Mención de Lengua Inglesa

Formación específica

Maestro de Educación Primaria/Infantil con Mención en Lengua Inglesa.

The contents of these subjects will be mainly based on the Teaching Knowledge Test developed by Cambridge ESOL (English for Speakers of Other Languages) exams.

MODULE 1. A framework for language learning and teaching. Describing language, language skills and a background to language teaching. ELT terminology.

MODULE 2. Lesson Plans and Work Units. Selection and Use of Resources and Materials.

MODULE 3: Classroom Management. Appropriate Use of English in the Classroom, Teacher Roles, Grouping Students, Correcting Learners and Giving Feedback.

MODULE 4: Developing Receptive and Productive skills. General Principles in Teaching Receptive and Productive Skills, Stages in Listening and Reading Practice, Procedures for Listening and Reading Practice, Strategies and Activities to Develop Productive and Receptive Skills, Stages in Speaking and Writing, etc. Developing multimodal literacy in the EFL classroom for effective and meaningful communication to raise social and intercultural awareness.

• DP 28  To be able to express oneself orally and in writing in English language to at least a B1 level 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.

LINGUISTIC:

• To develop skills in listening, speaking, reading comprehension and writing in English.
• To give instructions and present activities in the foreign language classroom.
• To communicate orally in English on topics within their professional area.
• To participate in and to develop brief conversations on a one-to-one basis or in small groups, being able to express and defend personal opinions on different topics.

METHODOLOGICAL:

• To introduce students to the specific terminology that is central to English language teaching and to use suitable vocabulary for a specific context
• To introduce students to the main approaches to ELT and to reflect upon the teaching and learning process of a foreign language
• To offer students a wide range of activities and resources available to English language teachers, including both the traditional and more digitally-based ones to promote critical multimodal literacy.
• To familiarise students with materials and activities that give students the opportunity to explore the concepts that have been introduced from a theoretical perspective
• To understand the methods, strategies and techniques used in primary education and assume the role of the EFL teacher, with special attention to multicultural and multilingual contexts.
• To become familiar with classroom English and the metalanguage to work with  multimodal texts (analysing visual, aural, linguistic, spatial, gestural modes of communication).

Spratt, Pulverness and Williams (2011) The TKT Course. (2nd Edition). Cambridge University Press.

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

Books

BOWEN, T. & J. MARK (1994).Inside Teaching. Heinemann.

BULL, G. & ANSTEY, M. (2019). Elaborating Multiliteracies through Multimodal Texts. New York: Routledge.

CORBETT, J. (2010). Intercultural Language Activities. Cambridge: CUP

DOMÍNGUEZ ROMERO, E., BOBKINA, J. & STEFANOVA, S. (2019). Teaching Literature and Language Through Multimodal Texts. Hershey, PA: IGI-Global.

HOUSE, S., DURÁN. R. et al. (2011). Didáctica del inglés: Classroom Practice. Barcelona: GRAÓ.

GARTON, S. & COPLAND, F. (2019). The Routledge Handbook of Teaching English to Young Learners. New York: Routledge.

GOMEZ MORÓN, R. et al (Eds.) (2009). Pragmatics Applied to Language Teaching and Learning. Newcastle upon Tyne: Cambridge Scholars Publishing.

HARMER, J. (1998). How to Teach English. Harlow: Pearson.

HARMER, J. (2007). The Practice of English Language Teaching. Harlow: Pearson.

PAINTER, C., MARTIN, J. R., & UNSWORTH, L. (2013). Reading Visual Narratives: image analysis of children's picture books. Bristol: Equinox Publishing Limited.

SCRIVENER, J. (2005). Learning Teaching. (2nd edition) London: Heinemann.

SLATTERY, M. & WILLIS, J.  (2001). English for Primary Teachers. Oxford: OUP.

TANNER, R. et al (1998). Tasks for Teacher Education Coursebook. Harlow: Longman.

Other references

Relevant reference and self-study materials in digital format (infographics, word, pdf, ppp, videoclips, audiotracks) will be available for students in the course online platform (Studium).

Online resources

http://www.cambridge.org/elt 

https://www.teachingenglish.org.uk/

http://learnenglishkids.britishcouncil.org/en/

http://www.onestopenglish.com 

Assessment will be continuous, so participation in class, regular work and attendance at classes and tutorials will be compulsory. More than half of the final mark will be based on students’ individual and group work.

Final mark will be comprised of:

Formative assessment

• Regular attendance and active participation: 15 %
• Microteaching presentation (individual or in small groups): 20%
• Written reflection on classroom activities and tasks (portfolio): 15%

Final exam

• Test and open questions: 30%

• Oral interview: 20%

Written exams, listening practices, oral presentations and expositions, individual papers and other requirements. 

Apart from the theoretical content of the subject, students will be asked to develop strategies for ongoing self-study of the English language. Regular practice of the four skills is highly recommended. 

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