Mención de Lengua Inglesa

Formación específica

Maestro de Educación Infantil con Mención en Lengua Inglesa
 

1. The Communicative Methodology in Language Teaching and Learning.
   1. The Communicative Approach and Its Application in the Primary Classroom.
   2. Children’s Oral Skills: Needs and Goals.
   3. Classroom Interaction: Delivering Instruction, Soliciting Participation and Team Building.
2. English Phonetics and Phonology: Basic Ideas and Concepts.
   1. The Phoneme System: Vowel and Consonant Sounds.
   2. Phonological Units: Syllables, Words and Phrases.
   3. Suprasegmental Elements: Stress, Intonation and Tone.
3. Introducing Phonics to Young Learners.
   1. Early Spelling, Jolly phonics and Alphabet Work.
   2. Phonemic Awareness in the Primary School
4. Listening Skills in the Primary Classroom
   1. Background to the Teaching of Listening
   2. Classroom Techniques and Activities.
5. Speaking Skills in the Primary Classroom
   1. Background to the Teaching of Speaking
   2. Classroom Techniques and Activities.
6. The Classroom Language and Its Use.
   1. Social, Personal and Organisational Use of the Language of the Classroom
   2. Classroom Language Samples.
7. Teaching Resources and Materials for Oral Practice.
   1. From Visual Aids to ICT resources.
   2. Material Samples: Analysis and Discussion

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 English language at least at level C1 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 Primary classroom.
• To  acquire  knowledge  and  competence  to  develop  activities  which  can promote primary students’ oral communication and interaction.
• To    demonstrate     familiarity     with    the    basic     teaching     strategies     for communication used in a Primary classroom context.
• To acquire knowledge and competence to elaborate, develop and evaluate the language of the classroom.
• 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 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 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.

Books:

Brown, G. and Yule, G. (1983) Teaching the Spoken Language. Cambridge: CUP. Byrne, D. (1987) Techniques for Classroom Interaction. London: Longman.

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. 3rd edition. London: David Fulton Publishers.

Harmer,  Jeremy 2008: The  Practice  of  English  Language  Teaching.  Harlow: Pearson Longman

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. 2nd edition. London: David Fulton Publishers.

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

McMahon, A. (2002) An Introduction to English Phonology. Edinburgh: Edinburgh University Press.

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

Scrivener,  Jim  2004: Learning  Teaching.  A  Guidebook  for  English  Language Teachers. Oxford: Macmillan.

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

Slattery, M. and Willis, J. (2001) English for Primary Teachers. Oxford: OUP. Turnbull, M. and Dailey-O’Cain, J., eds. (2009) First Language Use in Second and Foreign Language Learning. Bristol: Multilingual Matters.

Westwood, P. (2008) What Teachers Need to Know About Spelling. Camberwell, Vic.: ACER Press.

Willis, J. (1999) Teaching English Through English. London: Longman.

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. A final test will be conducted

Grading criteria will be distributed as follows:

Regular attendance and active participation: 10%

Oral/Written final test: 25%

Group presentation on a course topic: 25%

Essays and class assignments: 40%

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

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 and teaching profile and diagnosed weaknesses of each student