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Máster Universitario en Enseñanza del Inglés como Lengua Extranjera Universidad de Alcalá
Curso Académico 2011/2012
Nombre de la asignatura: Código: Departamento: Área de Conocimiento: Carácter: Créditos ECTS: Cuatrimestre: Profesorado: Correo electrónico: Idioma en el que se imparte: Teaching Young Learners 200430 Filología Moderna Filología inglesa Optativa 4 2º - Teresa Fleta - Elizabeth Forster - email@example.com - Elizabeth.firstname.lastname@example.org Inglés
1. MODULE DESCRIPTION
The aim of this module is to work on effective teaching techniques to develop content and language through the medium of English. The course contains a mixture of theory and practice, which can be applied directly to Teaching English to Young Learners. The module will be supported by books, articles and by on-line and face-toface sessions.
Generic competences: - To improve the presentation of English at school, to provide young learners with quality and quantity input and to create the best teaching and learning environment. - To understand the value of interaction and of incorporating songs, picture books, rhymes, poems, crafts and games in the young learners’ classroom. - To better understand how to exploit theories such as Multiple Intelligences, Total Physical Response, Collaborative Learning and Neurological Learning with young learners. - To understand the value of formulaic language in second language learning. Specific competences: - To develop different strategies for teaching content and language through English based on recent research studies and on innovative teaching practices. - To develop topic and task-based teaching. How to choose and use songs, picture books and games to develop the skills. How to select, adapt and create materials and activities to make English accessible to young learners.
- To design activities which put all the “multiple intelligences” into play in the classroom with an emphasis on creative writing. - To learn how to stimulate the learning of formulaic language through rhythmic and musical activities and how to invent songs and chants which respond to the specific needs and language levels of the young learner. - To design activities based on the theory of Collaborative Learning with emphasis on language learning. - To work on cooperative learning techniques which will improve peer dynamics and facilitate collaborative learning.
3. MODULE CONTENTS
Units Section I: Learning English at school at an early age - Understanding how young learners learn and how young learners learn languages. Children’s language learning environments. Benefits of early exposure to English at school. Approaches to early L2 teaching. Learning across the curriculum. Immersion programmes. The adoption of CLIL to develop all skills in the Early Years. Syllabus types. - Connecting songs, chants, rhymes and poems to daily routines and transitions to learn language and content. - Story time, story-making and story telling. • Presenting English through picture books. Making the most out of them. - Hands-on activities to develop motor skills and help children become literate in EFL. Reading and writing activities. Graphic organizers and mind maps. The use of visuals. - Classroom discourse. Theory and research behind teaching techniques and learning strategies. The value of interaction in the young learners’ classroom. The roles of teachers and learners in interaction. The IRF model. Identifying interaction patterns. Credits
Section II: Learning English at school at lower primary level - Brief theoretical introduction to theories of Multiple Intelligence, Total Physical Response, Left Brain, Right Brain Learning, Formulaic Language and work with chants and songs and how to exploit and use for learning structures, vocabulary and to facilitate pronunciation. - How to use art to stimulate language and how to • combine chants and drama work to teach vocabulary and structures. - How to initiate young learners into creative writing. - How to use Formulaic Language to facilitate communicative development of young learners. - Techniques to build and strengthen healthy classroom dynamics which facilitate better peer learning possibilities through collaborative learning activities.
Class timetable Date
See class schedule on the Master’s website See class schedule on the Master’s website See class schedule on the Master’s website See class schedule, •
Unit 1: Child L2 acquisition. Linking singing and games to routines and transitions to develop oral skills. •
Activity / Assignment
The value of songs, rhymes, chants and games to teach content and language. Creating and adapting songs to daily routines and transitional times. Picture books as a powerful resource to provide little children with opportunities to develop content and listening and speaking skills. Ways of adapting and exploiting picture books and drama. Analysis of different materials and resources: making masks, puppets, charts, using props. Types and functions of graphic organizers. Analysis of interaction patterns. Brief introduction to the theories of Multiple Intelligence, Total Physical 4
• • Unit 2: Content and language teaching through children’s literature and drama. • • Unit 3: How to make use of different materials in class. Multiple uses of graphic organisers and mind maps. Classroom discourse. Unit 4: The why and the how of making optimum
but note time will be from 18:00 – 21:00
use of songs and chants with young learners.
Response, Left and Right Brain Learning, Collaborative Learning and Formulaic Language. Work with chants and songs for the learning of structures, vocabulary, stress and pronunciation of English • How to use art, music and drama to stimulate language learning and initiate young learners into creative writing. How to combine chants and drama work to teach vocabulary and structures. How to use Formulaic Language to facilitate communicative development of young learners. Practical ideas for building healthy class dynamics and examples of collaborative learning activities based on language Discussion as to how to select and prepare a topic from the three units which will result in the final assignment.
See class schedule, • but note time will be from 18:00 – 21:00
Unit 5: Using multiple intelligences to stimulate creative writing with young learners.
• See class • schedule, but note time will be from 18:00 – 21:00 Unit 6: Formulaic Language with young learners. Design and exploitation of collaborative learning activities.
4. TEACHING AND LEARNING METHODS 4.1. Student workload (100 hours)
Class contact hours Independent study Readings Assignments 18 30 20 32
4.2. Learning activities
This module is taught through both on-line activities and through face-to-face teaching sessions. During the two face-to-face week sessions, the participants will focus on children under 6 (the first week), and on 6-9 year olds (the second week). Thereafter, the course is based on self-study, which the student follows in their own time, working to modular deadlines. Students will be supported on- line by the teachers throughout the course. During the face-to-face sessions, individual and group work are expected:
- Students will become familiar with picture books, songs, rhymes, role-play activities, crafts and music games, and will learn to exploit these materials in the young learner classroom. - Students will be expected to participate in workshop sessions where they will be asked to design activities based on the content presented.
In order to complete this module, each student must successfully fulfil the following requirements: 1. Class Attendance & Participation during the two face-to-face weeks: 20%. 2. The completion of tasks and a final paper related to the topics discussed during the first week of the course and based on the materials used and analysed in class: 40%. 3. A final assignment related to the topics discussed during the second week of the course: 40%. Since much of the face-to-face sessions is dedicated to lectures, presentation of activities, elaboration of teaching materials, participation and class discussion, full attendance is considered part of the grade. Full attendance and participation means attending class each session, and completing assignments and tasks on the due dates, as well. Should a student for some reason want to opt for final assessment she/he will have to ask for permission in writing to the coordinator of the Master’s. Should permission be granted, 100% of the mark will be based on two final assignments which will have to be more extensive than those students’ who have attended regularly to compensate for the absence of class attendance and participation. Plagiarism in any of the work submitted will not be tolerated and will result in an immediate fail of the affected part of the evaluation. No resubmission will be possible. The two final assignments will be sent to the course tutors by e-mail by May 15th.
Core Books Brewster I., Ellis G., Girard D. (2003) The Primary English Teacher’s Guide. London: Penguin English. Cameron, L. (2003) Teaching Languages to Young Learners. 5th edition. Cambridge: CUP. Gardner, H. (1993) Multiple Intelligences: The Theory in Practice. New York: Basic. Gass, S. and L. Selinker (2008) Second language acquisition: an introductory course. 3rd edition. Hilldale, NJ: Laurence Erlbaum.
Graham, C. (2006) Primary Resource Books for Teachers – Creating Chants and Songs. Oxford: OUP. Halliwell, S. (2008) Teaching English in the Primary Classroom. 18th edition. Longman/Pearson. Lightbown, P. M., and N. Spada (2006) How Languages are Learned. 3rd edition. Oxford: OUP. Lyster, R. (2007): Learning and Teaching Languages Through Content: A counterbalanced approach. The Netherlands: John Benjamins Publishing Company. Moon, J. (2005) Children Learning English. 3rd edition. Macmillan Heinemann. O’Grady, W. (2005) How Children Learn Language. Cambridge: CUP. Willis, D. and J. Willis (2007) Doing Task-based Teaching. Oxford: OUP. Recommended reading A list of the recommended reading (chapters of books and articles from journals) and the course outline will be facilitated to students before the module begins.
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