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Module Code - Title:


Year Last Offered:


Hours Per Week:













Grading Type:


Prerequisite Modules:

Rationale and Purpose of the Module:

This module aims to prepare student teachers to teach confidently and effectively through the target language during their school placements. It complements the parallel language pedagogy module in its focus on culture-focused activities. This module builds on student teachers' linguistic and cultural competence in order to facilitate the confident and accurate teaching of their selected languages in post-primary schools (supporting multilingual literacy and numeracy). 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 document 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 before and during their school placement to reflect on and 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.


Student teachers further consolidate their knowledge and understanding of the relevant language systems [in selected language(s)] in order to meet professional requirements. Emphasis on the active use of the target language in the classroom; equal promotion of language accuracy and fluency in teaching and learning, supporting literacy and numeracy; selection and pedagogical exploitation of authentic materials, design of teaching, learning and assessment tasks, implementation of culture-focused activities; planning for diversity and inclusion in the language classroom; exploration of current issues in the target cultures with a particular focus on those of interest to Senior Cycle in the post-primary school teachers and pupils continued development of collaborative skills both within the classroom and beyond as part of professional practice as a language teacher. Students explore online language learning tools and apply blended approaches and activities to the upcoming school placement. Assessment mechanisms facilitate reflection on the experience of school placement. Student teachers develop professional relationships by interacting with practising teachers in guest workshops.

Learning Outcomes:

Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis)

On successful completion of this module, students will be able to: - demonstrate an appreciation of the cultures and practices of the target countries incorporating authentic cultural artefacts and computer-mediated communication to promote intercultural competence and cross-cultural interaction in the classroom - use the target language flexibly and spontaneously for social interaction, academic production, teaching and critical reflection - 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 - employ relevant technical knowledge and skills of a range of digital technologies including multi-media resources, effectively to facilitate teaching and assessment practices and to aid pupil learning - consider approaches for inclusive teaching and learning in planning for school placement and ways of developing social and emotional skills of all pupils in the language classroom

Affective (Attitudes and Values)

On successful completion of this module, students will be able to: - exhibit increased confidence in using language appropriately for intercultural interaction and teaching purposes in a multicultural classroom - appreciate the value of collaborative multidisciplinary teaching and learning and the benefits of ongoing engagement with MFL/Gaeilge subject associations and supports

Psychomotor (Physical Skills)


How the Module will be Taught and what will be the Learning Experiences of the Students:

Structure: Over a four-week period, 1 x 2 hours language-specific seminar that student teachers select from: English as a Second Language, French, Gaeilge, German, Japanese and Spanish plus 1 x 1 common hour blended-learning workshop. The previous experience of the student teacher in the field of language education will be valued and incorporated. The module consists of a two-hour subject-specific seminar plus a one-hour blended-learning workshop over a four-week period. In the subject-specific seminar, student teachers will present and analyse practical applications of communicative tasks and activities in the classroom through the target language, explore socio-cultural issues through several sources (films, press, Internet, contact with native speakers) and develop their own teaching, learning and assessment approaches while taking part in group and individual projects. All teaching and learning activities are aligned with student teachers' planning for school placement during the semester. They will be encouraged to develop autonomous learning strategies and a professional commitment to reflective practice. The module content and teaching approach are research informed; faculty are active researchers in language education (policy, pedagogy and practice). The blended-learning workshop provides students with the opportunity to explore online language-learning tools and discover how blended approaches might enhance learning in preparation for school placement. Student teachers are presented with opportunities to draw on the experience and reflections of practising language teachers in open forum workshop activities.

Research Findings Incorporated in to the Syllabus (If Relevant):

Prime Texts:

Sherman, J. (2010) Using Authentic Video in the Language Classroom , Cambridge: CUP
Kaiser, M. (2011) New Approaches to Exploiting Film in the Foreign Language Classroom , UC Berkeley L2 Journal, 3(2)
Winke, P., Gass, S., & Sydorenko, T. (2010) The effects of captioning videos used for foreign language listening comprehension , Language Learning and Technology, 14(1), 65-86
Pegrum,M., Hartley, L., & Wechtler, V. (2005) Contemporary cinema in language learning: from linguistic input to intercultural insight , The Language Learning Journal, 32(1), 55-62
Pegrum, M. (2008) Film, culture and identity: critical intercultural literacies for the language classroom. , Language and Intercultural Communication, 8(2), 136-154
Sturm, J. (2012) Using film in the L2 classroom: a graduate course in film pedagogy , Language Annals, 45(2), 246-259

Other Relevant Texts:

Crozet, C. and Liddicoat, A.J. (eds) (1999) Teaching Languages, Teaching Cultures , Melbourne: Language Australia, 1999
Stephens, J. L. (2001). (2001) Teaching culture and improving language skills through a cinematic lens: A course on Spanish film in the undergraduate Spanish curriculum , ADFL Bulletin, 33, 22-25
Bueno, K.A. (2009) Got Film? Is It a Readily Accessible Window to the Target Language and Culture for Your Students? , Foreign Language Annals 42(2), 318-339

Programme(s) in which this Module is Offered:


Semester - Year to be First Offered:

Module Leader: