EU1398: Student Language Ambassador

School null
Department Code null
Module Code EU1398
External Subject Code R900
Number of Credits 20
Level L6
Language of Delivery English
Module Leader Dr Craig Patterson
Semester Autumn Semester
Academic Year 2013/4

Outline Description of Module

 

The Student Teaching Scheme engages two sets of inter-linked learners: final year Modern Languages students at Cardiff University and secondary-school pupils learning foreign languages in regional schools. The University students receive practical and theoretical pedagogical training by University staff and CILT Cymru, then gain mentored teaching experience in the local schools. They observe teaching by professionals, and take part in classroom activities and generate new learning materials in the target language for which they are taking the module, deepening their understanding of the target language.
 
The scheme is assessed by a learning portfolio (75%), which contains a folder of evidences of classroom experiences, newly generated teaching materials, and narrative outlining the contexts of teaching, pedagogical theory and self-reflective commentary. An oral presentation (25%) on the year abroad enhances transferable skills for the students, stimulates the interest of pupils in learning languages and provides teachers with a re-usable resource (the presentations are video-recorded). Students are mentored by a teacher at the school and by a language mentor at the University.
 
The module has a number of aims in cognate areas. It aims to enhance students’ employability, by giving them experience of working in a real workplace, and by enhancing their ICT, teamwork, presentation, preparatory and organizational skills. This is especially (although not exclusively) true for those who wish to go onto a career in teaching, who gain valuable experience to feed into their PGCE applications, as well as a dedicated (optional) training session for PGCE applications with an expert in the field. It aims to enhance the students’ understanding of the target language, and to reflect on their own learning styles and experiences
 
Studetns need to have CRB checks in place before they can enter the Schools, and these should be undertaken as soon as possible to prevent delays in starting at the School.

On completion of the module a student should be able to

 

Academic

1.     Engage in an ongoing cycle of self-reflective teaching  using the Experiential Learning Cycle

2.     Discuss ways in which teaching practice and environment can promote deep learning

3.     Research and apply an understanding of the learning processes of introverted, extroverted, auditory, visual and kinaesthetic learners to teaching practice and self-reflective practice

4.     Discuss the impact of the stages of learning on the different roles a teacher might need to take on in the classroom

5.     Discuss the importance of Intended Learning Outcomes and assessment in shaping teaching and learning sessions, environments and outcomes

Subject specific

1.      Reflect on and refine your use of grammar and expressive language in the target language to deepen awareness of how language (and language learning) functions effectively

2.      Research and source cultural materials in the target language to engage with pupils on topics relevant to their learning

3.      Evaluate which areas of the target language prove most challenging to pupils and develop strategies to facilitate pupils’ correct use of these areas

Professional values and practice:

1.      Demonstrate professional characteristics which motivate, inspire and secure learners’ intellectual and personal development, and act in a manner appropriate to the learning environment

2.      Set challenging objectives relevant to learners

3.      Use existing resources effectively within the classroom

4.      Generate new teaching resources to develop oracy, writing and reading skills, based on cultural and linguistic knowledge developed through University study and experiences

5.      Give constructive feedback to pupils to support their learning

6.      Identify the specific support required by pupils according to their age/ ability

7.      Improve understanding of the limiting and enabling factors of working in UK schools

Transferable skills

1.  Use ICT and oral and written communication skills effectively

2.  Learn from peer networks and innovate good practice

3.  Attendance and punctuality

How the module will be delivered

The module comprises 4 hours of contact time per week. This will be delivered through a combination of methodological teaching and learning sessions at Cardiff University, delivered by staff in EUROP and  workshops with CILT and Teach First, and practical teaching sessions at local schools. Students will be supported by the course co-ordinator (LWO), individual language mentors at Cardiff University and by staff at the local schools.

Skills that will be practised and developed

Academic

  1. Engage in an ongoing cycle of self-reflective teaching  using the Experiential Learning Cycle
  2. Discuss ways in which teaching practice and environment can promote deep learning
  3. Research and apply an understanding of the learning processes of introverted, extroverted, auditory, visual and kinaesthetic learners to teaching practice and self-reflective practice
  4. Discuss the impact of the stages of learning on the different roles a teacher might need to take on in the classroom
  5. Discuss the importance of Intended Learning Outcomes and assessment in shaping teaching and learning sessions, environments and outcomes

Subject specific

1.      Reflect on and refine your use of grammar and expressive language in the target language to deepen awareness of how language (and language learning) functions effectively

2.      Research and source cultural materials in the target language to engage with pupils on topics relevant to their learning

3.      Evaluate which areas of the target language prove most challenging to pupils and develop strategies to facilitate pupils’ correct use of these areas

Professional values and practice:

1.      Demonstrate professional characteristics which motivate, inspire and secure learners’ intellectual and personal development, and act in a manner appropriate to the learning environment

2.      Set challenging objectives relevant to learners

3.      Use existing resources effectively within the classroom

4.      Generate new teaching resources to develop oracy, writing and reading skills, based on cultural and linguistic knowledge developed through University study and experiences

5.      Give constructive feedback to pupils to support their learning

6.      Identify the specific support required by pupils according to their age/ ability

7.      Improve understanding of the limiting and enabling factors of working in UK schools

Transferable skills

1.  Use ICT and oral and written communication skills effectively

2.  Learn from peer networks and innovate good practice

3.  Attendance and punctuality

How the module will be assessed

Assessment

weight

Date due

Information source

Purpose of assessment

Learning portfolio

75%

End of semester

EU1398 course kit

To demonstrate that students have engaged with the specified  learning outcomes in developing use of the target language, in engaging with pedagogical theory and in developing self-reflective teaching practices.

Oral Presentation

25%

To be agreed with the school

EU1398 course kit

To demonstrate ability to use effective communication skills and ability to engage with students through English

 

Assessment Breakdown

Type % Title Duration(hrs)
Portfolio 75 Learning Portfolio N/A
Presentation 25 Oral Presentation N/A

Syllabus content

MANDATORY CONTENT

Dependant on Key Stage Focus and Content in Scheme of Work.

FLEXIBLE CONTENT

Dependant on academic research focus by students to be agreed with module co-ordinator during induction period.

Essential Reading and Resource List

A great deal of useful information is available on the CILT and LLAS websites: http://www.cilt.org.uk/home.aspx

http://www.llas.ac.uk/

Moon, J., Learning Journals wwww.infed.org/research/ keeping_a_journal (2003)

Formative and summative assessment http://www.ukcle.ac.uk/resources/assessment-and-feedback/formative

Atkinson, Terry, and Elizabeth Lazarus, A Guide to Teaching Languages (Nelson Thornes, 1997)

Butcher, Chris, ‘Bloom’s Taxonomy’, www.ldu.leeds.ac.uk/ldu/multimedia/bloom

Cottrell, S. Skills for Success: The Personal Development Planning Handbook (Palgrave Macmillan, 2010)

Grace, Sue, and Phil Gravestock, Inclusion and Diversity: Meeting the Needs of All Students (London: Rutledge, 1999)

Jacques, David, Learning in Groups: A Handbook for Improving Groupwork (Lanson: Kogan Page, 2000) / www.brookes.ac.uk/services/ocsd/2_learntch/small-group

Leask, Marilyn, and Norman Palcher, Learning to teach Using ICT in the Secondary School: A Companion to School (Routledge, 2005)

Samuelowicz, Katherine, and Samuel Bain, ‘Revisiting Academics’ Beliefs about teaching and Learning’, Higher Education 41 (2001), 299-325

Swarbrik Ann, ed., Teaching Modern Foreign Languages in Secondary Schools: A Reader (Routledge, 2002)

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