ORAL COMMUNICATION IN EARLY LANGUAGE LEARNING ENVIRONMENTS (COMUNICACIÓN ORAL EN ENTORNOS DE APRENDI

ORAL COMMUNICATION IN EARLY LANGUAGE LEARNING ENVIRONMENTS (COMUNICACIÓN ORAL EN ENTORNOS DE APRENDI

Grado en Maestro de Educación Infantil (Zamora)

1. Datos de la asignatura

(Fecha última modificación: 21-07-17 22:00)
Código
104902
Plan
2010
ECTS
6.00
Carácter
OPTATIVA
Curso
4
Periodicidad
Primer 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 Primaria con Mención en Lengua Inglesa

3. Recomendaciones previas

Activities in this course will be conducted in English, so students are expected to have reached at least a B1/B2 entry level of English according to the Common European Framework of Reference 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

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

  • Teach listening and listening skills being familiar with different categories of activities for young learners.
  • Play a model role drawing knowledge from Phonetics and Phonology.
  • Make effective use of Phonics in early language learning.
  • Teach pronunciation and stress, rhythm and intonation through (action) songs, chants, rhyming pairs, tongue twisters, etc.
  • Use instructional and formulaic language in English.
  • Elaborate and develop a complete set of expressions suitable for the daily communication in the classroom context.
  • Use action games and practical activities for children conducive to improving their oral skills.
  • Diagnose and correct errors in oral production and use appropriate evaluation techniques in a Primary School environment.

5. Contenidos

Teoría.

1. The Communicative Methodology in Language Teaching and Learning.

     1.1. The Communicative Approach and Its Application in the Primary Classroom.

     1.2. Children’s Oral Skills: Needs and Goals.

     1.3. Classroom Interaction: Delivering Instruction, Soliciting Participation and Team Building.

2. English Phonetics and Phonology: Basic Ideas and Concepts.

      2.1. The Phoneme System: Vowel and Consonant Sounds.

      2.2. Phonological Units: Syllables, Words and Phrases.

      2.3. Suprasegmental Elements: Stress, Intonation and Tone.

3. Introducing Phonics to Young Learners.

      3.1. Early Spelling, Jolly phonics and Alphabet Work.

      3.2. Phonemic Awareness in the Primary School.

4. The Classroom Language and Its Use.

      4.1. Social, Personal and Organisational Use of the Language of the Classroom

      4.2. Classroom Language Samples.

5. Listening and Speaking Skills in the Primary Classroom

      5.1. Background to the Teaching of Listening and Speaking.

      5.2. Classroom Techniques and Activities.

6. Teaching Resources and Materials for Oral Practice.  

      6.1. From Visual Aids to ICT resources.

      6.2. Material Samples: Analysis and Discussion.

6. Competencias a adquirir

Básicas / Generales.

BP 11 To become familiar with the processes of interaction and communication in the classroom.

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 17 To recognize and value the importance of verbal and non verbal communication in the English classroom.

DP 24 To know the teaching and learning process of the English language.

DP 27 To be able to tackle language learning in multilingual settings.

DP 29 To introduce English language content in the syllabus through appropriate teaching resources and to develop the relevant student competences.

DI 20 To promote interest in the English language at the initial stage.

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’ oral communication and interaction.
  • To demonstrate familiarity with the basic teaching strategies for communication used in a Primary classroom context.
  • To acquire knowledge and competence to elaborate, develop and evaluate the language of the classroom.
  • To identify expectations for children’s oral language use and development.
  • To get knowledge and competence to plan lessons and activities for listening and speaking practice in the Primary classroom.
  • To do some basic research on specific set targets of the teaching-learning process and develop presentation skills.
  • To get knowledge and competence to elaborate strategies for self-instruction, critical thinking and professional development.
  • To get ICT competence to generate teaching resources and materials suitable for the Primary classroom.

Transversales.

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 designed to be taught both through on-line set readings and tasks to be accomplished individually in regular deadlines, and in weekly face-to-face sessions where lectures and practical activities will be carried out. Throughout the course, students will be provided with reading materials, recordings, videos and case studies to become familiar with the contents discussed in each thematic unit. In the face-to-face sessions, students are expected to prepare and anticipate the didactic activities presented by the teacher or by other classmates and to actively participate in them. They will also be expected to complete different tasks assigned for specific sessions, such as microteaching practices, presentations and other assignments. Ongoing self-study of the lessons contents and English language will be encouraged by the teacher who will support students online during the entire course. 

8. Previsión de Técnicas (Estrategias) Docentes

9. Recursos

Libros de consulta para el alumno.

Books:

Brown, G. and Yule, G. (1983) Teaching the Spoken Language. Cambridge: CUP.

Byrne, D. (1987) Techniques for Classroom Interaction. London: Longman.

Eke, R. and Lee, J. (2009) Using Talk Effectively in the Primary Classroom. London and New York: Routledge.

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

Grugeon et al. (2005) Teaching Speaking and Listening in the Primary School. 3rd edition. London: David Fulton Publishers.

Hughes, G. and Moate, J. (2007) Practical Classroom English. Oxford: OUP.

Jones, Deborah. (2006)Unlocking Speaking and Listening. London: David Fulton Publishers.

Johnson, K. and Morrow, K., eds. (1981) Communication in the Classroom. London: Longman.

Layton, L. and Deeny, K (2002) Sound Practice: Phonological Awareness in the Classroom. 2nd edition. London: David Fulton Publishers.

Lloyd, S. (1998) The Phonics Handbook. 3rd edition. Chigwell: Jolly Learning Ltd.

Marks, Jonathan & Bowen, Tim (2012). The Book of Pronunciation. Delta Publishing

McMahon, A. (2002) An Introduction to English Phonology. Edinburgh: Edinburgh University Press.

Nicholson, T. (2006) Phonics Handbook. London: Whurr Publishers.

Sion, Chris. (2001) Creating conversation in Class. London: Delta Publishing.

Slattery, M. and Willis, J. (2001) English for Primary Teachers. Oxford: OUP.

Turnbull, M. and Dailey-O’Cain, J., eds. (2009) First Language Use in Second and Foreign Language Learning. Bristol: Multilingual Matters.

Westwood, P. (2008) What Teachers Need to Know About Spelling. Camberwell, Vic.: ACER Press.

Willis, J. (1999) Teaching English Through English. London: Longman.

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

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.

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.

Grading criteria will be distributed as follows:

  • Regular attendance and active participation: 20%
  • Oral/Written test on phonological competence: 25%
  • Class presentation (individual or in small groups) on a course topic: 25%
  • Microteaching presentation: 30%

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 and active participation, 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