Course code: 311608 | Subject title: FOREIGN LANGUAGE DIDACTICS IN EARLY CHILDHOOD EDUCATION: ENGLISH | ||||
Credits: 6 | Type of subject: Mandatory | Year: 3 | Period: 2º S | ||
Department: | |||||
Lecturers: | |||||
FRAILE GARCIA, JAVIER (Resp) [Mentoring ] |
- Development of a critical position about the efficiency degree of the different English teaching-learning methods, resources and strategies.
- Revision and application of the main theories and approaches to create an EFL curriculum which is open and flexible so as to satisfy pupils´ needs taking also into account the Educational Curriculum from Navarre and the principles in the Common European Framework of Reference for Languages.
Theoretical-practical contents for English teaching and learning in Primary and Early Childhood: principles, methods, didactic resources and use of materials.
Basic Proficiencies
BP2 - Students know how to apply their knowledge to their work or vocation in a professional manner and possess skills which are usually demonstrated by developing and defending arguments and resolving problems in their area of study.
BP4 - Students are able to transmit information, ideas, problems and solutions to both specialist and non-specialist audiences.
BP5 - Students have developed those learning skills required in order to undertake further studies with a considerable degree of self-reliance.
General Proficiencies
GP1 - To be familiar with the curricular areas of Primary and Early Childhood Education, the interdisciplinary relationship between them, the evaluation criteria and the body of didactic knowledge involved in the respective teaching and learning procedures.
GP2 - To design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and school professionals.
GP3 - To address language learning situations effectively in contexts of diversity which are multicultural and multilingual. To encourage reading and the critical commentary of texts from the different scientific and cultural fields found in the school curriculum.
GP8 -To maintain a critical, independent relationship with respect to knowledge, values and social institutions, both private and public.
GP10 - To reflect on classroom practices in order to innovate and improve teaching. To acquire habits and skills for autonomous and cooperative learning, and promote it among schoolchildren.
GP11 - To be familiar with Information and Communication Technology, and apply it in the classroom. To distinguish the audiovisual information which contributes to learning, civic education and cultural richness in a selective manner.
GP12 - To understand the function, possibilities and limits of education in today's society and the core competences which affect primary schools and the professionals who belong to them. To be familiar with quality improvement models as applicable to education centres.
Transverse Proficiencies
TP2 - To demonstrate a level of competence in English equivalent to the B2 level of the Council of Europe¿s Common European Framework of Reference for Languages.
SP1 - To be familiar with the objectives, curricular content, meaning of the areas and organisation, methodology and evaluation criteria of Primary and Early Childhood Education.
SP2 - To design, plan and evaluate teaching and learning processes with other professionals according to interdisciplinary and disciplinary criteria.
SP3 - To encourage reading and the critical commentary of texts from the different scientific and cultural fields. To express themselves correctly both orally and in writing, and to master language learning situations in contexts of diversity.
SP4 - To design and regulate learning spaces in contexts of diversity which are multicultural and multilingual. To attend to the unique needs of schoolchildren, gender equality, fairness, respect and human rights.
SP8 -To maintain a critical, independent relationship with respect to knowledge, values and the institutions involved in education.
SP11 - To be familiar with the educational implications of Information and Communication Technology.
SP12 - To organise actively the processes of teaching and learning the contents of Primary and Early Childhood Education from a perspective of skills development. To be familiar with quality improvement models.
The learning outcomes refer to the proficiencies that the student will acquire in the subject. There are three levels:
- Optimum: Acquisition of 100% of proficiencies, dominating at least 75% of them
- Medium: Acquisition of most of the proficiencies, dominating those skills that contribute to the specific proficiencies of the grade
- Deficient: Poor acquisition of skills that contribute to the specific proficiencies of the grade
A student will get a pass ("APTO") grade if the learning level is optimum or medium.
In this subject the learning outcomes (RA) are defined as follows:
Learning outcomes |
LO1. Students will be able to participate in classroom activities and will show an appropriate attitude. |
LO2. Students will be able to develop a critical position against methodologies, resources and strategies of learning English. |
LO3. The students will be able to elaborate a didactic project based on the methodologies, resources and strategies of learning of English. |
Teaching methods
Code | Description |
TM1 | Lecture with full attendance |
TM2 | Interaction in large group |
TM3 | Interaction in medium-sized group |
TM4 | Interaction in small group |
TM4 | Individualised interaction: tasks and guidelines for autonomous study |
Learning activities
Code | Description | Hours | Attendance |
LA1 | Theory classes (foundation, examples, proven applications and developments) | 45 | 100 |
LA2 | Practical classes or, in the event, practical experience (in the field) | 15 | 100 |
LA3 | Preparation of papers and oral defence | 30 | 10 |
LA4 | Self-study | 50 | 0 |
LA5 | Tutorials | 5 | 100 |
LA6 | Oral or written exams | 5 | 100 |
Learning outcomes | Description | (%) | Recoverable (%) |
LO1. Students will be able to participate in classroom activities and will show an appropriate attitude. | Attendance and participation in class or, where appropriate, in a school | 15 | No |
LO2. Students will be able to develop a critical position against methodologies, resources and strategies of learning English. | Exam (Units 1-6) | 55 | Si |
LO3. The students will be able to elaborate a didactic project based on the methodologies, resources and strategies of learning of English. | Project (Units 1-9) | 30 | Si |
TOTAL | 100% | 85% |
Introduction: Fundamental Concepts in English Learning and Teaching
Unit 1: Young Learners
1.1 Describing young learners
1.2 Teaching young learners in a foreign language classroom
Unit 2 Background to Language Teaching Methodology
2.1 How people learn languages (Parts 1 and 2)
2.2 characteristics
2.3 Motivation
Unit 3 Introducing Literacy in the EFL class
3.1 Defining literacy
3.2 Why literacy in the EFL classroom?
3.3 Phonics: Analytic vs. Synthetic
Unit 4 Teaching Language
4.1 Introducing new language (Parts 1 and 2)
4.2 Repetition and drilling
4.3 Practising new language (Parts 1, 2 and 3)
Unit 5 Teaching Language Skills
5.1 Teaching speaking
5.2 Young learner speaking
5.3 Correcting speaking (Parts 1 and 2)
5.4 Teaching reading (Parts 1, 2 and 3)
5.5 Young learner reading
5.6 Teaching writing (Parts 1 and 2)
5.7 Young learner writing
5.8 Teaching listening (Parts 1, 2 and 3)
5.9 Young learner listening
Unit 6 Planning and Assessment
6.1 Planning lessons
6.2 Planning sequences
6.3 Topics and themes
6.4 Assessment and testing
6.5 Test items and how to teach them
6.6 Assessing young learners
Unit 7 Drama, Music, Games and Poetry
7.1 Using music and drama
7.2 Movement, games and special friends
7.3 Using poetry
7.4 Chants, rhymes and songs
7.5 Language teaching with young learners
Unit 8 Using Technology
8.1 Classroom technology (Parts 1, 2 and 3)
Unit 9 Content and Language Integrated Learning
9.1 Introducing CLIL
9.2 The language of CLIL
9.3 Planning CLIL
9.4 Assessing CLIL
Access the bibliography that your professor has requested from the Library.
Coursebook: Harmer, J. (2012). Essential Teacher Knowledge. Harlow: Pearson. ISBN-10: 1408268043; ISBN-13: 978-1408268049
11.1 Basic
Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford: O.U.P.
Harmer, J. (2007). How to Teach English. London: Longman.
House, S. (1997). An Introduction to Teaching English to Children. London: Richmond.
Ioannou-Georgiou, S. and P. Pavlou . (2003). Assessing Young Learners. Oxford: O.U.P.
Lázaro Ibarrola, A. (2007). Enseñanza de la lectura a través de phonics en el aula de Lengua Extranjera en Educación Primaria. Porta Linguarum, 8, 153-163. Retrieved from http://www.ugr.es/~portalin/articulos/PL_numero8/9-AMPARO%20LAZARO.pdf
Murphy, V. & Evangelou, M. (2016). Early Childhood Education in English for Speakers of Other Languages. London, UK: British Council.
Murray, N. (2012). Writing Essays in English Language and Linguistics. Cambridge: C.U.P.
Phillips, D. (1999). Projects with Young Learners. Oxford: O.U.P.
Phillips, S. (1993). Young Learners. Resource Books for Teachers. Oxford: O.U.P.
Phillips, S. (1999). Drama with Children. Oxford: O.U.P.
Read, C. (2007). 500 Activities for the Primary Classroom: Oxford: Macmillan.
Roothooft, H. (2015). English methodology for preschool teachers: Introduction. [class notes]. Atzerriko hizkuntzaren didaktika haur hezkuntzan: ingelesa. Department of Philology and Language Didactics, Public University of Navarra, Pamplona, Navarra
Wright, A. (1995). Storytelling with Children. Oxford: OUP
Wright, A. (2001). Arts and Crafts with Children. Oxford: OUP
11.2 Complementary
Baxter, A. (1999). Evaluating your Students. Richmond Handbooks for Teachers. London: Richmond.
Brewster, J., G. Ellis and D. Girard (2004). The Primary English Teacher¿s Guide. London: Penguin English.
Brumfit, C., Moon, J. and R. Tongue (eds.). (1994). Teaching English to Children. London: Nelson.
Burwood, S., H. Dunford and D. Phillips (1999). Projects with Young Learners. Oxford: O.U.P.
Byrne, D. (1997). Teaching Oral English. Harlow: Longman.
Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: C.U.P.
Cant, A. and W. Superfine. (2000). Developing Resources for Primary. London: Richmond.
Cohen, A.D. and E. Macaro. (2007). Language Learner Strategies: Thirty Years of Research and Practice. Oxford: O.U.P.
Daff, A., and C. Jones (1997). Language in Use. Cambridge: C.U.P.
Dujmovic, M. (2006). Storytelling as a method of EFL teaching. UDK: 371.3:811.111¿26
EarlyChildhoodVideos. (2013 January). Supporting English Language Learners in the Preschool Classroom [video file]. Youtube. Retrieved from: https://youtu.be/09PrmLppQ1A
Emotion Feelings clipart (2016). Colorful emotions. Retrieved from: http://www.clipartkid.com/emotion-faces-cliparts/
Estaire, S. and J. Zanon (1994). Planning Classwork: A Task Based Approach. Oxford: Heinemann.
Fagan, T. (2011). Learning, Teaching and ICTs: an Early Childhood perspective. In M.
Koehler & P. Mishra (Eds.), Proceedings of Society for Information Technology &
Teacher Education International Conference 2011 (pp. 2954-2960). Chesapeake, VA:
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Genesee, F. (2016). Rethinking early childhood education for English language learners: the role of language. In V. Murphy & Evangelou (Eds.), Early Childhood Education in English for Speakers of Other Languages (pp. 21-42). London, Uk: British Council.
Gillen, G. (2003). The Language of Children. London: Routledge.
Grenfell, M. (1998). Training Teachers in Practice. Clevendon: Multilingual Matters.
Halliwell, S. (2000). Teaching English in the Primary Classroom. London: Longman.
Harmer, J. (2003). The Practice of English Language Teaching. London: Longman.
Harmer, J. (2004). How to Teach Writing. London: Longman.
Harmer, J. (2012). Teacher Knowledge Book and DVD Pack. . London: Pearson ELT.
Hedge, T. (2008). Teaching and Learning in the Language Classroom. A Guide to Current Ideas about the Theory and Practice of English Language Teaching. Oxford: O.U.P.
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House, S. (2000). An Introduction to Teaching English to Children. London: Richmond.
Kelly, G. (2000). How to Teach Pronunciation. London: Longman.
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Lewis, G. (2004). The Internet and Young Learners. Oxford: O.U.P.
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Lewis, G. and G. Bedson (1999). Games for Children. Oxford: O.U.P.
Lloyd, S. (1995). The Phonics Handbook: A Handbook for Teaching Reading, Writing and Spelling. Chigwell: Jolly Phonics.
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Reilly, V. and S.M. Ward (2000). Very Young Learners. Oxford: O.U.P.
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Richards, J.C. and T.S. Rodgers (2001). Approaches and Methods in Language Teaching. Cambridge: C.U.P.
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Campus Arrosadía de la Universidad Pública de Navarra. Para conocer el aula o aulas concretas, consulte en la página Web de la Facultad de Ciencias Humanas y Sociales.