ENGLISH FOR YOUNG LEARNERS (INGLÉS PARA NIÑOS)

ENGLISH FOR YOUNG LEARNERS (INGLÉS PARA NIÑOS)

Grado en Maestro de Educación Infantil (Zamora)

1. Datos de la asignatura

(Fecha última modificación: 21-07-17 22:00)
Código
104900
Plan
2010
ECTS
6.00
Carácter
OPTATIVA
Curso
3
Periodicidad
Segundo Semestre
Área
FILOLOGÍA INGLESA
Departamento
Filología Inglesa
Plataforma Virtual

Campus Virtual de la Universidad de Salamanca

Datos del profesorado

Profesor
José Luis Astudillo Terradillos
Grupo/s
1
Departamento
Filología Inglesa
Área
Filología Inglesa
Centro
E.U. Magisterio de Zamora
Despacho
214
Horario de tutorías

Miércoles 8:30-14:30

URL Web
https://moodle.usal.es/
E-mail
astudi@usal.es
Teléfono
980545000 Ext. 3694

2. Sentido de la materia en el plan de estudios

Bloque formativo al que pertenece la materia.

Mención Lengua Inglesa.

Papel de la asignatura.

Formación específica

Perfil profesional.

Maestro de Educación Infantil con Mención en Lengua Inglesa

3. Recomendaciones previas

Activities in this course will be conducted in English, so students are expected to have at least a B1/B2 entry level of English according to the Common European Framework for Languages (CEFR): http://www.coe.int/T/DG4/Linguistic/CADRE_EN.asp

Students are recommended to develop their listening, speaking, reading and writing skills in English to reach at least a B2 level according to the CEFR.

4. Objetivo de la asignatura

The subject seeks to address the needs of newly or fully qualified primary teachers who want to use English as the medium of communication in the classroom. We will provide both the theoretical basis and a wide range of practical tools to enhance their pupils´ learning and their teaching effectiveness through their own use of English.

Particular emphasis will be placed on two key elements of good teaching practice:

  1. Lesson planning, classroom management, resources and activities for young learners, and
  2. Real teachers’ classroom performance in primary school settings which will be observed, analyzed, discussed and role-played.

By the end of the course the participants will be able to:

  • Situate English for Young Learners in multilingual settings
  • Introduce language awareness activities
  • Analyse, evaluate, use and adapt existing other resources on the market: textbooks, flashcards, posters, stories, songs, plays, rhymes, etc
  • Produce home / class-made materials
  • Evaluate teaching materials
  • Use ICT resources and avoid their potential abuse in the class
  • Establish cross-curricular connections and develop the intercultural dimension in language teaching
  • Use vocabulary work (pictures, murals, displays, sequences, stories, picture dictations, videos, etc)
  • Reflect on and adopt action-research approaches in the teaching practice
  • Plan lessons (using a communicative approach) and organize, carry out and assess project work
  • Manage the class and get acquainted with the layout, group dynamics, resources, discipline, class routines, etc
  • Make an effective use of classroom language (when and how to use L1 in the class, classroom English).
  • Diagnose and correct errors (oral vs. written work, immediate vs delayed correction procedures) and use context-bound evaluation techniques.

5. Contenidos

Teoría.

1. An overview of TEFL in Primary Education (Theoretical presentation)

     1.1. Introduction: The European context. Educational policies, methodological trends and new approaches. Theoretical foundations and practical applications.

     1.2. Professional development opportunities and life-long learning resources for Primary Teachers of English.

2. Teaching English in the Primary Classroom (Workshop)

      2.1. Priorities and practical considerations

      2.2. Programmes and patterns of work

3. Skill-based teaching (Theory and Practice)

      3.1. The four skills

      3.2. Integration of the four skills

4. Lesson planning (Theory and Practice)

      4.1. Types of syllabus

      4.2. Lesson plans samples

5. Microteaching presentations (Workshop)

      5.1.- Of an activity previously set by the course leader

      5.2.- Of activities chosen by the course participants

6. Individual oral presentations (Module Review)

Mini-lectures based on aspects within the following categories:

   1) Language awareness

   2) The learner, the teacher and the teaching/learning context

   3) Planning for effective teaching of young learners of English

   4) Classroom management and teaching skills for teaching English to young learners

   5) Resources and materials for teaching English to young learners

   6) Professional development for teachers of English to young learners.

6. Competencias a adquirir

Básicas / Generales.

  • DI 16/DP 27 To be able to tackle language learning in multilingual settings.
  • DP 29 To be able to design and evaluate content from the English curriculum using appropriate teaching resources, and to promote this competence among the students.
  • DI 17 To recognize and value the importance of verbal and non verbal communication in the English class.
  • DP 24 To know the teaching and learning process of the English language.
  • DI 11 To facilitate English speaking and writing skills.
  • DP28 To be able to express oneself orally and in writing in English language at least at level C1 according to the Common European Framework.
  • DI 20 To promote interest in the English language at the initial stage.
  • DP 29 To introduce English language content in the syllabus through appropriate teaching resources and to develop the relevant student competences.
  • BI 27 To become familiar with various international English as a foreign language teaching situations and strategies.

Específicas.

Specific competences that students will be able to develop on completion of this course:

  • To acquire linguistic knowledge and competence to work confidently in the Primary classroom.
  • To acquire knowledge and competence to develop activities which can promote primary students’ physical and mental engagement.
  • To acquire knowledge and competence to observe, analyse and evaluate the language of the class.
  • To acquire knowledge and competence to differentiate types of syllabus.
  • To get knowledge and competence to plan lessons for the primary class.
  • To get knowledge and competence to control phases and transitions within a lesson plan.
  • To do some basic research on specific set targets of the teaching-learning process and develop presentation skills.
  • To get knowledge and competence to produce rubrics for classroom observation and discussion.
  • To get knowledge and competence to elaborate strategies for self-instruction, critical thinking and professional development.
  • To get ICT knowledge and competence to generate teaching resources for the primary classroom
  • To get knowledge and competence in management strategies in the primary sector.
  • To develop intercultural activities which can lead to open debate but with empathy and respect to others.
  • To know the richness and complexity of the English language in this global world.

Transversales.

  • BP 11 To become familiar with the processes of interaction and communication in the classroom.
  • BP 13 To promote cooperative work and individual effort.
  • BP 17 To become familiar with innovative teaching experiences in primary education and apply them.
  • BP 19 To become familiar with basic techniques and methodologies of educational         research and be able to design innovative projects through the identification of evaluation criteria.

7. Metodologías

This course is taught through both on-line activities and through face-to-face teaching sessions. Students will be supported on-line by the teachers throughout the course. The course is based on self-study, which the student follows in their own time, working to modular deadlines.

The face-to-face sessions will be based on lectures, set readings, individual and group work, class discussion, workshop tasks, video viewing, microteaching sessions, lesson planning activities, oral presentations, case studies, and feedback on assignments. Students will participate in workshop sessions where they will be asked to design activities based on the content presented. They will become familiar with picture books, songs, rhymes, role-play activities, crafts and music games, and with their exploitation in the young learner classroom.

8. Previsión de Técnicas (Estrategias) Docentes

9. Recursos

Libros de consulta para el alumno.

Halliwell, Susan (2008) Teaching English in the Primary Classroom. 18thedition. Longman/Pearson.

Otras referencias bibliográficas, electrónicas o cualquier otro tipo de recurso.

Books:

Cameron, Lynne (2003) Teaching Languages to Young Learners. 5th edition. Cambridge: CUP.

Corbett, John (2010) Intercultural Language Activities. Cambridge: CUP.

Ellis, Gail; Brewster, Jean, and Girard Dennis (2003) The Primary English Teacher’s Guide. London: Penguin.

Gardner Gass, S. and L. Selinker (2008) Second language acquisition: an introductory course. 3rd edition. Hilldale, NJ: Laurence Erlbaum.

Ginnis, Paul (2002) The Teacher’s Toolkit. Crown House Publishing.

Graham, Carolyn (2006) Primary Resource Books for Teachers – Creating Chants and Songs. Oxford: OUP.

Harmer, Jeremy (2011). Essential Teacher Knowledge. Pearson.

Hedge, Tricia (2000) Teaching and Learning in the Language Classroom. Oxford: OUP.

House, Susan  (1997) An Introduction to Teaching English to Children. London: Richmond.

Lightbown, P. M., and N. Spada (2006) How Languages are Learned. 3rd ed. Oxford: OUP.

Linse, Caroline T. (2005) Practical English Language Teaching: Young Learners. New York: McGraw-Hill ESL/ELT.

Madrid, Daniel, and McLaren, Neil, eds. (2004) TEFL in Primary Education. Granada: Universidad de  Granada.

Moon, Jean (2005) Children Learning English. 3rd edition. Macmillan Heinemann.

Nixon, Caroline & Tomlinson, Michael. (2010) i-Primary Box. Cambridge: CUP.

Read, Carol (2007) 500 Activities for the Primary Classroom. Oxford: Macmillan Books for Teachers.

Roth, Genevieve (1998). Teaching very young children. London: Richmond.

Vale, David and Feunteun, Anne (1995) Teaching Children English: A training course for teachers of English to children. Cambridge: CUP.

Other references:

Relevant reference and self-study documents in digital format (word, pdf, ppp, video-clips, audio-tracks) will be available for students in the Studium platform.

On-line resources:

UK Department for Education publications: http://www.education.gov.uk/publications/

Lesson plans: http://www.teachingenglish.org.uk/category/content-type/lesson-plans

BBC games, songs and stories for young children: http://www.bbc.co.uk/cbeebies/

European Centre for Modern Languages: http://archive.ecml.at/

British Council for kids: http://learnenglishkids.britishcouncil.org/en/

Video resources: http://www.teachers.tv

Teaching Knowledge Test: Young Learners:

https://www.teachers.cambridgeesol.org/ts/teachingqualifications/tktyl

http://www.cambridge.org/elt/tkt/

Software for ICT support: http://www.inspiration.com/

10. Evaluación

Consideraciones generales.

Assessment will be continuous, so participation in class, regular work, attendance at classes and the completion of all classroom tasks and assignments will be compulsory.

Criterios de evaluación.

Final mark will be comprised of

   -Regular attendance and active participation: 20%

   -Written journal reflecting on each session or portfolio: 20%

   -Microteaching presentation: 20%

   -Assessment of a lesson plan: 20%

   -Mini-lecture on a course topic: 20%

Instrumentos de evaluación.

Written assignments, oral presentations and expositions; start-and-of-the-module language level testing tools; teacher, peer and self-assessment of teaching performance.

Recomendaciones para la evaluación.

Class attendance, regular involvement in the completion of tasks and intensive consultation of reference reading and other media learning and teaching materials are highly recommended.

Recomendaciones para la recuperación.

Individual suggestions and remedial action will be provided according to the linguistic and teaching profile and diagnosed weaknesses of each student.

11. Organización docente semanal