EDUC42460 Subj Pedag: Gaeilge II

Academic Year 2023/2024

Building on Gaeilge IA and IB, this capstone module lecture series and assessment task is an opportunity for students to showcase their extended knowledge, skills and understanding of teaching, learning and leading as a language educator in contemporary post-primary schools. This module requires students to engage in teacher self-study by drawing on engagement with research and professional literatures; the lecture series; placement experiences; and both peer and professional dialogue with colleagues. Self-study presents teachers an opportunity to systematically examine actions and the context of those actions. This process will enable students (1) to consolidate their content knowledge (2) develop pedagogical knowledge, skills and dispositions that are context aware and appropriate (3) to have thoughtful engagement with and implementation of appropriate research evidence in self-identified issues of practice. The lecture series will culminate with a student-led production discussing language teacher leadership in a TL3C roundtable - 'Teaching, Learning and Leading in and beyond the Language Classroom' - broadcast to our partner school community.

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Curricular information is subject to change

Learning Outcomes:

In this module, students will:
- engage in teacher self-study
- explore the concept of language awareness and its relevance to being and developing as a language educator
- understand how to teach pronunciation
- explore new pedagogical tools from a language perspective, including: models of drama in education, the flipped classroom and, more broadly, critically analysing the role of technology in language learning
- consider curriculum design, development, review and renewal (considering dimensions including sociocultural knowledge and intercultural awareness and education)
- examine more deeply topics in and practices of assessment and feedback, including assessment anxiety, moderation, reporting and conferencing/ PTMs
- investigate models of bilingual and immersion education through project-based learning
- innovate concerning how to promote language education beyond the traditional language classroom at the level of the school/ community
- examine the role of language in Global Citizenship Education and Intercultural awareness

Indicative Module Content:

Benati, A. G. (2020). Key Questions in Language Teaching: An Introduction (1st ed.). Cambridge University Press.

Broek, E. W. R. van den, Oolbekkink-Marchand, H. W., Kemenade, A. M. C. van, Meijer, P. C., & Unsworth, S. (2019). Stimulating language awareness in the foreign language classroom: Exploring EFL teaching practices. The Language Learning Journal.

Brown, D. (2016). The type and linguistic foci of oral corrective feedback in the L2 classroom: A meta-analysis. Language Teaching Research, 20(4), 436–458.

Content Language Integrated Learning Archives. Post-Primary Languages Ireland. Retrieved May, 2020, from https://ppli.ie/teaching-and-learning/clil/

Devitt, A., Condon, J., Dalton, G., O’Connell, J., & Dhuinn, M. N. (2018). An maith leat an Ghaeilge? An analysis of variation in primary pupil attitudes to Irish in the Growing up in Ireland study. International Journal of Bilingual Education and Bilingualism, 21(1), 105–117.

Galante, A., & Thomson, R. I. (2017). The Effectiveness of Drama as an Instructional Approach for the Development of Second Language Oral Fluency, Comprehensibility, and Accentedness. TESOL Quarterly, 51(1), 115–142.

Gkonou, C., & Miller, E. R. (n.d.). An Exploration of Language Teacher Reflection, Emotion Labor, and Emotional Capital. TESOL Quarterly.

Hyland, K., & Hyland, F. (2006). Feedback on second language students’ writing. Language Teaching.

Johnson, E. M. (2019). Exemplary Reading Teachers’ Use of Instructional Scaffolds With Emergent Bilinguals: How Knowledge and Context Shape Their Choices. TESOL Quarterly, 53(1), 108–132.

Lai, C. (2019). Technology and Learner Autonomy: An Argument in Favor of the Nexus of Formal and Informal Language Learning. Annual Review of Applied Linguistics, 39, 52–58.

Lomicka, L., & Lord, G. (2019). Reframing Technology’s Role in Language Teaching: A Retrospective Report. Annual Review of Applied Linguistics, 39, 8–23.

Lyster, R., Saito, K., & Sato, M. (2013). Oral corrective feedback in second language classrooms. Language Teaching, 46(01), 1–40.

Ní Chróinín, D., Ní Mhurchú, S., & Ó Ceallaigh, T. j. (2016). Off-balance: The integration of physical education content learning and Irish language learning in English-medium primary schools in Ireland. Education 3-13, 44(5), 566–576.

Smotrova, T. (2017). Making Pronunciation Visible: Gesture In Teaching Pronunciation. TESOL Quarterly, 51(1), 59–89.

Svalberg, Agneta M-L. (2007). Language awareness and language learning. Language Teaching, 40(04), 287–308.

Svalberg, Agneta M.-L. (2012). Language Awareness in language learning and teaching: A research agenda. Language Teaching.

Whitehead, G. E. K., & Greenier, V. T. (2019). Beyond Good Teaching Practices: Language Teacher Leadership From the Learners’ Perspective. TESOL Quarterly, 53(4), 960–985. https://doi.org/10.1002/tesq.526

Student Effort Hours: 
Student Effort Type Hours
Lectures

20
Specified Learning Activities

36
Autonomous Student Learning

50
Online Learning

4
Total

110
Approaches to Teaching and Learning:
- Collaboratively generating research-informed, practical resources for teaching and learning and providing critically constructive feedback to peers (teaming)
- Engaging weekly in practice-focused discussions on prescribed readings relevant to the lecture's key concept(s) demonstrating context awareness and sensitivity in dialogue; project on models of bilingual and immersion education (collegial co-inquiry)
- Engaging in and reflecting on professional conversations with departmental colleagues in placement schools (mentoring)
- Presentations of self-study focused on problems of practice encountered and sharing judgement on possible solutions from research and fellow practitioners; considering professional roles beyond the classroom in the school and community (leadership)


 
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
Assignment: An assignment brief will be provided by your module coordinator during the module. 20% of the assignment will be based on participation in the module as prescribed by the module coordinator. Varies over the Trimester n/a Standard conversion grade scale 40% Yes

100

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
• Self-assessment activities

How will my Feedback be Delivered?

Opportunities will be provided for self and peer-review strategies throughout the module and individual feedback will be provided post-assessment.

Name Role
Ms Freda Kinsella Lecturer / Co-Lecturer
Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
 
Autumn
      
Lecture Offering 1 Week(s) - Autumn: All Weeks Thurs 17:00 - 18:50