Mención de Lengua Inglesa

Formación específica

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

1.Teaching English through topics:

• Myself.
• I go to school.
• Our homes and families.
• People who help us.
• We go shopping for food.
• Transport.
• Festivals.
• Summer.
• Autumn.
• Winter.
• Spring.
• Animals.
• Traditional Fairytales.

2. Developing social skills:

• Class routines.
• Greetings and goodbyes.
• Feelings.
• Personal hygiene and health.
• Behaviour patterns.
• Sharing and participating.
• Showing respect.

3. Literacy skills in the infant years.

• Storytelling.
• Choosing books and involving children in reading and writing.
• Development of decoding skills.

4. Maths skills:

• Number.
• Measurement, shape, time, position and movement.

5. Knowledge and understanding of the world:

• Observe and explore colours in the environment.
• Explore materials in the environment.
• Explore properties of sound and pitch.
• Develop an awareness of ourselves.
• Develop an awareness of ourselves and others in the environment.
• Observe and explore living things in the environment.

6. Drawing the four strands together in a topic web.

• 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  the English language at least at level B2 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.

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 Infant and Early Stages Primary classroom.

• To acquire knowledge and competence to develop activities which can promote infant and early stages primary students’ oral communication and interaction.
• To demonstrate familiarity with the basic teaching strategies for communication used in an Infant and Early Stages Primary classroom context.

• 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 Infant and Early Stages 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 Infant and Early Stages Primary 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, Mª Teresa et al. (2006) Orientaciones para el desarrollo del currículo integrado hispano-británico en educación infantil. Madrid: Instituto Superior de Formación del Profesorado.

Books:

Cameron, Lynne (2003) Teaching Languages to Young Learners. 5^th edition. Cambridge: CUP.

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. 3^rd edition. London: David Fulton Publishers.

House, Susan  (1997) An Introduction to Teaching English to Children.

London: Richmond.

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. 2^nd edition. London: David Fulton Publishers.

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

Moon, Jean (2005) Children Learning English. 3^rd edition. Macmillan Heinemann.

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

Rábano Llamas M:F: & García Esteban, Soraya. (2015) Inglés para el Grado en Magisterio de Educación Infantil. Alcalá de Henares: Servicio de Publicaciones UAH.

Roth, Genevieve (1998). Teaching very young children. London: Richmond.

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

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

Other references:

• Fiction and non-fiction resources for each topic (stories, songs, video and others) will be either provided in class or announced by the teacher so that the student can buy them.
• 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.

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.

Grading criteria will be distributed as follows:

• Regular attendance and active participation: 20%
• Planning and elaboration of topic webs : 30%
• Class presentation (individual or in small groups) on a course topic: 25%
• Assessment of a lesson plan: 25% 

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

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.

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