LITERATURE AND LITERACY IN EARLY ENGLISH LANGUAGE EDUCATION (LIT. Y LECTOESCRITURA EN LA EDU. T.
Doble Titulación Grado en Maestro Ed. Primaria e Infantil (Zamora)
1. Datos de la asignatura(Fecha última modificación: 07-06-21 17:38)
- Primer Semestre
- FILOLOGÍA INGLESA
- Filología Inglesa
- Plataforma Virtual
Datos del profesorado
- José Luis Astudillo Terradillos
- Filología Inglesa
- Filología Inglesa
- E.U. Magisterio de Zamora
- Horario de tutorías
- 1º cuatrimestre (online): X y J de 9 a12 horas
2º cuatrimestre (online): J y V de 11 a 13:30 horas
- URL Web
- 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.
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 provide newly qualified teachers a structured plan to help future pupils develop as readers and writers through creative activities.
By the end of the course the participants will be able to:
- Make Literacy and Literature work together in rich literate environments
- Use drama effectively in Early Language Learning
- Use poetry creatively in Early Language Learning
- Introduce fictional and information books in Early Language Learning
- Use synthetic phonics in infants and Early Primary
Introduce activities for promoting reading and writing skills at an early stage of FL learning
1. Literacy skills in English (An overview)
1.1. Factors affecting learning to read in English as a foreign language.
1.2. Starting to read and write in English as a foreign language.
2. Drama with children (Workshop)
2.1 Imaginative play to practise attitudes, skills and speech patterns.
2.2 Playing with fictional contexts to reflect on socio-cultural patterns.
3. Strategy-oriented activities for beginning readers(Workshop)
3.1. Modelling good reading behaviour to emergent readers
3.2. Guided reading at the emergent level.
4. Strategy-oriented activities for beginning writers(Workshop)
4.1. Modelled writing and guided writing.
4.2. High-order thinking prompts for writing.
4.3 Independent writing activities with real-life emphasis.
5. Using fiction to expand pupil’s personal horizons(Theory and Practice)
5.1. Using stories to develop thinking skills.
5.2. Using stories to teach children facts, concepts and skills from different
5.3 Using stories to explore, enjoy and teach about language.
5.4 Using stories to develop aspects of emotional intelligence.
6. Critical literacy through guided experiences with informational texts (Theory and practice):
6.1 Understanding informational texts through guided reading.
6.2 A support system for informational writing.
6. Competencias a adquirir
Básicas / Generales.
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 10/DP 22 To get to know the English literacy curriculum for the infant school and the reading content for the primary sector, together with acquisition and learning theories to support them.
DI 17 To recognize and value the importance of verbal and non verbal communication in the English class.
DI 19 To get to know the literature content for the infant school.
DI18/DP25 To know and be able to promote reading processes and help make good use of English reading and writing resources.
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 B2/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.
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 get knowledge and competence to use infant literature, drama techniques, storytelling, literature circles and clubs, so that it is creative and efficient for English teaching situations.
- To acquire knowledge and competence to develop activities which can promote primary students’ physical and mental engagement.
- To get knowledge and competence to plan lessons for the primary class.
- To do some basic research on specific set targets of the teaching-learning process and develop presentation skills.
- To get knowledge and competence to develop assessment strategies for literacy achievement.
- 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.
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
Libros de consulta para el alumno.
Agudo, Mª. T., González, R., Hill, E., et al (2006) Orientaciones para el desarrollo del currículo integrado hispano-británico en educación primaria: convenio M.E.C. / British Council. Madrid: Ministerio de Educación y Ciencia, Subdirección General de Información y Publicaciones (chapter 2).
Otras referencias bibliográficas, electrónicas o cualquier otro tipo de recurso.
Cameron, Lynne (2003) Teaching Languages to Young Learners. 5th edition. Cambridge: CUP.
Crosby Stull, Elizabeth (2000) Let’s Read. A Complete Month-by-Month Activities Program for Beginning Readers. San Francisco: Jossey-Bass.
Ellis, Gail; Brewster, Jean. (2002) Tell it Again! The New Storytelling Handbook for Primary Teachers. Harlow: Penguin.
Fetzer, Nancy & Rief, Sandra F. (2002) Alphabet Learning Center Activities Kit. San Francisco: Jossey-bass.
Ginnis, Sharon and Ginnis, Paul (2006) Covering the Curriculum with Stories. Crown House Publishing.
Graham, Carolyn (2006) Primary Resource Books for Teachers – Creating Chants and Songs. Oxford: OUP.
Hoyt, Linda et al. (2003) Exploring Informational Texts. Portsmouth: Heinemann.
Linse, Caroline T., (2005) Practical English Language Teaching: Young Learners. New York: McGraw-Hill ESL/ELT.
Moon, Jean (2005) Children Learning English. 3rd edition. Macmillan Heinemann.
Morpurgo, Michael (1999). Kensuke’s Kingdom. London: Egmont Press.
Nixon, Caroline & Tomlinson, Michael (2010) Primary Reading Box. Cambridge: CUP.
Phillips, Sarah (1999) Drama with Children. Oxford: OUP.
Phillips, Sarah (1993) Young Learners. Oxford: OUP.
Read, Carol (2007) 500 Activities for the Primary Classroom. Oxford: Macmillan Books for Teachers.
Readence, John E et al. (2004). Content Area Literacy. An Integrated Approach.
Dubuque(Iowa): Kendall/Hunt Publishing.
Reilly, Vanessa & Ward, Sheila M. (1997) Very Young Learners. Oxford: OUP.
Roth, Genevieve (1998). Teaching very young children. London: Richmond.
Tierney, Robert J. & Readence, John E. (2005) Reading Strategies and Practices. A Compendium. Boston: Pearson.
Vale, David and Feunteun, Anne (1995) Teaching Children English: A training course for teachers of English to children. Cambridge: CUP.
Wright, A. (2000) Creating Stories with Children. Oxford: OUP.
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.
National Literacy Trust: http://www.literacytrust.org.uk/
BBC games, songs and stories for young children: http://www.bbc.co.uk/cbeebies/
British Council for kids: http://learnenglishkids.britishcouncil.org/en/
Video resources: http://www.teachers.tv
Software for ICT support: http://www.inspiration.com/
Further on-line references:
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%
-Assessment of portfolio : 25%
-Microteaching presentation: 30%
-Mini-lecture on a course topic: 25%
Instrumentos de evaluación.
Written assignments, oral presentations and expositions, portfolio; 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.