TEAL719-19C (NET)

Secondary Curriculum: Additional Languages Y7-10

15 Points

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Te Kura Toi Tangata Faculty of Education
Te Hononga Curriculum and Pedagogy

Staff

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Convenor(s)

Nicola Daly

Nicola Daly
4298
TC.3.32
To be advised
nicola.daly@waikato.ac.nz

Lecturer(s)

Administrator(s)

: christine.stewart@waikato.ac.nz

Placement Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: alistair.lamb@waikato.ac.nz
: melanie.chivers@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:
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    • 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 prepares pre-service, secondary education students to teach additional languages (other than English) in secondary school settings in the junior curriculum (Years 7-10). Students will develop a critical understanding of curriculum requirements for Years 7-10, explore several pedagogical approaches to language teaching, and become conversant with current theories of second language acquisition. They will be required to develop a sequence of language teaching lessons and will be encouraged to develop the habits of a reflective teaching practitioner.

This paper provides opportunities for students to develop the skills, attributes, and knowledge related to the University of Waikato, School of Education, BTchg graduate profile and the academic rationale and goals for its teacher education programmes, particularly those that relate to the purposes, principles, practices and issues related to teaching additional languages. Students completing this paper also develop their professional knowledge, practice, values and relationships as outlined in the Graduating Teacher Standards: Aotearoa New Zealand. Specific standards identified in this paper are Standards 1, 2 and 5.

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Paper Structure

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Each week the coursework comprises

  • a reading for you to respond to, making links to your own experiences (detailed instructions below under Assignment 3). These are mostly from your textbook, but several other sources are referred to also
  • 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:

  • Examine the recent history of language learning in New Zealand schools
    Linked to the following assessments:
  • Examine relevant theory concerning language acquisition, language learning and language teaching
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  • Examine recent and current approaches, strategies and methods for teaching language
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  • Examine relevant language teaching curriculum documents and language teaching resources
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  • Become familiar with a range of suitable language teaching resources and how they can be used to assist effective instructed language acquisition
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  • Become familiar with a range of methods of suitable language assessments and how they can be used to assist effective instructed language acquisition
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  • Reflect extensively on the question of what makes an effective language teacher both in terms of your 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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ALL THREE ASSIGNMENTS MUST BE SUBMITTED IN ORDER TO PASS THE PAPER

Assessments are explained in greater detail in Moodle.

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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: Effective Language Teaching Beliefs
8 Mar 2019
5:00 PM
20
  • Online: Submit through Moodle
✔
2. Assignment 2: Online Discussion and Task Contributions
40
  • Online: Submit through Moodle
✔
3. Assignment 3: Lesson planning, delivery, assessment, and reflection
21 Oct 2019
5:00 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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Textbook

The textbook for this paper is Pachler, N. Evans, M., Redondo, A. & Fisher, L. (2014). Learning to teach foreign languages in the secondary school. A companion to school experience. Fourth Edition Oxon: Routledge. You can purchase this book from Bennetts Bookshop by calling them at 07 8655813, or e-mailing them on wku@bennetts.co.nz. If ordering by email, remember to include the full details of the book and your paper code and title. It is also available through the Book Depository book depository.co.uk (free postage).

MoE Resources

The Ministry of Education has produced language teaching resources for French (Oui!), Spanish (Si!), Samoan, 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.

Book of Readings

All readings will be made available electronically.

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Other Resources

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All are available through the Course Reserve section of the library.

Brandl, K. (2008). Communicative Language Teaching in Action. Putting Principles to Work. Upper Saddle River, NJ: Pearson Education ISBN: 13 978 0 13 157906-4
Brown, H. D. (2007). Principles of Language Learning and Teaching. Fifth Edition. White Plains, NY: Pearson Education. ISBN: 0 13 199128 0
Crystal, D. (2006). How Language Works. London: Penguin. ISBN: 978-0-141-01552-1
Fromkin, V., Rodman, R., Hyams, N., Collins, P. & Amberber, M. (2005) An Introduction to Language. Fifth Edition. Melbourne: Thomson. ISBN: 13 978 0 17 011486 8
Johnson, K. (2009). An Introduction to Foreign Language Learning and Teaching. Second Edition. Edinburgh Gate: Pearson Education. ISBN: 978 4058 3617 3
Lightbown, P. M. & Spada, N. (2006). How Languages are Learned. Third Edition. Oxford: Oxford University Press. ISBN: 0-19-442224-0
McKay, P. (2006). Assessing Young Language Learners. Cambridge: Cambridge University Press. ISBN: 0-521-60123-1
Shohamy, E. & N. H Hornberger (eds) Encyclopedia of Language and Education 2nd Edition, Volume 7: Language Testing and Assessment, 257-271. Springer: New York. ISBN: 978-0-387-32875-1

Websites:

New Zealand Association of Language Teachers (NZALT) http://www.nzalt.org.nz/

British Association for Language Learning (ALL) http://www.all-languages.org.uk/

Australian Modern and Foreign Languages Association (AFMLTA) http://afmlta.asn.au/

American Council on the Teaching of Foreign Languages (ACTFL) http://www.actfl.org/

New Zealand Sign Language Teacher Association (NZSLTA) http://nzslta.org.nz/

Chinese Language Foundation http://www.clf.org.nz/

New Zealand Association of Japanese language Teachers (NZAJLT) http://www.japanese.ac.nz/

New Zealand French Teachers http://www.french.ac.nz/

German in Aotearoa New Zealand (GANZ) http://ganz.ac.nz/

Spanish Teachers Association New Zealand Aotearoa (STANZA) http://www.stanza.org.nz/

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Online Support

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This paper is delivered through Moodle.
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Workload

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It is expected that over the course of this paper you will complete 200 hours of work.

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