Degree | Type | Year | Semester |
---|---|---|---|
2500797 Early Childhood Education | OT | 4 | 0 |
Language requirement: minimum CEFR B2
This elective subject aims at providing an introduction to teaching and learning a foreign language in pre-primary education. It is a key subject for those student teachers who plan to teach a foreign language in the future.
1. Foreign language and school linguistic project in a context of plurilingualism.
2. Teaching/learning a foreign language in early childhood education.
2.1 Approaching the teaching and learning of a foreign language (FL). Theoretical basis.
2.2 Characteristics and development of children. Their methodological implications in the FL class.
3. Effective communication in the FL class.
4 Analysing what is in a FL class. Planning and assessing.
4.1 Project work.
4.2 Storytelling in the FL class
4.3.The role of music in the FL class
4.4 The role of games in the FL class
4.5. Activities and resources and how to use them in the FL class
4.6. Classroom management: space, time, materials and interaction.
4.7. The use of ICT and the IWB
4.8. Assessment in the FL class: tools.
5. The classroom, a learning space:
5.1 Classroom organization.
5.2 Classroom displays.
5.3 Classroom library and reading corner.
6. Strategies for professional development as a FL teacher in infant education.
The starting points for training activities in this subject are the observation, analysis and experimentation (individually, in pairs and/or in groups ) of real class situations; infants' needs and interesting teaching proposals.
Outstanding issues in this subject are: developing personal initiative and creativity; learning to communicate with voice and body and developing cooperative work as a means to build the best teaching approach in the very young learners class.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Direct instruction | 45 | 1.8 | 11, 2, 9, 13, 1, 10, 4, 6, 7 |
Type: Supervised | |||
Teacher-student conferences | 30 | 1.2 | 11, 8, 9, 1, 10, 6 |
Type: Autonomous | |||
Papers and activities directly related to the contents of the subject. | 75 | 3 | 11, 2, 8, 9, 13, 12, 1, 3, 4, 6, 7, 5 |
EVALUATION
Attendance is compulsory. Absenteeism higher than 20% for whatever causes will automatically result in failing the course.
Active participation in the sessions is a requirement.
Students must use English at the level described in prerequisites in all evaluation activities.
ASSESSMENT TASKS
Tasks |
Date |
Assignment delivery |
Planning and presentation in groups of a teaching unit.
|
14 May 2020
|
Moodle Oral presentation in class |
Planning in pairs and presentation of activities to teach English in infant education
|
19 March 2020 |
Moodle Oral presentation in class |
Self-assessment questionnaire (individual)
|
11 June 2020 |
Moodle |
Test: demonstrating critical knowledge (theoretical and applied) of the contents of the subject (Individual)
|
28 May 2020 |
Formal on- campus examination sitting
|
Test (second chance)
|
11 June 2020 |
Formal on- campus examination sitting |
FINAL MARK: The final mark is the weighted average of all assessment tasks. A weighted average WILL NOT BE AWARDED under certain conditions: A) to obtain a 'pass' in the course the student must obtain a 'pass' in each one of the assessment tasks. B) If grades in individual tasks (e.g. tests) are considerably lower than marks in team tasks, the average will not be automatically awarded.
CHEATING AND PLAGIARISM: In accordance with UAB regulations, plagiarism or copying of any individual or group paper will be penalised with a mark of 0 for that paper, without any possibility of a re-sit. During the completion of a paper or the individual exam in class, if the teacher has reason to believe that a student is trying to copy or s/he discovers any kind of non-authorised document or device, the student involved will obtain a mark of 0, without any possibility to re-sit. A paper or test will be consideredas plagiarism when a chunk of text of four words or longer authored by another person (another student, scholar, webpage, etc.) without citingthe source according to academic norms. (Further information available at: http://wuster.uab.es/web_argumenta_obert/unit_20/sot_2_01.html).
CLAIMS REGARDING GRADES: Claims regarding grades awarded on different assessment tasks will be presented using the form that will be provided in a timely manner.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Planning and presentation in groups of a teaching unit. | 30% | 0 | 0 | 8, 9, 13, 12, 1, 6, 7, 5 |
Planning in pairs and presentation of activities to teach English in infant education | 15% | 0 | 0 | 8, 9, 13, 12, 6, 7, 5 |
Self-assessment questionnaire: participation, work done and competencies achieved. | 15% | 0 | 0 | 11, 1, 3, 4, 7, 5 |
Test: demonstrating critical knowledge (theoretical and applied) of the contents of the subject | 40% | 0 | 0 | 11, 2, 12, 1, 10, 3, 4, 7, 5 |
Brewster, J. et al. (New ed. 2002). The Primary English Teacher’s Guide. Harlow: Penguin English Guides.
Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: CambridgeUniversity Press.
Dooly, M. (2008). Exploring new horizons – young learners and multiple intelligences. Introduction. In M.Dooly & D. Eastment (Eds.) How we’re going about it. Teachers’ voices on innovative approaches to teaching and learning languages (pp. 243-250). Newcastle upon Tyne: Cambridge Scholars Publishing.
Dooly, M.; Ellermann, C. (2008). Engaging young learners in online, intercultural learning: The MICaLL project. In M. Dooly & D. Eastment (Eds.) “How we’re going about it.” Teachers’ voices on innovative approaches to teaching and learning languages (pp. 177-186). Newcastle upon Tyne: Cambridge Scholars Publishing.
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Mitchaell-Schuitevoerder, R.; Mourao, S. (eds). (2006). Teachers and Young Learners: Research in our Classrooms. Canterbury: IATEFL
Moon, J. (2000). Children Learning English. Oxford: Macmillan Heinemann
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Pinter, A. (2006). Teaching Young Language Learners. Oxford: OxfordUniversity Press.
Reilly, T.; Ward, M. (1997). Very Young Learners. Oxford: OxfordUniversity Press.
Rose, C.; Dryden, G. (2005). Learning Fundamentals. London: Greenwich Editions.
Roth, G. (1998).Teaching Very Young Children. Pre-school and Early Primary. London: Richmond Santillana.
Slattery, M.; Willis, J. (2001). English for Primary Teachers. Oxford: OxfordUniversity Press.
https://www.theguardian.com/education/earlyyearseducation
https://www.teachingenglish.org.uk/article/circle-games
https://global.cbeebies.com
https://edexcellence.net/commentary/education-gadfly-daily/flypaper/2012/the-kindergarten-canon.html