Learning through Teaching Languages: The Role of the Teaching Placement for Undergraduate Students

Autor/in	Webster-Deakin, Tara
Titel	Learning through Teaching Languages: The Role of the Teaching Placement for Undergraduate Students
Quelle	(2019), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Second Language Instruction; Second Language Learning; Employment Potential; Cultural Awareness; Undergraduate Students; Intercultural Communication; Family School Relationship; Barriers; Action Research; Lesson Plans; Political Attitudes; Seminars; Program Descriptions; Language Teachers; Language Proficiency; Student Placement; Teaching Experience; English (Second Language); Study Abroad; Foreign Countries; Student Teaching; United Kingdom + Suchen Sie Ihr Suchwort? Fremdsprachenunterricht; Zweitsprachenerwerb; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Cultural identity; Kulturelle Identität; Interkulturelle Kommunikation; Projektforschung; Lesson planning; Unterrichtsplanung; Political attitude; Politische Einstellung; Seminar; Language teacher; Sprachunterricht; Language skill; Language skills; Sprachkompetenz; Schülerpraktikum; English as second language; English; Second Language; Englisch als Zweitsprache; Studies abroad; Auslandsstudium; Ausland; Teaching practice; Unterrichtspraxis; Großbritannien
Abstract	The Higher Education Academy (HEA) Embedding Employability framework lists a broad range of employability skills they have identified as being imperative to graduate success in the workplace, including "knowledge and application, self, social and cultural awareness and reflection and articulation" (HEA, 2015, diagram, n.p.). The final year Undergraduate Ambassador Scheme (UAS) module in the School of Cultures, Languages, and Area Studies, 'Communicating and Teaching Languages', delivers the majority of these skills identified as necessary for graduate employability while combining the acquisition of these with rigorous academic student outputs. While teaching as a career is not for everyone, the module provides an opportunity for final year linguists to apply their knowledge in a real-world context and offers them a testing ground for their own language skills and competencies as well as the chance to position themselves as adults in a work environment. In local inner city and county schools, they learn about the complexities of professional relationships, curriculum constraints, political agendas, and homeschool relationships while constructing and evaluating lesson plans for a range of learning needs. Supported by seminars delivered by an educationalist, the experience of the students-as-teachers can be seen to follow the same plan-act-observe-reflect cycle as is commonly used in teacher action research (Elliott, 1985; Schön, 1987). As with professional teacher action research, students are required to demonstrate "a willingness to learn about their own classrooms and a desire to develop themselves professionally" (Nixon, 1981, p. 9). This article outlines the composition of the UAS programme, its challenges, and the opportunity it provides for final year linguists to develop a range of professional competencies for their future careers. [For the complete volume, "Professional Competencies in Language Learning and Teaching," see ED595297.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01