Mención Lengua Inglesa.

Formación específica

Maestro de Educación Primaria con Mención en Lengua Inglesa

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

             curriculum areas.             

      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.

• 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.

• 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.

Agudo, M. 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).

Cameron, Lynne (2003) Teaching Languages to Young Learners. 5^th 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. 3^rd 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.

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:

National Literacy Trust: http://www.literacytrust.org.uk/

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/

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:

www.primaryresources.co.uk

www.schoolzone.co.uk

www.atozteacherstuff.com

www.teachervision.com

www.teachingideas.co.uk

www.bbc.co.uk/learning

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.

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%

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

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.

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