Learning Modules
FLOTE's learning modules are outlined below. Modules divided into Parts A and B can be undertaken in full, or as a single part.
1. Information communication technologies as a resource for learning and teaching
Part A -
This module enables teachers to develop their own familiarity with a range of technologies that can be used to support the learning and teaching of Languages. Technologies explored include MP3s, DVDs, computer games and mobile phones. More traditional ICTs such as presentation software and word processing applications are also explored for their potential to enhance language learning. Issues associated with managing ICTs and with evaluation are also investigated.
Part B -
In this second module on ICTs and Languages there is a focus on newer technologies that enable engagement in both the real, and also virtual worlds. The module introduces these technologies and associated tools, and provides opportunities for teachers to consider possibilities for their use in language learning. Issues associated with safety online and copyright are also explored.
2. Factors impacting on language teaching and learning
Part A - SLA and SLT
Participants have the opportunity to examine issues associated with the impact of Second Language Acquisition theory and sociolinguistic variables on second language teaching and learning. Significant theoretical positions are explored with a view to assessing implications, particularly with regard to the learning of languages within classroom settings.
Part B - Successful, Sustainable Language Programs
Issues associated with the specific teaching and learning contexts of Australian schools are examined in detail. Particular attention is given to areas such as programme sustainability, and to the impact on curriculum and school culture of the inclusion of languages as a key learning area. Some of the areas examined include decision making processes in schools, teacher and learner relationships and responsibilities, and learning and teaching strategies to accommodate changing circumstances. Specific attention is directed towards the impact on pedagogy of an increase in boys in LOTE, of working with reluctant language learners, and of the impact of advances in information communication technology.
3. Professional practicum
Part A - Self-Access Language Learning
Action learning is a particularly useful professional development strategy for practitioners to use when they are confronted with issues, concerns, or problems that require practical workplace solutions. This module does two things. In the first instance it provides access to information about action learning processes. In the second, it hosts action learning projects. The specific purpose of this module is to provide teachers with an opportunity to apply and extend knowledge acquired through participation in the FLOTE programme. Through an action learning project participants work on an issue or interest that is real to them. They are supported in this process and are also able to share their experiences with others.
Part B - Action Learning Projects
Because language teachers can no longer be guaranteed a small clientele of generally able and diligent, mostly female learners, there is a need for language teachers to take account of how to accommodate a broad range of learners, (both in terms of ability and language experience), within the one classroom context. Self-access learning needs to be an accepted and integral part of language learning and teaching environments. Therefore, this module provides participants with an opportunity to develop a self-access centre (SAC) that contains a broad range of texts and tasks in well designed curriculum packages (Pacs). It is intended that these SAC Pacs be designed to work with specific learner cohorts designated by the teacher designing the materials.
4. Modes and metas
Part A - The Five Language Modes
In this module the language modes of listening, speaking, reading, writing and viewing are explored. Theoretical dimensions associated with their use is examined together with practical examples of how the modes can be used to best effect within collaborative, learning centred classrooms. Multimodality with respect to language learning and use is a focus, together with multiliteracies and the impact of first, and other language learning, on language and literacy development.
Part B - The 'Metas'
Within this module 'metas' refers to metacognition, to metalinguistic awareness and to metacultural appreciation. The importance of teaching learners how to learn language and of how to be able to position themselves in relation to learning to operate within another society or culture are the central themes here. The treatment, of the 'metas' is however, always within the context of language use and not external to it.
5. Dimensions of curriculum design
Part A - Planning and Programming
Through this module participants will be introduced to the essential elements of planning and curriculum design for language teaching and learning. The focus will be on enabling participants to translate the broad requirement of a curriculum or a curriculum framework into a form that makes it relevant to the learning needs and aspirations of individuals and/ or of specific learning cohorts.
Part B - Assessment
In this module issues associated with assessment and with monitoring learner performance are explored. Whilst some attention is given to ‘tests’, alternatives to traditional assessment are the focus. These alternative ways of assessing learners’ achievement of outcomes have been variously described as ‘performance assessment’, ‘authentic assessment’ and ‘direct assessment’. What is implied by these terms is that learners undertake assessments that measure the capacity of learners to integrate and apply their learning to complex and higher order tasks as integral elements of the educational process rather than being external to it.
6. Music in the language classroom
Music tends to be either an under-utilised or poorly utilised tool for second language learning. It can, however, have a huge impact with respect to engaging the interest of students, with providing mechanisms and opportunities for drill and consolidation, and importantly, for providing insights into the communities of target language speakers. This module explores the use of a range of strategies for using music in second language classrooms. Whilst the strategies can be used effectively with a wide range of language learners and music, there is a particular focus here on adolescent learners and on the use of popular music in classrooms.
7. Games in the language classroom
Games have an important part to play in language learning at all levels but teachers need to be circumspect as to how they are used. The purpose of this module is to examine reasons for the inclusions of games, to look at what is appropriate for different learners and for different phases of learning, and to explore different strategies for using games to enhance, enrich and expand language learning.
8. Resources: tried and true
As cyber space encroaches upon our world it is easy to forget those other resources that are tried and true in terms of supporting the teaching and learning of languages. This module is designed to familiarise teachers with the range of resources that are available to them, to offer some time saving tips, and to provide new twists on things that are familiar.
9. The learning and teaching of scripts in languages
The learning of script is often reported as a negative or difficult dimension of the learning of some languages. The focus of this module is to provide participants with information from recent research related to this area, together with practical strategies to facilitate and support the learning of script. Opportunities for participants to share experiences and strategies will also be provided.
10. A Teacher of Languages Via Distance: Becoming and Being
Distance Ed module
11. Self Directed Learning
Participants undertaking this module are positioned as manager of the learning experience. In the first instance this means planning and managing engagement with this, and subsequent FLOTE modules. It also necessitates exploring the role of manager with respect to supporting students learning a language. Issues associated with the development of self-directed learning are explored, together with strategies and concepts able to be utilised in nurturing self-direction.
12. Leadership in, and for, Languages Education
By engaging with the contents of this module teachers in the Languages area will be better placed to support Languages, and Language learning within school contexts. The module encompasses a number of theoretical perspectives associated with leadership and with working for curriculum improvement and culture change in schools. There are also practical examples and illustrations included in the module. This theory / praxis blend provides a foundation designed to support leaders in language learning in developing strong, sustainable language programmes that are valued in schools that, in turn, value and support members of the Language teaching fraternity.
about | acknowledgements | demo | login | modules
