• 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.
  DP 28 To be able to express oneself orally and in writing in the 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

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, analyze, and evaluate the language of the class.

· To acquire knowledge and competence to differentiate types of syllabi.

· 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.

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.

1. English in Multilingual & Intercultural Contexts
2. Materials & Resource Evaluation
3. Storytelling, Songs & Rhymes
4. Visual & ICT Resources
5. Cross curricular Projects
6. Creative Material Design
7. Final Portfolio & Teaching Presentation

1. Analyze textbooks and multilingual strategies in ECE and Primary
2. Compare commercial and class-made materials for both age groups
3. Create and adapt stories and chants for Infant and Primary
4. Workshop with tools for TEYL
5. Create one full cross curricular unit (ECE or Primary)
6. Create full sets: story cards, posters, board games, puppets
7. Present a materials portfolio and mini teaching demo

Cameron, L. (2003). Teaching languages to young learners. Cambridge University Press.
Corbett, J. (2010). Intercultural language activities. Cambridge University Press.
Ellis, G., Brewster, J., & Girard, D. (2003). The primary English teacher’s guide. Penguin Books.
Garton, S., & Copland, F. (Eds.). (2022). The Routledge handbook of teaching English to young learners. Routledge.
Graham, C. (2006). Creating chants and songs. Oxford University Press.

Harmer, J. (2011). Essential teacher knowledge: Core concepts in English language teaching. Pearson Education.
Hedge, T. (2000). Teaching and learning in the language classroom. Oxford University Press.
Lightbown, P. M., & Spada, N. (2006). How languages are learned (3rd ed.). Oxford University Press.
Linse, C. T. (2005). Practical English language teaching: Young learners. McGraw-Hill.
Madrid, D., & McLaren, N. (Eds.). (2004). TEFL in primary education. Universidad de Granada.
Moon, J. (2005). Children learning English. Macmillan Education.
Nixon, C., & Tomlinson, M. (2010). Primary box. Cambridge University Press.
Pinter, A. (2017). Teaching young language learners (2nd ed.). Oxford University Press.
Read, C. (2007). 500 activities for the primary classroom. Macmillan Education.
Roth, G. (1998). Teaching very young children. Richmond Publishing.
Vale, D., & Feunteun, A. (1995). Teaching children English: A training course for teachers of English to children. Cambridge University Press.

Council of Europe. (2020). Common European Framework of Reference for Languages: Companion volume with new descriptors. Council of Europe Publishing. https://www.coe.int/en/web/common-european-framework-reference-languages

British Council Learn English Kids: https://learnenglishkids.britishcouncil.org/en/

BBC CBeebies – Stories, songs, games: https://www.bbc.co.uk/cbeebies/

TeachingEnglish – Games and songs for young learners: https://www.teachingenglish.org.uk/teaching-resources/teaching-primary

ESL Kids World – Flashcards, printables, song activities: https://www.eslkidsworld.com/

ESL Phonics World – Free phonics printables: https://www.eslphonicsworld.com/ 

European Centre for Modern Languages: https://www.ecml.at/en/Resources/ECMLresources

Additional resources will be shared in class.

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. 3^rd 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. 3^rd 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/

Grading criteria will be distributed as follows:

• Regular attendance and active participation: 10%

• Individual assessments: 30%

• Group presentation: 20%

• Final portfolio: 40%

Written assignments, oral presentations and expositions; assessment of presentation performance.

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

The course is designed for continuous assessment based on participation, collaboration, and applied projects. However, students who cannot attend regularly due to justified reasons may request, during the first week of class, to be evaluated through a final comprehensive exam that covers both theory and applied teaching skills. Students who do not pass the continuous assessment will also be required to take the final exam during the official resit period (segunda convocatoria).