Teachers at third level may not be familiar with the language learning process at second level in Ireland. The post-primary education system has a profound effect on students’ attitudes to language learning, therefore a deeper understanding of first-year students’ experience may help to shape teaching practice at third level. The Leaving Certificate exam particularly often defines students’ relationship with the subject. The task gives teachers at third level insight into the effect the Leaving Cert system has on their students.
Materials and links: PPLI website Languages Initiative.
On completion of this task, teachers will have a deeper understanding of the students’ language learning backgrounds. They will be aware of the challenges which face first-year students trying to adjust to the new approach to teaching and will develop strategies to support students’ transition into third level language education
- Review the slide pack which introduces the Leaving Certificate system in Ireland, and the one relating to the language that you teach.
- Answer the following questions
- Do you recognise the effects the Leaving Cert exam has on your students?
- What are the differences in expectations between the Leaving Cert exam and the first-year exams you administer?
- What do your students find particularly difficult in first year language courses?
- Note some ideas on how you might mitigate against the challenges faced by students transitioning from the Leaving Cert system to the third level system.
- Discuss your ideas with colleagues and develop a departmental strategy for assisting students in adapting to the third level approach to language teaching.
CPD reference material
- Bruen, J. (2013) ‘Towards a national policy for languages in education: The case of Ireland’, European Journal of Language Policy, 5.1: 99-114. DOI: 10.3828/ejlp.2013.5
- Department of Education and Science (2004) Inspection of modern languages: Observations and issues. Dublin: Department of Education and Science.
- Department of Education and Science (2009) Evaluating languages: Report of the evaluation of foreign languages at upper secondary level (EFLUSL) project. Dublin: Department of Education and Science.
- Department of Education and Skills provides a number of useful links on its Foreign Languages Strategy page
- Little, D. (2003) Languages in the Post-primary Curriculum: A discussion paper Dublin: National Council for Curriculum and Assessment.
- Riordan, E. (2015) ‘The policy and practice of teacher target language use in post-primary foreign language classrooms in Ireland’, European Journal of Language Policy 7:2 pp. 165-179
- http://languagesinitiative.ie/
Source/attribution: DigiLanguages Author: Emma Riordan
Teachers at third level may not be familiar with the language learning process at second level in Ireland. The post-primary education system has a profound effect on students’ attitudes to language learning, therefore a deeper understanding of first-year students’ experience may help to shape teaching practice at third level. The Leaving Certificate exam particularly often defines students’ relationship with the subject. The task gives teachers at third level insight into the effect the Leaving Cert system has on their students.Materials and links: PPLI website <a href=”http://languagesinitiative.ie/” target=”_blank” rel=”noopener noreferrer” data-mce-href=”http://languagesinitiative.ie/”>Languages Initiative</a>.On completion of this task, teachers will have a deeper understanding of the students’ language learning backgrounds. They will be aware of the challenges which face first-year students trying to adjust to the new approach to teaching and will develop strategies to support students’ transition into third level language education<li>Review the <a href=”http://voicethread.com/app/player/?threadId=8036644″ target=”_blank” rel=”noopener noreferrer” data-mce-href=”http://voicethread.com/app/player/?threadId=8036644″>slide pack</a> which introduces the Leaving Certificate system in Ireland, and the one relating to the language that you teach.</li><li>Answer the following questions<ul><li>Do you recognise the effects the Leaving Cert exam has on your students?</li><li>What are the differences in expectations between the Leaving Cert exam and the first-year exams you administer?</li><li>What do your students find particularly difficult in first year language courses?</li>
</ul>
</li><li>Note some ideas on how you might mitigate against the challenges faced by students transitioning from the Leaving Cert system to the third level system.</li><li>Discuss your ideas with colleagues and develop a departmental strategy for assisting students in adapting to the third level approach to language teaching.</li>
<strong>CPD reference material</strong><li>Bruen, J. (2013) ‘<a href=”http://online.liverpooluniversitypress.co.uk/doi/abs/10.3828/ejlp.2013.5″ target=”_blank” rel=”noopener noreferrer” data-mce-href=”http://online.liverpooluniversitypress.co.uk/doi/abs/10.3828/ejlp.2013.5″>Towards a national policy for languages in education: The case of Ireland</a>’, <em>European Journal of Language Policy, 5</em>.1: 99-114. DOI: 10.3828/ejlp.2013.5</li><li>Department of Education and Science (2004) <a href=”http://www.sdpi.ie/inspectorate/insp_modern_language.pdf” target=”_blank” rel=”noopener noreferrer” data-mce-href=”http://www.sdpi.ie/inspectorate/insp_modern_language.pdf”><em>Inspection of modern languages: Observations and issues</em></a>. Dublin: Department of Education and Science.</li><li>Department of Education and Science (2009) <a href=”https://www.education.ie/en/Publications/Inspection-Reports-Publications/Evaluation-Reports-Guidelines/insp_eflusl_report_project_pdf.pdf” target=”_blank” rel=”noopener noreferrer” data-mce-href=”https://www.education.ie/en/Publications/Inspection-Reports-Publications/Evaluation-Reports-Guidelines/insp_eflusl_report_project_pdf.pdf”><em>Evaluating languages: Report of the evaluation of foreign languages at upper secondary level (EFLUSL) project</em></a>. Dublin: Department of Education and Science.</li><li>Department of Education and Skills provides a number of useful links on its <a href=”http://www.education.ie/en/Schools-Colleges/Information/Curriculum-and-Syllabus/Foreign-Languages-Strategy/” data-mce-href=”http://www.education.ie/en/Schools-Colleges/Information/Curriculum-and-Syllabus/Foreign-Languages-Strategy/”>Foreign Languages Strategy</a> page</li><li>Little, D. (2003) <a href=”http://www.ncca.ie/uploadedfiles/Publications/Languagesdiscussionpaper.pdf” target=”_blank” rel=”noopener noreferrer” data-mce-href=”http://www.ncca.ie/uploadedfiles/Publications/Languagesdiscussionpaper.pdf”><em>Languages in the Post-primary Curriculum: A discussion paper</em></a> Dublin: National Council for Curriculum and Assessment.</li><li>Riordan, E. (2015) ‘The policy and practice of teacher target language use in post-primary foreign language classrooms in Ireland’, <em>European Journal of Language Policy 7:2 </em>pp. 165-179</li><li><a href=”http://languagesinitiative.ie/” target=”_blank” rel=”noopener noreferrer” data-mce-href=”http://languagesinitiative.ie/”>http://languagesinitiative.ie/</a></li>
<strong>Source/attribution</strong>: DigiLanguages <strong>Author: </strong>Emma Riordan
Teachers at third level may not be familiar with the language learning process at second level in Ireland. The post-primary education system has a profound effect on students’ attitudes to language learning, therefore a deeper understanding of first-year students’ experience may help to shape teaching practice at third level. The Leaving Certificate exam particularly often defines students’ relationship with the subject. The task gives teachers at third level insight into the effect the Leaving Cert system has on their students.Materials and links: PPLI website <a href=”http://languagesinitiative.ie/” target=”_blank” rel=”noopener noreferrer” data-mce-href=”http://languagesinitiative.ie/”>Languages Initiative</a>.On completion of this task, teachers will have a deeper understanding of the students’ language learning backgrounds. They will be aware of the challenges which face first-year students trying to adjust to the new approach to teaching and will develop strategies to support students’ transition into third level language education<li>Review the <a href=”http://voicethread.com/app/player/?threadId=8036644″ target=”_blank” rel=”noopener noreferrer” data-mce-href=”http://voicethread.com/app/player/?threadId=8036644″>slide pack</a> which introduces the Leaving Certificate system in Ireland, and the one relating to the language that you teach.</li><li>Answer the following questions<ul><li>Do you recognise the effects the Leaving Cert exam has on your students?</li><li>What are the differences in expectations between the Leaving Cert exam and the first-year exams you administer?</li><li>What do your students find particularly difficult in first year language courses?</li>
</ul>
</li><li>Note some ideas on how you might mitigate against the challenges faced by students transitioning from the Leaving Cert system to the third level system.</li><li>Discuss your ideas with colleagues and develop a departmental strategy for assisting students in adapting to the third level approach to language teaching.</li>
<strong>CPD reference material</strong><li>Bruen, J. (2013) ‘<a href=”http://online.liverpooluniversitypress.co.uk/doi/abs/10.3828/ejlp.2013.5″ target=”_blank” rel=”noopener noreferrer” data-mce-href=”http://online.liverpooluniversitypress.co.uk/doi/abs/10.3828/ejlp.2013.5″>Towards a national policy for languages in education: The case of Ireland</a>’, <em>European Journal of Language Policy, 5</em>.1: 99-114. DOI: 10.3828/ejlp.2013.5</li><li>Department of Education and Science (2004) <a href=”http://www.sdpi.ie/inspectorate/insp_modern_language.pdf” target=”_blank” rel=”noopener noreferrer” data-mce-href=”http://www.sdpi.ie/inspectorate/insp_modern_language.pdf”><em>Inspection of modern languages: Observations and issues</em></a>. Dublin: Department of Education and Science.</li><li>Department of Education and Science (2009) <a href=”https://www.education.ie/en/Publications/Inspection-Reports-Publications/Evaluation-Reports-Guidelines/insp_eflusl_report_project_pdf.pdf” target=”_blank” rel=”noopener noreferrer” data-mce-href=”https://www.education.ie/en/Publications/Inspection-Reports-Publications/Evaluation-Reports-Guidelines/insp_eflusl_report_project_pdf.pdf”><em>Evaluating languages: Report of the evaluation of foreign languages at upper secondary level (EFLUSL) project</em></a>. Dublin: Department of Education and Science.</li><li>Department of Education and Skills provides a number of useful links on its <a href=”http://www.education.ie/en/Schools-Colleges/Information/Curriculum-and-Syllabus/Foreign-Languages-Strategy/” data-mce-href=”http://www.education.ie/en/Schools-Colleges/Information/Curriculum-and-Syllabus/Foreign-Languages-Strategy/”>Foreign Languages Strategy</a> page</li><li>Little, D. (2003) <a href=”http://www.ncca.ie/uploadedfiles/Publications/Languagesdiscussionpaper.pdf” target=”_blank” rel=”noopener noreferrer” data-mce-href=”http://www.ncca.ie/uploadedfiles/Publications/Languagesdiscussionpaper.pdf”><em>Languages in the Post-primary Curriculum: A discussion paper</em></a> Dublin: National Council for Curriculum and Assessment.</li><li>Riordan, E. (2015) ‘The policy and practice of teacher target language use in post-primary foreign language classrooms in Ireland’, <em>European Journal of Language Policy 7:2 </em>pp. 165-179</li><li><a href=”http://languagesinitiative.ie/” target=”_blank” rel=”noopener noreferrer” data-mce-href=”http://languagesinitiative.ie/”>http://languagesinitiative.ie/</a></li>
<strong>Source/attribution</strong>: DigiLanguages <strong>Author: </strong>Emma Riordan
Teachers at third level may not be familiar with the language learning process at second level in Ireland. The post-primary education system has a profound effect on students’ attitudes to language learning, therefore a deeper understanding of first-year students’ experience may help to shape teaching practice at third level. The Leaving Certificate exam particularly often defines students’ relationship with the subject. The task gives teachers at third level insight into the effect the Leaving Cert system has on their students.Materials and links: PPLI website <a href=”http://languagesinitiative.ie/” target=”_blank” rel=”noopener noreferrer” data-mce-href=”http://languagesinitiative.ie/”>Languages Initiative</a>.On completion of this task, teachers will have a deeper understanding of the students’ language learning backgrounds. They will be aware of the challenges which face first-year students trying to adjust to the new approach to teaching and will develop strategies to support students’ transition into third level language education<li>Review the <a href=”http://voicethread.com/app/player/?threadId=8036644″ target=”_blank” rel=”noopener noreferrer” data-mce-href=”http://voicethread.com/app/player/?threadId=8036644″>slide pack</a> which introduces the Leaving Certificate system in Ireland, and the one relating to the language that you teach.</li><li>Answer the following questions<ul><li>Do you recognise the effects the Leaving Cert exam has on your students?</li><li>What are the differences in expectations between the Leaving Cert exam and the first-year exams you administer?</li><li>What do your students find particularly difficult in first year language courses?</li>
</ul>
</li><li>Note some ideas on how you might mitigate against the challenges faced by students transitioning from the Leaving Cert system to the third level system.</li><li>Discuss your ideas with colleagues and develop a departmental strategy for assisting students in adapting to the third level approach to language teaching.</li>
<strong>CPD reference material</strong><li>Bruen, J. (2013) ‘<a href=”http://online.liverpooluniversitypress.co.uk/doi/abs/10.3828/ejlp.2013.5″ target=”_blank” rel=”noopener noreferrer” data-mce-href=”http://online.liverpooluniversitypress.co.uk/doi/abs/10.3828/ejlp.2013.5″>Towards a national policy for languages in education: The case of Ireland</a>’, <em>European Journal of Language Policy, 5</em>.1: 99-114. DOI: 10.3828/ejlp.2013.5</li><li>Department of Education and Science (2004) <a href=”http://www.sdpi.ie/inspectorate/insp_modern_language.pdf” target=”_blank” rel=”noopener noreferrer” data-mce-href=”http://www.sdpi.ie/inspectorate/insp_modern_language.pdf”><em>Inspection of modern languages: Observations and issues</em></a>. Dublin: Department of Education and Science.</li><li>Department of Education and Science (2009) <a href=”https://www.education.ie/en/Publications/Inspection-Reports-Publications/Evaluation-Reports-Guidelines/insp_eflusl_report_project_pdf.pdf” target=”_blank” rel=”noopener noreferrer” data-mce-href=”https://www.education.ie/en/Publications/Inspection-Reports-Publications/Evaluation-Reports-Guidelines/insp_eflusl_report_project_pdf.pdf”><em>Evaluating languages: Report of the evaluation of foreign languages at upper secondary level (EFLUSL) project</em></a>. Dublin: Department of Education and Science.</li><li>Department of Education and Skills provides a number of useful links on its <a href=”http://www.education.ie/en/Schools-Colleges/Information/Curriculum-and-Syllabus/Foreign-Languages-Strategy/” data-mce-href=”http://www.education.ie/en/Schools-Colleges/Information/Curriculum-and-Syllabus/Foreign-Languages-Strategy/”>Foreign Languages Strategy</a> page</li><li>Little, D. (2003) <a href=”http://www.ncca.ie/uploadedfiles/Publications/Languagesdiscussionpaper.pdf” target=”_blank” rel=”noopener noreferrer” data-mce-href=”http://www.ncca.ie/uploadedfiles/Publications/Languagesdiscussionpaper.pdf”><em>Languages in the Post-primary Curriculum: A discussion paper</em></a> Dublin: National Council for Curriculum and Assessment.</li><li>Riordan, E. (2015) ‘The policy and practice of teacher target language use in post-primary foreign language classrooms in Ireland’, <em>European Journal of Language Policy 7:2 </em>pp. 165-179</li><li><a href=”http://languagesinitiative.ie/” target=”_blank” rel=”noopener noreferrer” data-mce-href=”http://languagesinitiative.ie/”>http://languagesinitiative.ie/</a></li>
<strong>Source/attribution</strong>: DigiLanguages <strong>Author: </strong>Emma Riordan
