Module Specifications..
Current Academic Year 2023 - 2024
Please note that this information is subject to change.
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Coursework Only |
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Description This module has two main aims. Firstly, it will assist students in becoming fully autonomous language learners and to enable them to reach the level of written and oral fluency required of level B2.2 of the CEFR, whilst also fostering a sense of cultural awareness that will be required of them in an intercultural and multilingual workplace at home or abroad. Secondly, this module aims to develop students’ knowledge of the social, political, and economic phenomenon of globalisation, and related ethical conflicts. This module will enable students to understand the complex nature of the economic, social, and political phenomena that underpin our institutions and societies; to recognise, identify, and evaluate ethical issues as consumers; and understand what constitutes ethical and unethical practice in the corporate world. Topics that may be discussed include, amongst others, consumerism, environmental crises, threats to linguistic diversity, sustainable development, and ethical tourism. In order to achieve these aims, this module will promote the development of transferable skills such as time management, team work, project management, oral presentation skills, report-writing, and self- and peer-reflection and assessment. In order to develop the aforementioned skills, students will learn through peer-teaching methods, Content and Language Integrated (CLIL) teaching, and critical pedagogy. | |||||||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Lead an offline / online peer-teaching session 2. Produce clear and well-structured self- and peer-assessment texts, demonstrating reflective and critical thinking on the tasks carried out 3. Write a clear and well-structured research proposal 4. Write a clear and relevant annotated bibliography 5. Carry out a group project on a contemporary ethical issue and present research orally 6. Demonstrate a good command of the appropriate-level linguistic constructions and vocabulary, allowing gaps to be readily overcome with circumlocutions | |||||||||||||||||||||||||||||||||||||||||||||||||
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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Indicative Content and Learning Activities
Indicative Content and AssessmentThe module is divided into two units that centre on two themes: globalisation (Unit 1) and ethics (Unit 2). The language of instruction is French. In Unit 1, the focus is very much on experiential learning, with an emphasis on learner-centred, group-centred approaches, with a strong reflective element. The instructor will deliver classes online on various sub-topics relating to globalisation, such as migration and the environment, before guiding students through a range of language learning activities in-class and at-home. Students will work in groups on a peer-teaching exercise, where, with the guidance of their instructor, they will prepare and deliver an online class to their peers. This will involve preparing and delivering a presentation on a specialised topic in French, devising learning activities, and managing class time and participation. Subsequently, they will engage in a systematic written reflection of their experiences, providing an assessment of their own and their classmates’ online classes. In Unit 2, students will learn through critical pedagogy and Content and Language Integrated Learning methods. The instructor will lead online sessions on topics such as consumerism, sustainable development, and ethical tourism, and students will subsequently engage in a range of learning activities, both in-class and at home. Students will work on a group project relating to ethics throughout the semester, submitting a research proposal and an annotated bibliography. At the end of the semester, they will submit an oral presentation of their project using VoiceThread. | |||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List | |||||||||||||||||||||||||||||||||||||||||||||||||
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Other Resources None | |||||||||||||||||||||||||||||||||||||||||||||||||
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