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Curricular information is subject to change
On completion of this module, students will be able to:
- Execute a quality, evidence-informed lesson plan
- Describe and consider the implications of the evolution of language teaching methodology
- Outline strategies to teach vocabulary in the language learning classroom
- Outline and critically consider the nature and role of receptive language skills
- Outline and critically consider the nature and role of productive language skills, including interaction
- Consider the 'how' and 'why' of teaching in the target language by drawing on a range of evidence, including optimal language use
- Apply principles of inclusive education in the language learning classroom
Key texts whose content is selectively drawn on as a foundation in this module include:
Benati, A. G. (2020). Key Questions in Language Teaching: An Introduction (1st ed.). Cambridge University Press.
Connor, J., & McKeown, S. (2017). Addressing special educational needs in the curriculum: Modern foreign languages (2nd ed). Routledge.
Driscoll, P., Macaro, E., & Swarbrick, A. (Eds.). (2014). Debates in modern languages education. Routledge.
Pachler, N., Evans, M., Redondo, A., & Fisher, L. (2014). Learning to teach foreign languages in the secondary school: A companion to school experience (4th
Edition). Routledge.
Smith, S. (2018). Becoming an outstanding languages teacher. Routledge.
Smith, S. & Conti, G. (2016). The Language Teacher Toolkit.
Students will also become familiar with their curricular specifications in this module - https://curriculumonline.ie/Home/
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Student Effort Type | Hours |
---|---|
Lectures | 20 |
Specified Learning Activities | 18 |
Autonomous Student Learning | 20 |
Online Learning | 4 |
Total | 62 |
Not applicable to this module.
Description | Timing | Component Scale | % 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 |
Remediation Type | Remediation Timing |
---|---|
In-Module Resit | Prior to relevant Programme Exam Board |
• Feedback individually to students, post-assessment
Informal, formative feedback will be provided to the group/ class pre-submission of the final assignment