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2011/2 Provisional Module Catalogue - UNDER CONSTRUCTION & SUBJECT TO CHANGE
 Module Code: LAN2002 Module Title: LANGUAGES IN EDUCATION
Module Provider: Language & Translation Studies Short Name: LAN2002
Level: HE2 Module Co-ordinator: LINTON B Mrs (Lang & Trans)
Number of credits: 15 Number of ECTS credits: 7.5
 
Module Availability
Semester 2
Assessment Pattern
Unit(s) of Assessment (SITS MAB)
Weighting Towards Module Mark( %)
Teacher-mentor’s report
20
On-line discussion board
20
Special project materials portfolio
20
Project presentation
40
Qualifying Condition(s) 
A weighted aggregate of 40% is required to pass the module
 
Module Overview
This is a Level 2 module, involving working in a local school throughout Semester 2.
The Module has the backing of the “Undergraduate Ambassadors Scheme” (www.uas.ac.uk).
Prerequisites/Co-requisites
  • Successful completion of HE1 or equivalent.
  • Limited places available. Students will be selected by an interview process that will take place in week 1 of the Autumn Semester (together with Educational Liaison Centre).
This Module is not available to those who have completed a PGCE course.
Module Aims
  • To provide an opportunity for students to gain first hand experience of teaching languages through a mentoring scheme with language teachers in local schools.
  • To help students gain confidence in communicating their subject and develop strong organisational and interpersonal skills.
  • To enable students to understand how to address the needs of individuals and devise and develop language teaching materials appropriate to engage the relevant age group they are working with.
  • To allow the student to act as an enthusiastic role model for pupils interested in foreign languages.
Learning Outcomes
On successful completion of this module, students will:
 
  • Have gained substantial experience of working in the challenging and unpredictable environment of a school. Have gained a basic knowledge of many of the key aspects of teaching languages in schools.
  • Show an understanding of teaching methods, classroom management and lesson preparation
  • Demonstrate awareness of the different needs of individuals in a learning situation
  • Demonstrate an ability to communicate about their subject
  • Develop and present language learning material for a specific context
  • Be able to write reflectively about their classroom experiences
  • Have gained experience of answering questions about their subject
  • Be able to assess and devise appropriate ways to communicate difficult language structures or concepts.
Module Content
The following is indicative of module content:
 
Training and basic skills
The students will be given an initial introduction to relevant elements of the Modern Languages Curriculum and its associated terminology (e.g. “Key Stage 3”, etc.). They will receive a day of basic training in working with children and conduct in the school environment and will be given a chance to visit the school they will be working in before starting the Module.
 
Classroom observation and assistance
Initial contact with the teacher and pupils will be as a classroom assistant, observing how the teacher handles the class, the level of the language taught and the structure of the lesson, and offering practical support to the teacher in lesson preparation or administrative work.
 
Teaching assistance
The teacher will assign the students actual teaching tasks, which will be dependent on specific needs. This could include teaching a smaller group of pupils or taking the last ten minutes of the lesson for the whole class.
 
Extra-curricular activities
Students may be supervised by the teacher in running an out-of-timetable activity (if appropriate), such as an after-school languages club or special teaching periods for high- or low-achieving pupils.
 
Special project
Following consultation with the teacher as to what would be appropriate, students will devise a special project that will interest or be of use to the particular pupils they are working with, be it as part of a language club or part of the day-to-day teaching of languages. Students will have to show that they can analyse a specific teaching problem and devise and prepare appropriately targeted teaching materials.
 
Presentation
Students will be required to give a 20-minute presentation to the LTS staff and other students on the subject of their special project.
 
Online contributions
Students will have access to an online discussion board, where they are required to keep a weekly log of their work in the school and reflect on and discuss the experiences gained in the classroom.
Methods of Teaching/Learning
There are no formal lectures associated with this course.
Students will have 20 contact hours (e.g comprising 6 hours for the initial training, 2 face-to-face tutorials, weekly online discussions and discussions with the school teacher) and 80 non-contact hours.
The school teacher will act as a mentor and assessor to the student during the course and will offer guidance to the student during their weekly interaction. The teacher and Department tutor will liaise to determine the level of responsibility of the student and the expectations. Students will be asked to attend an initial day of training, which will provide them with an introduction to working with children and the level of language teaching they will be participating in. Teaching is by discussion, directed reading and interaction between the student and teacher. Learning takes place through the preparation of appropriate teaching materials, the practice of teaching along with discussion, background reading, online discussion with peers and the reflective end-of-unit presentation and portfolio
Selected Texts/Journals
Essential reading
N. Pachler & K.Field (eds) (2nd edition) Learning to teach MFL in the secondary school: a companion to school experience. London: RoutledgeFalmer 3rd edition (2008)
 
Recommended reading
R. Senior, The Experience of Language Teaching. Cambridge: CUP (2006)
N. Pachler (ed) Teaching Modern Foreign Languages at Advanced Level. London: Routledge (1999)
A Swarbrick (ed.), Teaching Modern Languages. London: The Open University (1994)
A. Swarbrick, Aspects of Teaching Secondary Modern Foreign Languages: Perspectives on Practice. London; RoutledgeFalmer (2002)
A. Swarbrick, Teaching Modern Foreign Languages in Secondary Schools: A Reader. London: RoutledgeFalmer (2002)
 
Background reading
M. Byram (ed), Routledge Encyclopedia of Language Learning and Teaching. London; New York: Routledge (2000)
K. Johnson, An Introduction to Foreign Language Learning and Teaching. Harlow: Longman; 2nd ed. 2008
D. Larsen-Freeman, Techniques and Principles in Language Teaching (third edition). Oxford: OUP (2011)
I. McGrath, Materials Evaluation and Design for Language Teaching. Edinburgh: Edinburgh University Press (2002)
D. Nunan, Second Language Teaching and Learning. London: Heinle and Heinle (1999)
J. Richards & T. Rodgers, Approaches and Methods in Language Teaching. Cambridge: CUP (2001)
B. Tomlinson (ed.), Materials Development in Language Teaching. Cambridge: CUP (1998)
C. Wringe, The Effective Teaching of Modern Languages. London: Longman (1989)
 
To find out about the National Curriculum consult the website: http://curriculum.qcda.gov.uk/
To find out about careers in teaching consult the Teacher Training Agency website:
http://www.tda.gov.uk/
Last Updated
7.4.11