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Module Specifications

Archived Version 2020 - 2021

Module Title
Module Code

Online Module Resources

NFQ level 8 Credit Rating 5
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None

This module is taught through the medium of Irish. It focuses on further developing students’ knowledge and understanding of the underlying theories of second language acquisition and applying this understanding to classroom practice in an Irish context. There will be a central focus on the design and development of a repertoire of language teaching strategies appropriate for use in a diverse range of language classrooms at post-primary level. This module will build on the students’ developing language awareness enabling them to transfer this knowledge from their role as learners to their emerging roles as student teachers.

Learning Outcomes

1. apply second language acquisition theories in the teaching and learning of languages to the post-primary context in Ireland
2. examine the role of language input and interaction in the teaching and learning of languages at junior and senior cycles
3. apply the transfer of knowledge and skills across languages in learners at post-primary level.
4. understand the use of language awareness strategies in the teaching and learning context at post-primary level.
5. identify and review a range of suitable resources appropriate for use in the teaching and learning of languages in post-primary schools
6. develop and demonstrate a range of language teaching strategies suitable for application in the language classroom in junior and senior cycle contexts

Workload Full-time hours per semester
Type Hours Description
Workshop22Workshops in groups of 30
Assignment Completion40Preparation for assignments and exams
Independent Study63No Description
Total Workload: 125

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

Indicative Content and Learning Activities

The following topics will be explored as they relate to teaching and learning languages in post-primary schools
Theories of second language acquisition, Principles of language learning and teaching, Input and interaction in language learning, Task-based learning, Transfer of knowledge and skills across languages, Language awareness and Pedagogical grammar, Focus on language form, Developing language teaching and learning resources, Strategies for developing receptive language skills, Strategies for developing productive language skills, Managing strategies for interactive language learning, Differentiation in language pedagogy.

Assessment Breakdown
Continuous Assessment% Examination Weight%
Course Work Breakdown
TypeDescription% of totalAssessment Date
Reassessment Requirement
Resit arrangements are explained by the following categories;
1 = A resit is available for all components of the module
2 = No resit is available for 100% continuous assessment module
3 = No resit is available for the continuous assessment component
Indicative Reading List

  • Baker, C., & Wright, W. E.: 2007, Foundations of bilingual education and bilingualism, 6th Ed., Multilingual Matters, Bristol,
  • Ellis, R.: 2012, Language teaching research and language pedagogy., John Wiley & Sons,
  • Gass, S.: 2009, Language teaching research and language pedagogy, Palgrave Macmillan, London,
  • Kramsch C: 2017, Applied Linguistic Theory and Second/Foreign Language Education. In: Van Deusen-Scholl N., & May S. (Eds) Second and Foreign Language Education. Encyclopedia of Language and Education, 3rd Ed., Springer, Cham,
  • Benson, P., & Voller, P.: 2014, Autonomy and independence in language learning, Routledge, London,
  • Canale, M.: 2014, From communicative competence to communicative language pedagogy. In Language and communication, p. 14-40, Routledge, London,
  • Deusen-Scholl N., May S. (Eds.): 2017, Second and Foreign Language Education. Encyclopedia of Language and Education, 3rd Ed., Springer, Cham,
  • Harris, J. & Ó Duibhir, P.: 2011, Effective Language Teaching: A Synthesis of Research, National Council for Curriculum and Assessment, Dublin,
  • Ó Duibhir, P., & Cummins, J.: 2012, Towards an integrated language curriculum in early childhood and primary education (3-12 years), National Council for Curriculum and Assessment, Dublin,
  • Gardner, R. C.: 2014, Attitudes and motivation in second language learning. In Bilingualism, multiculturalism, and second language learning (pp. 63-84), Psychology Press,
  • Oxford, R. L., & Amerstorfer, C. M. (Eds.): 2018, Language Learning Strategies and Individual Learner: Situating Strategy Use in Diverse Contexts, Bloomsbury Academic, London, 9781350005044
Other Resources

31181, Online Resource, Department of Education and Skills, 2017, Languages Connect: Ireland’s Strategy for Foreign Languages in Education 2017 – 2026, https://www.education.ie/en/Schools-Colleges/Information/Curriculum-and-Syllabus/Foreign-Languages-Strategy/fls_languages_connect_strategy.pdf,
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