Mención: Lengua Extranjera Inglés (Resolución de 7 de julio de 2011, de la Universidad de Salamanca, por la que se publica el Plan de estudios de Graduado o Graduada en Maestro en Educación Infantil. BOCYL Núm. 140, miércoles 20 de julio de 2011).

Formación específica

Maestro de Educación Infantil Mención: Lengua Extranjera Inglés

1. An overview of TEFL in Primary Education (Theoretical presentation)
   1. Introduction: The European context. Educational policies, methodological trends and new approaches. Theoretical foundations and practical applications.
   2. Professional development opportunities and life-long learning resources for Primary Teachers of English.
2. Teaching English in the Primary Classroom (Workshop)
   1. Priorities and practical considerations
   2. Programmes and patterns of work
3. Skill-based teaching (Theory and Practice)
   1. The four skills
   2. Integration of the four skills
4. Lesson planning (Theory and Practice)
   1. Types of syllabus
   2. Lesson plans samples
5. Microteaching presentations (Workshop)
   1. Of an activity previously set by the course leader
   2. Of activities chosen by the course participants
6. Individual oral presentations (Module Review)

Mini-lectures based on aspects within the following categories:

1. Language awareness
2. The learner, the teacher and the teaching/learning context
3. Planning for effective teaching of young learners of English
4. Classroom management and teaching skills for teaching English to young learners
5. Resources and materials for teaching English to young learners
6. Professional development for teachers of English to young learners

-    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.
·    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 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,  analyse  and  evaluate  the language of the class.

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

· 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.

Halliwell,   Susan   (2008) Teaching   English   in   the   Primary   Classroom.   18thedition. Longman/Pearson

    Books:
Cameron, Lynne (2003) Teaching Languages to Young Learners. 5th  edition. Cambridge: CUP.
Corbett, John (2010) Intercultural Language Activities. Cambridge: CUP.
Ellis, Gail; Brewster, Jean, and Girard Dennis (2003) The Primary English Teacher’s Guide.
London: Penguin.
Gardner  Gass,  S. and  L.  Selinker  (2008)  Second  language  acquisition: an  introductory course. 3rd edition. Hilldale, NJ: Laurence Erlbaum.
Ginnis, Paul (2002) The Teacher’s Toolkit. Crown House Publishing.
Graham, Carolyn (2006)  Primary Resource Books for Teachers – Creating Chants and Songs. Oxford: OUP.
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. 3rd 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. 3rd 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:

DfE   publications:   https://www.gov.uk/government/collections/statutory-guidance-schools 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.proteachersvideo.com/Home.aspx 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/

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%

-Written journal reflecting on each session or portfolio: 20%

-Microteaching presentation: 20%

-Assessment of a lesson plan: 20%

-Mini-lecture on a course topic: 20%

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, 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.