| CODE | LHE5002 | ||||||||||||
| TITLE | Strategies in Foreign Language Teaching and Learning | ||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||
| MQF LEVEL | 7 | ||||||||||||
| ECTS CREDITS | 5 | ||||||||||||
| DEPARTMENT | Languages and Humanities Education | ||||||||||||
| DESCRIPTION | Bilingualism, translanguaging and the intercultural component in the Foreign Language Classroom - The unit will tackle how the theory of translanguaging has led additive bilingual assumptions, which strive to keep mother and target languages separate, to be challenged. Students will be exposed to pedagogical practices which consider bilingualism as a strategic asset rather than a source of interference of the L1 upon the L2. Thus the unit will cover practical considerations regarding the language distribution issue, relevant for the foreign language learning context. The unit also covers the basics of an intercultural approach where students learn to compare and appreciate the culture of their own context and that of the country/ies where the target language is spoken. Developing learning strategies and learner autonomy - The unit will tackle how the foreign language teacher can foster learner autonomy by empowering the learner with skills such as critical reflection, decision-making and independent action. Multimodality – The unit also intends to introduce students to the definition of the term ‘multimodality’. After an in-depth presentation of the definition of the term, the study unit will move on to focus on different modes (i.e. both superordinate and subordinate modes) and their pedagogical effects when used critically as tools to teach/learn foreign languages. Various printed texts (i.e. among others FL textbooks and handouts) will be analysed critically. Students will obtain skills through which they can critically observe and analyse how, through multimodality, they can create effective and motivating foreign language teaching and learning resources. Technology enhanced learning of a second/foreign language - Referring to the aforementioned multimodal principles, the unit will also focus on the use and application of modes in FL audio-visual texts, digital FL texts and online texts used to teach Foreign Languages. Students will initially discuss critically the use of modes (i.e. starting from individual modes and moving on to modules) in FL texts they find available online. Later, the discussion will also focus on multimodal strategies and techniques students themselves can use when designing their own audio-visual multimodal texts to use with their foreign language students. Study-Unit Aims: The study-unit first aims to make learners understand how bilinguals access their language repertoire, which is an integrated language system, for their communicative needs. It aims to describe how languages can be distributed wisely in the FL classroom, with a partial use of the L1 to support language learning and classroom management, especially in mixed ability classes. It also aims to introduce the theory and practice of the intercultural component of language learning, and methods which can help learners acquire and develop cognitive and metacognitive skills related to autonomy. A complementary aim is to familiarise students with multimodal principles through which the discussed theories can be applied within a foreign language learning context. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - argue how a restricted use of the L1 in the L2 classroom can support language learning by giving learners confidence, helping them understand better and faster, allowing all students' needs to be taken into account, and contributing to a better classroom environment; - demonstrate how the application of different modes (ie. superordinate and subordinate modes) can facilitate learners' and teachers' confident use of the target language; - gauge the conditions in which learner autonomy may be developed. 2. Skills: By the end of the study-unit the student will be able to: - use the L1 wisely in the L2 classroom, in those instances where research has proven it to be beneficial to foreign language learning, whilst keeping the L2 as the dominant language of classroom communication; - recognize and identify different modes and their characteristics and apply them to create student-centred activities to use within the FL learning context; - apply an intercultural approach to the teaching of civilisation; - help learners develop autonomy by empowering them with cognitive and metacognitive strategies. Main Text/s and any supplementary readings: Main Texts: - Kress, G., Van Leeuwen, T. 2006. Reading visuals. The grammar of visual design. 2nd edition. London: Routledge. - Gardner, D. 2011. Fostering autonomy in language learning. http://ilac2010.zirve.edu.tr/Fostering_Autonomy.pdf - Jewitt, C. (Ed.) 2008. Multi-modal discourse across the curriculum 2nd. edition. New York : Springer. - Macaro, E. 2005. Codeswitching in the L2 classroom: A communication and learning strategy. Non-native Language Teachers Educational Logistic, 5, 63-84. Supplementary Readings: - Kress, G. 2010. Multimodality: a social semiotic space approach to contemporary communication. London: Routledge. - Garcia, O. 2011. Theorizing translanguaging for educators. In Ch. Celik, K. Seltzer, Translanguaging: A Cuny-Nysieb Guide for educators (1-6). New-York: Cuny-Nysieb. - Jewitt, C. 2009. 'An introduction to multimodality'. In C. Jewitt (Ed.) The Routledge Handbook of multimodal analysis, 13-27. Oxon: Routledge. - Little, D. 1991. Learner autonomy: definitions, issues and problems. Dublin: Authentik. - Lasagabaster, D. 2013. The use of the L1 in CLIL classes : the teachers' perspective. The American Journal of Content and Language Integrated Learning 6(2), 1-21. |
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| ADDITIONAL NOTES | Pre-requisite Qualifications: A first cycle degree (70 ECTS) in Languages or Humanities | ||||||||||||
| STUDY-UNIT TYPE | Lecture | ||||||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | George Cremona (Co-ord.) Lara Ann Vella |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
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