and Practice. Cambridge
University Press
Erlam, R, Philp, J. and Feick, D (2021) Teaching languages to adolescent learners, from
theory to practice. Cambridge University Press, Cambridge.
Dumont, H., D. Istance and F. Benavides (eds.) (2012), The Nature of Learning: Using Research to Inspire Practice, OECD Publishing, Practitioner Guide. Paris. www.oecd.org/education/ceri/50300814.pdf
Hood, P (2019) Teaching Languages Creatively. Routledge: Oxon
Lee, J. (2000). Tasks and communicating in language classrooms. New York: McGraw-Hill.
Lee, J., & VanPatten, B. (2003) Making Communicative Language Teaching Happen. New
York: McGraw-Hill.
Leeser, M. (2017). Interactive tasks. New York: Routledge.
Lyster, R. (2017). Content-based language teaching. New York: Routledge. ]
Long, M. (2015) Second Language Acquisition and Task-Based Language Teaching. Malden, MA: Wiley-Blackwell.
Nassaji, H. and Fotos, S. (2011). Teaching grammar in second language classrooms. New
York: Routledge.
Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.
NCCA – Focus on Learning Online Resource Pack. Retrieved from https://www.ncca.ie/en/junior-cycle/assessment-and-reporting/focus-on-learning
NCCA - Junior Cycle Framework (2015). Retrieved from https://ncca.ie/en/junior-cycle/framework-for-junior-cycle/
NCCA – Subject Specifications. Retrieved from https://www.curriculumonline.ie/Junior-cycle/
Professional Development Services for Teachers (2017). An Integrated Approach to Learning, Teaching and Assessment, PDST. Dublin. Retrieved from https://pdst.ie/pedagogy
Sullivan, A., Henderson, M., Anders, J., & Moulton, V. (2018). Inequalities and the curriculum. Oxford Review of Education, 44(1), 1-5. doi:10.1080/03054985.2018.1409961
OECD (2018). Global Competency for an Inclusive World. Paris: OECD Publishing. https://www.oecd.org/education/Global-competency-for-an-inclusive-world.pdf
Priestley, M., Biesta , G., Philippou , S. and Robinson, S. (2016) The Teacher and the Curriculum: Exploring Teacher Agency in Wyse, D., Hayward, L. and Pandya, J. ( eds ) The Sage Handbook of Curriculum, Pedagogy and Assessment , (Chapter 12, pp. 187 201) Sage: London
UNESCO (2017) A guide for ensuring inclusion and equity in education, UNESCO: France
Wiliam, D. (2011). Embedded Formative Assessment. Solution Tree Press.
Wong, W. (2017). Focusing on form in language instruction. New York: Routledge.