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Lecturer(s)
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Course content
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1: Introduction to methodology of language teaching and learning in young learner classes. Language teacher. 2: Young language learner characteristics. Language development in young learners. 3: Current approaches to teaching English to young learners. TPR. 4: Classroom management, classroom language. 5: Language systems: pronunciation, spelling. 6: Language systems: teaching grammar and vocabulary to young learners. 7: Mid-term test. Techniques and strategies of teaching grammar and vocabulary. 8: Listening with YL - role, process, principles. 9: Reading with YL - role, process, principles. 10: Selecting and developing TEYL materials and resources. Textbook evaluation. 11: Storytelling - role, process, principles, analysis. 12: Project work with young learners. 13: EFL classroom games for young learners. 14: Credit test. The extent of the face-to-face instruction: 9(8) lessons/semester
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Learning activities and teaching methods
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Practicum, E-learning, Students' self-study
- Class attendance
- 28 hours per semester
- Preparation for credit
- 20 hours per semester
- Presentation preparation (report in a foreign language)
- 23 hours per semester
- Semestral paper
- 20 hours per semester
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Learning outcomes
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The aim of the course is to acquaint students with the general principles of teaching English language to young learners. The course focuses on the characteristics of the junior high and middle school-age learner and the resulting implications for English language teaching. The principles of selecting appropriate materials for A.J. instruction are also included. Emphasis is also placed on reinforcing students' speaking and correct pronunciation, enabling quality English language classroom instruction. Students are able to study from the English TEFL/TEYL literature, summarise and evaluate information and arguments from selected sources and develop their own language skills.
Students will gain general knowledge of EFL terminology and current approaches to teaching English to young learners.
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Prerequisites
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Fully developed B2 level of English.
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Assessment methods and criteria
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Student's linguistic performance analysis, Written assignment, Test
The students are obliged to actively participate in the seminars (2 absences are allowed, 1 absence is allowed for part-time students). The students must achieve at least 70% of the total points in the credit test. Beware that the pass/fail assessment is based not only on the test results but also on fulfilling other requirements (e.g. active participation) For extra work: they must elaborate a concise summary of selected TEYL texts prepared in the online course component (Moodle). Credit tests: - midterm - final It is possible to lessen the number of tests due to the small number of contact lessons as agreed with the teachers. Microteaching + feedback on microteaching BEWARE: An oral micro-presentation will be recorded/can be replaced by a video from school teaching (teaching of English); the video will not be further used, and the recording will be deleted (unless agreed otherwise). The grading system is based on the following criteria: Practical part (50 points) - Micro-teaching 15 points: Content & creativity 5 points, Time management 5 points, Teamwork 5 points; Self-reflection and peer-feedback 15 points; Activity plan 15 points: On-time submission 5 points, Proper digital submission 5 points, Content 5 points; Attendance 5 points Theoretical part (50 points) - one chance for retake; Mid-term 25 points + Final 25 points The requirements can be changed by mutual agreement during the first sessions of the course.
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Recommended literature
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BLAND, J. Teaching English to young learners: critical issues in language teaching with 3-12 year olds. Bloomsbury Academic., 2015. ISBN 978-1-4725-8856-2.
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Cameron, L. Teaching Languages to Young Learners. Cambridge University Press, 2001.
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Ellis, G. Brewster, J. Tell it Again!. Longman, 2002.
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Halliwell, S. Teaching English in the Primary Classroom. Harlow: Longman, 1999.
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NORTON, Julie a BUCHANAN, Heather (ed.). The Routledge handbook of materials development for language teaching.. Routledge handbooks in applied linguistics. London: Routledge, Taylor & Francis Group, 2022. ISBN 978-0-8153-8257-7.
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Nuttal, C. Teaching Reading Skills in a Foreign Language. Oxford: Macmillan, 2005.
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Phillips,D et al. Projects with Young Learners. Oxford: Oxford University Press, 1999.
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PINTER, Annamaria. Teaching young language learners. Oxford. 2006.
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Scott, W.A. and Ytreberg, L.H. Teaching English to Children. New York: Longman, 1990.
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SHIN, Joan Kang a CRANDALL, Jo Ann. Teaching young learners English: from theory to practice. National Geografic learning. 2014.
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Slattery, M. and Willis, J. English for Primary Teachers.. Oxford: Oxford University Press, 2001.
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Vale, D. and Feunteum, A. Teaching Children English. Cambridge: Cambridge University Press, 1996.
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Wilson, Jeremy. How to Teach Listening. Harlow: Pearson, 2012.
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Wright, A. Storytelling with children. Oxford: Oxford University Press, 1997.
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