LLTED200-22A (NET)

Learning and Teaching Additional Languages with Children

15 Points

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Division of Education
School of Education

Staff

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Convenor(s)

Nicola Daly

Nicola Daly
4298
TC.3.32
See Moodle
nicola.daly@waikato.ac.nz

Lecturer(s)

Administrator(s)

: christine.stewart@waikato.ac.nz

Placement/WIL Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: alistair.lamb@waikato.ac.nz

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5, 9 or 3 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
    • For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
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Paper Description

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This paper introduces students to a range of approaches to teaching and learning additional languages (other than English or Maori) to children. Students will become familiar with language teaching resources and assessment methods for children and for Bachelor of Teaching students, New Zealand educational curriculum requirements are also explored.

A note on language familiarity

The prescription for this paper states that while knowledge of an additional language is not required for this paper, it will be useful. The Ministry of Education (MoE)has curriculum documents for Chinese, French, German, Japanese, Spanish, Samoan, Tokelauan, Tongan, Cook Island Maori and Nuiean. The first six listed have extensive MoE resources designed for Levels 1 and 2 of the New Zealand Curriculum. These have been specifically designed to allow for a teacher who is not familiar with the language to use with their classroom.

  • If you do have some experience of an additional language either from home or from school, you are encouraged to choose this language to focus on when it comes to the weekly tasks and assignments for this paper.
  • If you do not have any experience with an additional language, your are encouraged to choose one of the languages which have supporting MoE resources.
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Paper Structure

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Generally the lecturer will attend to queries and participate in discussion on Monday and Thursday mornings each week during semester.

If you have urgent queries which require a quick response on other days, it would be best to e-mail the lecturer at nicolad@waikato.ac.nz

Course Work

Each week the coursework comprises

  • a reading for you to reflect on and respond to, making links to your own experiences and to your classmates’ responses.
  • exploring and responding to an online resource of some kind
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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Critically examine the recent history of language learning in New Zealand primary schools
    Linked to the following assessments:
  • Critically examine recent and current approaches, strategies and methods for teaching language
    Linked to the following assessments:
  • Critically examine relevant language teaching curriculum documents and language teaching resources
    Linked to the following assessments:
  • Use selected language teaching curriculum documents and language teaching resources in lesson planning
    Linked to the following assessments:
  • Reflect extensively and critically on the question of what makes an effective language teacher both in terms of students' own language learning and teaching experience, and in terms of effective language teaching principles and theory
    Linked to the following assessments:
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Assessment

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There are three assessments in this paper:

Assessments 1 (20%) and 3 (40%) require critical reflection on what it is to be an effective language teacher in a New Zealand primary setting, making links to personal experience and language teaching and learning theory.

Assignment 2 (40%) relates to the planning of three language learning experiences for children.

All assessments ask for some critical reflection on and consideration of the paper research questions:

  • “What makes an effective language teacher?”
  • “What characteristics and skills do they have, and what strategies do they use?”
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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Assignment One: Short essay on Effective Language Teaching Beliefs
3 Apr 2022
11:30 PM
20
  • Online: Submit through Moodle
✔
2. Assignment Two: A report on three language learning experiences
5 Jun 2022
11:30 PM
40
  • Online: Submit through Moodle
✔
3. Assignment Three: Online Discussion and Task Contributions
13 Jun 2022
11:30 PM
40
  • Online: Submit through Moodle
✔
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Required Readings

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Readings

All readings for the paper are available through the Book of Readings for this paper.

Language Teaching Resources

The Ministry of Education has produced language teaching resources for French (Oui!), Spanish (Si!), Samoan (Mua Ō!), German (Ja!), Chinese (Mandarin) (Hao!), and Japanese (Hai!). You will need to borrow a language resource for your chosen language for the duration of the semester (renewing as needed). When you borrow it ensure that all three components are present: dvd or video, audio cd and printed material.

The titles are located in the Teaching Resource Library (near FoE) and are as follows:

Hao! (Chinese) 495.1 HAO

Oui! (French) 440 OUI

Ja! (German) 430 JA

Hai! (Japanese) 495.6 HAI

Mua Ō! (Samoan) 499.462 MUA

Si! (Spanish) 460 SI

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Other Resources

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Online Support

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This course is taught online.

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Workload

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It is expected that over the course of this paper you will complete 150 hours of work.

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Linkages to Other Papers

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Prerequisite(s)

Corequisite(s)

Equivalent(s)

Restriction(s)

Restricted papers: TEAL221

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