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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 unit of learning
- Outline and critically consider the nature and role of grammar teaching and learning
- Explain the concept of language awareness and consider its implications for teaching and learning
- Outline, practice and examine a range of assessment strategies with a specific focus on literature pertaining to the language learning classroom
- Outline and critically consider the nature and role of feedback
- Outline and engage in materials analysis, adaption and development
- Review and demonstrate how literature plays a part in language teaching and learning, reflecting on contemporary curriculum policy about texts in the classroom
(including authentic resources)
Key texts whose content is selectively drawn on as a foundation in this module include those of the previous module in the series (1A) and:
Bloemert, J., Paran, A., Jansen, E., & Grift, W. van de. (2019). Students perspective on the benefits of EFL literature education. The Language Learning Journal,
47(3), 371 384.
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.
Diamantidaki, F. (Ed.). (2019). Teaching literature in modern foreign languages. Bloomsbury Academic.
Harris, J. & Ó Duibhir. (2011) Effective Language Teaching: A Synthesis of Research. NCCA.
Larsen-Freeman, D. (2015). Research into practice: Grammar learning and teaching. Language Teaching, 48(2), 263 280.
Liviero, S. (2017). Grammar teaching in secondary school foreign language learning in England: Teachers reported beliefs and observed practices. The Language
Learning Journal, 45(1), 26 50.
Lyster, R., Saito, K., & Sato, M. (2013). Oral corrective feedback in second language classrooms. Language Teaching, 46(1), 1 40.
Mart, C. T. (2013). Teaching grammar in context: Why and how? Theory and Practice in Language Studies, 3(1), 124-. Literature Resource Center.
Ní Dhiorbháin, A., & Ó Duibhir, P. (2017). An explicit-inductive approach to grammar in Irish-medium immersion schools. Language Awareness, 26(1), 3 24.
Raithby, K., & Taylor, A. (2019). Teaching Literature in the A Level Modern Languages Classroom: A Teacher s Guide to Success (1 edition). Routledge.
Tomlinson, B., & Masuhara, H. (2017). The complete guide to the theory and practice of materials development for language learning. Wiley-Blackwell.
Students will continue developing familiarity with their curricular specifications in this module, extending to senior cycle.
| 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. Feedback will also be provided orally based on presentations.