EDUC20090 Contemporary Language Pedagogy, Curriculum and Assessment

Academic Year 2023/2024

*** Not available in the academic year indicated above ***

This module introduces students to a range of issues related to instructed second language learning to provide them with appropriate foundation in contemporary language teaching. Six main principles in language teaching will be examined to provide students with the knowledge and competence to develop innovative and effective instruction in the language classroom. During this module students will familiarise themselves with effective technique and pedagogical tools to help second language learners acquire elements of the language (grammar and vocabulary), and to promote communicative exchanges among students and teachers through the use of interactive tasks.
This module also develops an in-depth knowledge on the part of students the relationships between curriculum, pedagogy, and assessment. There will be a particular focus on the curricular reform processes at both junior and senior cycles in post primary education. The differences and the relationships between assessment for and of learning will be explored with reference to curricular design and learning contexts. The new Junior Cycle framework will be explored and evaluated with specific reference to the vision, values, and principles of junior cycle education. Students will be facilitated in developing school-based approaches in subjects, PLUs and short courses employing exemplars from the NCCA. These issues will also be considered in relation to Transition Year, the Leaving Certificate Established, the Leaving Certificate Applied and the Leaving Certificate Vocational Programme. The concept of evaluation will be examined with an emphasis on the differences between evaluation and assessment in curricular design. Quality assurance processes will be identified in the context of students' work within classroom contexts.

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Curricular information is subject to change

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: 
Student Effort Type Hours
Lectures

24
Specified Learning Activities

40
Autonomous Student Learning

61
Total

125
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  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Group Project: Summative Assessment

In class group presentation (practical example of pedagogy)		 End of trimester MCQ n/a Graded Yes

50
Portfolio: Formative

Portfolio of activities		 Throughout the Trimester n/a Graded Yes

50

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
• Group/class feedback, post-assessment

How will my Feedback be Delivered?

Not yet recorded.

Alvunger, D (2018) Teachers’ curriculum agency in teaching a standards based curriculum, The Curriculum Journal , DOI: 0.1080/09585176.2018.1486721
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.
Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
 

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