This module examines the context, development and position of language teaching and learning in Ireland, introduces student teachers to key areas of current language pedagogy (particularly the Communicative Approach and effective use of the target language) and supports them in adapting generic educational principles to the post-primary language classroom. It thus acts as a bridge between foundation studies education modules and the language classroom in preparation for school placement. It aims to engage language student teachers in reflective discussion on the application of pedagogical theory to inclusive language teaching, learning and assessment in the Irish post-primary context, familiarising them also with current assessment mechanisms (CBAs, SLARs and rubrics). It seeks to facilitate student teachers' in developing an understanding of their identities as professional mediators and actors of plurilingualism and interculturalism and to promote an understanding of the commonalities and distinctiveness of language pedagogy approaches across different post-primary languages and school contexts. It introduces student teachers to the principles and practices of blended language-learning to enhance opportunities for collaboration and communication in and beyond the language classroom, while focusing on the integration of digital technologies to develop specific receptive and productive competencies (i.e. reading, listening, writing, speaking).

Exploration of national/EU policy developments around plurilingualism, interculturalism and languages in Irish society; examination of theories of language, language teaching/learning and resulting methodologies; introduction to language syllabi and commonly used textbooks and their place in the language classroom; critical engagement with target-language teaching, learning, classroom management; teaching/learning of integrated productive and receptive skills, consolidating development of literacy/numeracy across pupils' linguistic repertoire; planning for diversity and inclusion; encouragement of pupils' confident communication via supportive interaction patterns, elicitation and error correction; new and emerging technologies for enhanced multilingual digital skills and digital literacy; working with mixed abilities/partial language competences; models & procedures for assessment of and for language learning, such as self/peer assessment, CBAs, SLARs and rubrics. Student teachers participate in a mentoring session with Year 3 student teachers before school placement. In the blended-learning workshop, student teachers are also introduced to online language learning tools to promote the development of collaborative and communicative tasks, building on their existing digital skills and digital literacy; a variety of planned activities provide student teachers with opportunities to experience blended learning and to equip them with a range of transferable skills designed to support their own integration of IT into their classrooms.

On successful completion of this module, students will be able to: - analyse the main characteristics of prevailing theories in language teaching and learning and their application in the promotion of language learning; - explain the Communicative Approach and its practical application within official syllabi and the Irish post-primary school classroom in relation to teaching through the target language in particular; - analyse and integrate new knowledge regarding curriculum, pedagogy and assessment into their future practice on school placement - individually, and in collaboration with colleagues, reflect on their attitudes, and beliefs about teaching and learning which inform and guide their professional practice - evaluate school culture and how it impacts on teaching and learning and the implementation of curriculum policy, particularly in the area of Gaeilge/MFL - appreciate the need to develop a balanced and integrated approach to the teaching and assessment of productive and receptive linguistic skills, using a variety of teaching resources, including multimedia-based materials, that can motivate and support mixed-ability groups at different levels; - demonstrate in contextualised activity-planning (for selected language) an understanding of the importance of integrating new and emerging technologies into the development of linguistic and intercultural competence and digital skills at post-primary level - identify and illustrate the use of new technologies used in language teaching, learning, and assessment by drawing on own experience - access, develop, adapt and use a variety of curriculum resources and materials for learning and teaching to support and challenge all pupils.

On successful completion of this module, students will be able to: - demonstrate a positive disposition toward the teaching, learning and assessment process that can enhance their teaching and pupil learning of language and culture through the target language - appreciate the value of collaborative (pair or teamwork) learning and peer support in developing their own pedagogical practice and professional conduct in a manner transferable to the post-primary school context in their upcoming school placement. - demonstrate an open outlook and intellectual curiosity to innovative approaches to language teaching, learning, assessment and feedback, particularly in relation to new and emerging technologies and their educational application.

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Structure: 1 x 2 hours common lecture per week plus 1 x 1 common hour blended-learning workshop. The previous language and intercultural experience of the student teacher will be valued and incorporated into the field of language education. The lecture adopts a 'flipped classroom' approach, encouraging discovery, reflection and discussion. In establishing a foundation for school placement, the module combines an exploration of theories and practice of language teaching and learning with the application of such knowledge in the development of activity-planning and identification of materials to support the development of multilingual literacy and numeracy. Student teachers will analyse practical applications of communicative tasks, activities and materials (textbooks, videos, etc.) in the classroom as a way of exploring strategies for differentiation and inclusion. Student teachers will also be encouraged to develop autonomous learning strategies and a professional commitment to reflective practice. Student teachers begin developing professional relationships by interacting regularly with practising teachers and Post-Primary Languages Ireland (PPLI) in guest workshops and blended-learning activities. The module content and teaching approach are research informed; faculty are active researchers in language education (policy, pedagogy and practice).