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 the English language in pre-primary education. It is a key subject for those student teachers who plan to teach English in the future.
1.English language and school linguistic project in a context of plurilingualism.
2. Teaching/learning English in early childhood education.
2.1 Approaching the teaching and learning of English. Theoretical basis.
2.2 Characteristics and development of children. Their methodological implications in the English class.
3. Effective communication in the English class.
4 Analysing what is in the English class. Planning and assessing.
4.1 Project work.
4.2 Storytelling in the English class
4.3.The role of music in the English class
4.4 The role of games and puppets in the English class
4.5. Activities and resources and how to use them in the English class
4.6. Classroom management: space, time, materials and interaction.
4.7. The use of ICT to teach and learn English
4.8. Assessment in the FL class: estrategies, resources and 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 an English 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.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Direct instruction | 45 | 1.8 | 12, 2, 10, 13, 11, 5, 7, 8 |
Type: Supervised | |||
Teacher-student conferences | 30 | 1.2 | 12, 2, 9, 10, 11 |
Type: Autonomous | |||
Papers and activities directly related to the contents of the subject. | 75 | 3 | 12, 2, 9, 10, 13, 4, 7 |
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. (Group work) Cannot be retaken
|
11 May 2022
|
Moodle Oral presentation in class |
Planning in pairs and presentation of activities to teach English in infant education (pair work) Cannot be retaken
|
16 March 2022 |
Moodle Oral presentation in class |
Self-assessment questionnaire (individual) Cannot be retaken
|
8 June 2022 |
Moodle |
Test: demonstrating critical knowledge (theoretical and applied) of the contents of thesubject (Individual) Can be retaken
|
1 June 2022 |
Formal on- campus examination sitting
|
Test (second chance) (individual)
|
15 June 2022 |
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 oftext 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. (group work) | 30% | 0 | 0 | 2, 3, 9, 10, 13, 1, 7, 8, 6 |
Planning in pairs and presentation of activities to teach English in infant education (pair work) | 15% | 0 | 0 | 9, 10, 13, 8, 6 |
Self-assessment questionnaire: participation, work done and competencies achieved. (individual) | 15% | 0 | 0 | 12, 4, 6 |
Test: demonstrating critical knowledge (theoretical and applied) of the contents of the subject (individual) Two sittings | 40% | 0 | 0 | 12, 2, 1, 11, 4, 5, 7, 6 |
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.
Ellis, G. (ed). (2004). Year of the Young Learner. ELT Journal. Oxford: OxfordUniversity Press
Fisher, J. (2002). Starting from the Child. Buckingham: Open University Press.
Giannikas,C; McLaughlin, LFanning, G, and Deutsch, N (eds) (2015). children Learning English: From Research to Practice. Reading: Garnet Education.
Lightbown, P.; Spada, N. (new ed. 2006). How Languages are Learned. Oxford: OxfordUniversity Press.
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
Paran, A.; Watts, E. (eds). (2003). Storytelling in ELT. Whitstable: IATEFL
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
Web 2.0 tools and Google apps will be used.