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, and supports them in adapting generic educational principles to the post-primary language classroom. It thus acts as a bridge between the foundation studies education modules and the language classroom in preparation for school placement. It aims to develop a critical approach to the study of theoretical perspectives underpinning the teaching of languages and the language-learning process and to engage student teachers in reflective discussion on the application of pedagogical theory to classroom practice in the Irish post-primary context. It seeks to develop student teachers' understanding of their identities as professional mediators and actors of plurilingualism and interculturalism. An important element of the module builds upon student teachers' linguistic and cultural competence to enable them to teach at Junior Cycle level in post-primary schools through their selected target languages (supporting multilingual literacy and numeracy) and to familiarise them with current assessment mechanisms (CBA, SLAR, etc) in different language subjects. It also aims to deepen student teachers' understanding of socio-cultural issues in the main countries where their selected languages are spoken.

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; evaluation of language syllabi and implementation in 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; 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. In subject-specific seminars, student teachers consolidate knowledge and understanding of language systems [in selected language] for professional requirements. Emphasis on active use of target language; equal promotion of language accuracy and fluency in teaching and learning, supporting language-specific literacy and numeracy; selection and pedagogical exploitation of authentic materials, design of teaching, learning and assessment tasks and implementation of language-focused activities. Student teachers explore current issues in target cultures with focus on those of interest to teachers and pupils within Junior Cycle, i.e. Strand 3 MFL/Gaeilge; socio-cultural knowledge and inter-cultural awareness; planning for diversity and inclusion in language classroom.

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, drawing on a range of educational cultures - critique theories underpinning the Communicative Approach and their practical application within official syllabi and the Irish post-primary school classroom in relation to teaching through the target language in particular - critically analyse and integrate new knowledge regarding curriculum, pedagogy and assessment into their practice - 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 - demonstrate ability to use research-based approaches in developing 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; - explain basic underlying linguistic principles and rules in a language appropriate for the post-primary classroom - apply pedagogical knowledge to practice in a well-structured oral presentation in the student teacher's selected language

On successful completion of this module, students will be able to: - respond with professionalism and committed engagement to issues relating to language education at national and international level; - demonstrate a positive disposition toward the teaching and learning process that enhances their teaching and pupil learning of language and culture through the target language - display a high level of professionalism in relation to organisation, collaborative activity and peer support in a manner transferable to the post-primary school context; - individually, and in collaboration with colleagues, reflect on their attitudes, and beliefs about teaching and learning which inform and guide their professional practice.

N/A

Structure: 1 x 2 hours common lecture per week plus 1 x 2 hours language-specific seminar that student teachers select from: French, Gaeilge, German, Japanese and Spanish. 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 classroom planning, activities and materials supporting differentiation and inclusion. Student teachers will analyse practical applications of communicative tasks and activities in the classroom through the target language, explore socio-cultural issues through a number of sources (films, press, Internet, contact with native speakers) and develop their own teaching/learning approaches while taking part in a number of group and individual projects relating to planning for classroom teaching. Strategies to develop literacy and numeracy in the language classroom are modelled. Student teachers will also 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).