Degree | Type | Year |
---|---|---|
2500797 Early Childhood Education | OT | 4 |
You can view this information at the end of this document.
Minimum language requirement: CEFR B1.2.
This elective course 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.
It has two main goals: (a) to help future teachers gain knowledge, develop teaching strategies and become familiar with those tools and resources necessary to teach English efficiently in Early Childhood Education classrooms; and (b) to promote critical thinking on teaching English to very young learners.
1. Early Years Curriculum in Catalonia. Activities to promote communication and speaking skills.
2. Verbal and non-verbal communication. Language play and creativity in early foreign language learning.
3. Teaching resources: drama techniques, songs, stories, and poetry to support literacy and language development in early childhood education.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Direct instruction | 45 | 1.8 | 2, 5, 7, 8, 10, 11, 12, 13 |
Type: Supervised | |||
Teacher-student conferences | 30 | 1.2 | 2, 9, 10, 11, 12 |
Type: Autonomous | |||
Papers and activities directly related to the contents of the subject. | 75 | 3 | 2, 4, 7, 9, 10, 12, 13 |
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 | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
1 expository and reflective essay to discuss methodological issues related to the topics dealt with in class or in the course readings (individual task) | 30% | 0 | 0 | 1, 2, 4, 5, 6, 7, 11, 12 |
Attendance and active participation (individual) | 10% | 0 | 0 | 4, 6, 12 |
Designin and presenting a teaching sequence. (Group work) | 30% | 0 | 0 | 1, 2, 3, 6, 7, 8, 9, 10, 13 |
Planning and presentating four activities to teach very young children English (Pair work) | 20% | 0 | 0 | 6, 8, 9, 10, 13 |
Selecting and telling a story in class. Elaborating a reading card (individual work) | 10% | 0 | 0 | 8, 9, 13 |
All assignments are MANDATORY, as is attendance at 80% of classes. If these two premises are not met, the student will not be able to be assessed.
Students will receive feedback and their assignment grade no later than 20 working days after the submission of the assignment.
CONTINUOUS ASSESSMENT
The final mark of the subject is obtained by averaging the 5 assessment tasks mentioned in the previous section. The minimum mark for each task to average with the rest is 5.
CALENDAR
Retake session: Friday 27 June 2025 from 8:00am to 10:30am.
Only those students who have a pass mark in 3 out of the 4 evaluation tasks are allowed to participate in the retake session.
At the retake session, students can only take a maximum mark of 5 out of 10.
SINGLE ASSESSMENT
Students who opt for Single Assemment, must submit and elaborate the following tasks on 20 June 2025 from 8am to 10:30 am:
1) Writen expository text based on 3 academic texts 30%.
2) Design of a teaching sequence 40%. The proposal should be implemented in class on that same day, after the submission.
3) Presenatation of an activity based on one of these topics: TPR, Music, Classroom Routines or Arts and Crafts 10% The activity will be presented orally in class.
4) Justified selection and narration of a story 20% The activity will be presented orally in class.
Retake: Friday 27 June 2025 from 8am to 10:30am.
Only those students who have a pass mark in 3 out of the 4 evaluation tasks are allowed to participate in the retake session.
At the retake session, students can only take a maximum mark of 5 out of 10.
TO BE TAKEN INTO ACCOUNT IN ALL CASES
1) Students cannot obtain a PASS mark if their assignments are too faulty.
2) Any form of plagiarism in one of the assignments results will FAIL the course.
3) Assignments must contained references cited following the rules of APA citation style.
4) Active participation in the classroom and contribution to classroom debates is expected. Failure to meet this requirement will affect the grade of the task called "Attendance and active participation".
Álvarez, Yolanda (2022). Improving skills by playing: Trabajar las habilidades mediante actividades lúdicas. Castelló: Sar Alejadría Ediciones.
Brewster, Jean, Ellis, Gail, & Girad, Denis (New Ed. 2012). The primary English teacher’s guide. Harlow: Penguin English Guides.
Cameron, Lynne (2001). Teaching languages to young learners. Cambridge: Cambridge University Press. Available at: https://didactics-a.wikispaces.com/file/view/lynne+cameron.pdf
Dooly, Melinda, & Masats, Dolors (2015). A critical appraisal of foreign language research in CLIL, YLL and TELL in Spain (2003-2012). Language Teaching: Surveys and Studies, 48(3), 1-30.
Giannikas, Christina, McLaughlin, Lou, Fanning, Gemma, & Deutsch, Nellie (Eds.). (2015). Children learning English: From research to practice. Reading: Garnet Education.
Lightbown, Patsy M. & Spada, Nina (New Ed. 2013). How Languages are Learned. Oxford: Oxford University Press.
Masats, Dolors (2016). Recursos y materiales para aprender lenguas. In D. Masats & L. Nussbaum (Ed.), Enseñanza y aprendizaje de las lenguas extranjeras en educación secundaria obligatoria (pp. 225-251). Madrid: Síntesis.
Mitchaell-Schuitevoerder, Rosemary, & Mourao, Sandie (Eds). (2006). Teachers and young learners: Research in our Classrooms. Canterbury: IATEFL.
Mont, Maria, & Gonzalez-Acevedo, Nathaly (2019). Coding toys while learning English: Programming with veryyoung learners. In Dolors Masats, Maria Mont & Nathaly Gonzalez-Acevedo (Eds). Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century (pp. 59-65). Rothersthorpe: Paragon Publishing. DOI: https://doi.org/10.5281/zenodo.3064130
Mont, Maria, & Masats, Dolors (2018). Tips and suggestions to implement telecollaborative projects with young learners. In Melinda Dooly & Robert O’Dowd (Dirs.) In this together: Teachers’ experiences with transnational, telecollaborativelanguage learning projects (pp. 92-122). New York/Bern: Peter Lang. Gold open access.
Moon, Jayne (2000). Children Learning English. Oxford: Macmillan Heinemann.
Otto, Ana, & Corina-Pérez, Beatriz (Eds.). (2023). Handbook of CLIL in pre-primary education. Berlín: Springer.
Paran, Amos, & Watts, Eleanor (Eds). (2003). Storytelling in ELT. Whitstable: IATEFL.
Pinter, Annamaria (2006). Teaching Young Language Learners. Oxford: Oxford University Press.
Reilly, Vanessa, & Ward, Sheila M. (1997). Very Young Learners. Oxford: Oxford University Press.
Roth, Genevieve (1998). Teaching very young children. Pre-school and early primary. London: Richmond Santillana.
Schwartz, Mila (2018). Preschool bilingual education: Agency in interaction between children, teachers, and parents. Berlin: Springer.
Shin, Joan, & Crandall, Joann (2013). Teaching young learners English. Heinle & Heinle.
Torras Vila, Berta (2021). Music as a tool for foreign language learning in early childhood education and primary education. Proposing innovative CLIL music teaching approaches. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 4(1), 35- 47. https://revistes.uab.cat/clil/article/view/v4-n1-torras-vila/60-pdf-en
No special software is required to enrol in this course.
Name | Group | Language | Semester | Turn |
---|---|---|---|---|
(TE) Theory | 1 | English | second semester | morning-mixed |