Undergraduate Course: Modern Language (EDUA10035)
|School||Moray House School of Education and Sport
||College||College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)||SCQF Level 10 (Year 4 Undergraduate)
||Availability||Available to all students
|Summary||This course will equip participants with a confident command of the sound system of the modern foreign language studied and the implications for classroom delivery. It will also equip participants with a confident command of the alphabet and numbers; the core vocabulary and structures in the areas of personal language, descriptive language and affective language; a knowledge of tenses and syntax in the modern language studied and the implications for classroom delivery. This course will also seek to give participants an understanding of the principles of mother-tongue language acquistion of and how these can be applied to the learning of a foreign language. The course is both theoretical and practical and the learning and teaching approaches used will mirror those used by primary classroom teachers in their teaching of Modern European Foreign Languages in the primary school. These approaches will seek to demonstrate effective classroom organization and ethos- whole class lessons, whole class in groups, individual programmes, new technologies, the role of activating prior knowledge, group interaction and discussion, meaningful contexts and the promotion of learners' knowledge and awareness of their own thinking and key principles in the effective teaching of language.
The students build on their previous learning about Language by revisiting the development of the 4 language modes in terms of English Language and making links between them and practice in the classroom in order to develop their pedagogical skills in second language teaching.
A number of teaching approaches are used, including workshops, collaborative group work and video presentations. There is a strong emphasis on interactive involvement of the students in order to develop confidence in delivery and consolidate knowledge of the language structures, thus developing their ability to communicate effectively in the classroom.
Tutors will model different teaching strategies so that students can experience the different methods themselves. They will be encouraged to reflect on and evaluate on the different approaches.
Tutors will support students' use of the target language as the means of communication in a class, gradually withdrawing this scaffolding as students become more confident and secure.
They will learn how to organise a variety of activities and classroom tasks in the foreign language, including games, songs, story telling, introduction, revision and reinforcement of language structures. Many of the topics of study relate to other areas of the curriculum eg. literacy, numeracy, affective language, music and expressive arts.
Students will be taught how to use ICT effectively in their teaching of languages. They will have the opportunity to investigate interactive language web sites, and other sites, which offer opportunities for developing children's skills, confidence and competence in reading and writing in the foreign language.
Students will be encouraged to explore a wide range of teaching strategies and resources to inform their teaching.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| Qualifications required for the B.Ed. (Hons.) Primary and normally completion of years 1 and 2 of an undergraduate programme
Information for Visiting Students
|Pre-requisites||Qualifications required for the B.Ed. (Hons.) Primary and normally completion of years 1 and 2 of an undergraduate programme
|High Demand Course?
Course Delivery Information
|Not being delivered|
On completion of this course, the student will be able to:
- Demonstrate a knowledge of the main theories of language acquisition and language learning; and give a critical evaluation of these.
- Demonstrate a critical understanding of how to translate theories of language learning and teaching into practice.
- Introduce new topics of study in the target language and organise a variety of activities and classroom tasks, including games, songs, story telling, revision and reinforcement using the target language.
- Demonstrate a knowledge of simple language systems and demonstrate the ability to plan for progression in the foreign language, taking into account differentiation and assessment criteria.
- Analyse and critically evaluate their own practice with reference to theories of language acquisition and language learning.
|Bloom, P. 2002. How Children Learn the Meaning of Words (Learning, Development & Conceptual Change). Cambridge, Mass.: The MIT Press.|
Boxer, D. and Cohen, A. 2004. Studying Speaking to Inform Second Language Learning. Clevedon: Multilingual Matters.
Buckley, B. 2003. Children's Communication Skills: From Birth to Five Years. London: Routledge.
Carter, R. and Nunan, D. 2001 Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press.
Cook, V. 2001. Second Language Learning and Language Teaching. London: Hodder.
Ellis, R. 1994. The Study of Second Language Acquisition. Oxford: Oxford University Press.
Ellis, R. and Widdowson, H. 1997. Second Language Acquisition. Oxford: Oxford University Press.
Hedge, T. (2000) Teaching and Learning in the Language Classroom. Oxford: Oxford University Press.
Krashen, S. (1981) Second Language Acquisition and Second Language Learning. Oxford: Pergamon.
Lightbown, P. and Spada, N. 2006. How Languages Are Learned 3rd Ed. Oxford: Oxford University Press.
Miller, W. 1999. Strategies for Developing Emergent Literacy. New York: McGraw-Hill Education.
Mitchell, R. and Myles, F. 2002. Second Language Learning Theories 2nd Ed. London: Hodder.
Nunan, D. 1992. Research Methods in Language Learning. Cambridge: Cambridge University Press.
Oates, J. and Grayson, A. 2004. Cognitive and Language Development in Children. Oxford: Blackwell.
Owen, P. and Pumfrey, P. 1995. Children Learning to Read: International Concerns: Emergent and Developing Reading: Messages for Teachers Vol. 1. London: Routledge Falmer.
Richards, J. and Rodgers, T. (2001) Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.
Richards, J. and Renandya, W. (2002) Methodology in Language Teaching: An Anthology of Current Practice. Cambridge: Cambridge University Press.
van Ek, J.A. 1975. The Threshold Level. Strasbourg: Council of Europe.
Widdowson, H.G. (1978) Teaching Language as Communication. Oxford: Oxford University Press.
Willis, J. (1996) A Framework for Tasked-Based Learning. London: Longman.
Articles and abstracts held within the department:
Department of Education and Skills Key Stage 3: Learning Skills and the Development of Writing ( 2002)
A list of other useful web sites will be given during the course.
|Graduate Attributes and Skills
||CHARACTERISTIC 3: GENERIC COGNITIVE SKILLS
-Critically identify, define, conceptualise and analyse complex/professional problems and issues.
-Offer professional insights, interpretations and solutions to problems and issues.
-Demonstrate some originality and creativity in dealing with professional issues.
-Critically review and consolidate knowledge, skills, practices and thinking in modern languages teaching
-Make judgements where data/information is limited or comes from a range of sources.
CHARACTERISTIC 4: COMMUNICATION, ICT AND NUMERACY SKILLS
-Use a wide range of routine skills and some advanced and specialised skills in support of established practices in modern languages teaching
-Present or convey, formally and informally, information about specialised topics to informed audiences.
-Communicate with peers, senior colleagues and specialists on a professional level.
-Use a range of ICT applications to support and enhance work at this level and adjust features to suit purpose.
-Interpret, use and evaluate a wide range of numerical and graphical data to set and achieve goals/targets.
CHARACTERISTIC 5: AUTONOMY, ACCOUNTABILITY AND WORKING WITH OTHERS
-Exercise autonomy and initiative in professional/equivalent activities.
-Practise in ways that show awareness of own and others' roles and responsibilities.
Work, under guidance, in a peer relationship with specialist practitioners.
|Keywords||Modern Languages pedagogy acquisition language learning
||Course secretary||Ms Sheena MacKenzie