LLTED200-19A (NET)

Learning and Teaching Additional Languages with Children

15 Points

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Te Kura Toi Tangata Faculty of Education
Te Hononga Curriculum and Pedagogy


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: christine.stewart@waikato.ac.nz

Placement Coordinator(s)


Student Representative(s)

Lab Technician(s)


: alistair.lamb@waikato.ac.nz

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5, 9 or 3 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
    • For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
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Paper Description

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This paper prepares Bachelor of Teaching (Primary) students to teach additional languages (other than English or Maori) in primary school settings. Students will develop a critical understanding of curriculum requirements, and several pedagogical approaches to language teaching will be examined. Students will become familiar with appropriate language teaching resources and assessment methods.

This paper provides opportunities for students to develop the skills, attributes, and knowledge related to the University of Waikato, School of Education, BTchg graduate profile and the academic rationale and goals for its teacher education programmes, particularly those that relate to the purposes, principles, practices and issues related to teaching additional languages. Students completing this paper also develop their professional knowledge, practice, values and relationships as outlined in the Graduating Teacher Standards: Aotearoa New Zealand. Specific standards identified in this paper are Standards 1, 2 and 5.

A note on language familiarity

The prescription for this paper states that while knowledge of an additional language is not required for this paper, it will be useful. The Ministry of Education has curriculum documents for Chinese, French, German, Japanese, Spanish, Samoan, Tokelauan, Tongan, Cook Island Maori and Nuiean. The first six listed have extensive MoE resources designed for Levels 1 and 2 of the curriculum. These have been specifically designed to allow for a teacher who is not familiar with the language to use with their classroom.

  • If you do have some experience of an additional language either from home or from school, you are encouraged to choose this language to focus on when it comes to the weekly tasks and assignments for this paper.
  • If you do not have any experience with an additional language, your are encouraged to choose one of the languages which have supporting MoE resources.
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Paper Structure

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Generally the lecturer will attend to queries and participate in discussion on Monday afternoons and Thursday mornings each week during semester.

If you have urgent queries which require a quick response on other days, it would be best to e-mail the lecturer at nicolad@waikato.ac.nz

Course Work

Each week the coursework comprises

  • a reading for you to reflect on and respond to, making links to your own experiences and to your classmates’ responses.
  • exploring and responding to an online resource of some kind

There are 12 weeks in which reading responses are asked of you. Contribution to the 12 weekly reading responses and the weekly tasks is compulsory and will be used in your third assignment, worth 40% of your final grade.

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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Critically examine the recent history of language learning in New Zealand primary schools
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  • Critically examine recent and current approaches, strategies and methods for teaching language
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  • Critically examine relevant language teaching curriculum documents and language teaching resources
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  • Use selected language teaching curriculum documents and language teaching resources in lesson planning
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  • Reflect extensively and critically on the question of what makes an effective language teacher both in terms of students' own language learning and teaching experience, and in terms of effective language teaching principles and theory
    Linked to the following assessments:
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There are three assessments in this paper:

Assessments 1 (20%) and 3 (40%) require critical reflection on what it is to be an effective language teacher in a New Zealand primary setting, making links to personal experience and language teaching and learning theory.

Assignment 2 (40%) relates to the planning of two language lessons for a specific level in a New Zealand primary setting.

All assessments ask for some critical reflection on and consideration of the paper research questions:

  • “What makes an effective language teacher?”
  • “What characteristics and skills do they have, and what strategies do they use?”
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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Assignment One: Short essay on Effective Language Teaching Beliefs
15 Mar 2019
5:00 PM
  • Online: Submit through Moodle
2. Assignment Two: Planning Two Language Learning Lessons
24 May 2019
5:00 PM
  • Online: Submit through Moodle
3. Assignment Three: Online Discussion and Task Contributions
  • Online: Submit through Moodle
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Required Readings

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Language Teaching Resources

The Ministry of Education has produced language teaching resources for French (Oui!), Spanish (Si!), Samoan, German (Ja!), Chinese (Mandarin) (Hao!), and Japanese (Hai!). You will need to borrow a language resource for your chosen language for the duration of the semester (renewing as needed). When you borrow it ensure that all three components are present: dvd or video, audio cd and printed material.

The titles are located in the Teaching Resource Library (near FoE) and are as follows:

Hao! (Chinese) 495.1 HAO

Oui! (French) 440 OUI

Ja! (German) 430 JA

Hai! (Japanese) 495.6 HAI

Si! (Spanish) 460 SI


In this course we will frequently refer to Maynard, Sally (2011) Teaching Modern Foreign Languages in the Primary School, New York, NY, USA: Routledge.

This book can be accessed as an ebook at http://site.ebrary.com.ezproxy.waikato.ac.nz/lib/waikato/detail.action?docID=10610123

While this text has many references to the British context, the theory and approaches to teaching covered have a great deal of relevance to New Zealand .

All other readings will be available digitally.

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Other Resources

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Online Support

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This course is taught online.

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It is expected that over the course of this paper you will complete 150 hours of work.

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Linkages to Other Papers

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Restricted papers: TEAL221

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