Courses :: Module, MODERN FOREIGN LANGUAGE LEARNING IN THE PRIMARY SCHOOL

	Overview
	The objective of this module is to inform student teachers of key research underpinning modern foreign language learning, while also engaging students through the presentation of and participation with, a broad variety of effective pedagogical methodologies, and finally, developing educational leadership skills in students, empowering them to potentially lead modern foreign language teaching and learning in their school. In this elective, Froebel student teachers will be presented with progression-based learning in the area of Primary Modern Foreign Languages (MFL). Student teachers will reflect on their own language learning and the implications of this for practice. Student teachers will develop pedagogical expertise through critically evaluating and analysing various theories and research behind how children learn languages. Through experiential learning, practical approaches and methodologies in MFL lessons with an emphasis on communicative competence, linguistic awareness and translanguaging, and intercultural competence will be highlighted. Student teachers will also engage with research on effective, inclusive and innovative approaches to teach the MFL, making the most of opportunities for cross-curricular integration in the classroom. The role of digital technologies to support teaching, learning and assessment in MFL will be critically evaluated. Additionally, through workshops and collaborative group work, student teachers will be enabled to potentially lead the teaching and learning of MFL in their future practice, contributing to creating and sustaining learning communities in schools and professional networks. This module will be facilitated plurilingually.

Overview

The objective of this module is to inform student teachers of key research underpinning modern foreign language learning, while also engaging students through the presentation of and participation with, a broad variety of effective pedagogical methodologies, and finally, developing educational leadership skills in students, empowering them to potentially lead modern foreign language teaching and learning in their school.

In this elective, Froebel student teachers will be presented with progression-based learning in the area of Primary Modern Foreign Languages (MFL). Student teachers will reflect on their own language learning and the implications of this for practice. Student teachers will develop pedagogical expertise through critically evaluating and analysing various theories and research behind how children learn languages. Through experiential learning, practical approaches and methodologies in MFL lessons with an emphasis on communicative competence, linguistic awareness and translanguaging, and intercultural competence will be highlighted. Student teachers will also engage with research on effective, inclusive and innovative approaches to teach the MFL, making the most of opportunities for cross-curricular integration in the classroom. The role of digital technologies to support teaching, learning and assessment in MFL will be critically evaluated.
Additionally, through workshops and collaborative group work, student teachers will be enabled to potentially lead the teaching and learning of MFL in their future practice, contributing to creating and sustaining learning communities in schools and professional networks.

This module will be facilitated plurilingually.

	Learning Outcomes
	On successful completion of the module, students should be able to: Examine theoretical underpinnings behind teaching and learning in bilingual and multilingual school environments. Critically evaluate current policy and curricular approaches to language teaching and learning including MFL through a Froebelian lens. Develop research-informed pedagogical expertise in effective teaching of MFL in the primary classroom, including specific pedagogical content knowledge, digital-learning opportunities, methodologies and cross-curricular integration. Articulate key considerations if leading the introduction of MFL in a primary school, including language choice, resources, planning, whole-school approach primary/secondary transition and their role as a leader of learning and teaching. Critically reflect upon themselves as a language learner and teacher and their philosophy of language learning examining how this will support them in facilitating quality language teaching and learning for all pupils.

Learning Outcomes

	Autumn Supplementals/Resits
	Are supplemental/resit registrations permitted? Yes

Autumn Supplementals/Resits

	Additional Reading
	Driscoll, P., & Simpson, H. (2015). Developing intercultural understanding in primary schools. Teaching English to Young Learners: Critical Issues in Language Teaching with 3-12 Year Olds, 167. Graham, S., L. Courtney, T. Marinis, & Tonkyn, A. (2017). Early Language Learning: the impact of teaching and teacher factors. Language Learning, 1(37). DOI:10.1111/lang.12251. Jones, J. & Coffey, S. (2006). Modern Foreign Languages 5-11. A guide for teachers. London: Routledge. National Council for Curriculum and Assessment, (2001). Modern Languages in Primary Schools, Teacher Guidelines. Dublin, Ireland: NCCA.

Additional Reading

Search form

Courses / Module

MODERN FOREIGN LANGUAGE LEARNING IN THE PRIMARY SCHOOL

Semester 1

Semester 2