This module draws on language student teachers' own intercultural experience (e.g., their first school placement experience of cultural diversity in the language classroom). Students examine key theories that have shaped cultural studies and intercultural communication to support them in incorporating greater (inter)cultural awareness into the post-primary language classroom. They explore national language strategy documents and current language syllabi from an intercultural perspective. It will foster student teachers' use of authentic target-language materials and promote cultural awareness in the classroom. A key focus is the collaborative development of a shared repository of planning documents and materials for the school placement context. It will also explore new online language learning tools and further develop student teachers' capacity to integrate digital technologies into their teaching¿ student teachers will be encouraged to reflect on School Placement 1 and to develop, in advance of School Placement 2, strategies to document their growing experience, knowledge and awareness of online pedagogical tools and resources from their perspective as a teacher, as a student teacher, as a learner and, where appropriate, as parents/guardians.

Examination of theories of (inter)cultural awareness, exploring culture¿ language, culture and ethnic diversity, engendering openness to other cultures and languages. Critical evaluation of language and culture within the broader curriculum and current language-strategy documents. Exploiting new and emerging technologies in teaching and learning languages, reinforcing the development of multilingual digital skills and digital literacy¿ becoming more familiar with models & procedures regarding assessment of and for learning (e.g. through exploring language-specific CBAs, SLARs and rubrics)¿ equal promotion of language accuracy and fluency in teaching and learning, deepening multilingual literacy and numeracy¿ selection and pedagogical exploitation of authentic materials (e.g., film clips, pieces of literature) and implementation of culture-focused activities¿ planning for diversity and inclusion in the language classroom¿ continued development of collaborative skills both within the classroom and beyond as part of professional practice as a language teacher. Student teachers participate in a mentoring session with Year 2 student teachers before school placement. In the blended-learning workshop, student teachers are encouraged to share and discuss how blended approaches can enhance learning in advance of their second school placement. Student teachers are presented with opportunities to draw on the experience and reflections of practising language teachers in open forum workshop activity.

On successful completion of this module, students will be able to: - understand the subject matter, pedagogical content and related methodology of the relevant curricula/specifications and guidelines and how these can be extended to all pupils - construct a rationale and share a framework demonstrating how authentic materials can be creatively exploited to introduce global issues in the language classroom and create cross-curricular links - consider approaches for inclusive teaching and learning when reflecting on and planning for school placement and ways of developing social and emotional skills of all pupils in the language classroom - critically analyse cultural dimensions in literary texts - share ways of incorporating computer-mediated communication in an innovative way to promote cross-cultural interaction in the classroom - employ relevant technical knowledge and skills of a range of digital technologies including multimedia resources, effectively to facilitate teaching and assessment practices and to aid pupil learning - take responsibility for their own professional development in relation to the creation of a lifelong habit reading of literary texts suitable for study at Senior Cycle - identify gaps in professional knowledge in relation to subject pedagogy and plan ways of addressing these developmental areas through links with peers, subject associations, and cooperating teachers while on school placement.

On successful completion of this module, students will be able to: - embrace a collaborative approach which promotes the exchange of ideas and task design relating to (inter)cultural learning in the classroom - exhibit a positive attitude to the value of raising learner awareness of cultural representations and stereotypes in syllabus-related literary texts in the MFL/ Gaeilge classroom - value how the language teacher plays a key role in the classroom, and in the school community in general, to nurture opportunities for pupils to reflect on the world around them

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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 drawing upon the experiences and practices of School Placement 1, the module combines an exploration of cultural and intercultural theories of language teaching and learning with the application of such knowledge in the development of activity-planning and identification of materials to promote multilingual literacy and numeracy as well as digital literacy. Student teachers will analyse practical applications of tasks, activities and materials (film clips, pieces of literature) 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 continue to develop 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).