Universidad Pública de Navarra - Nafarroako Univertsitate Publikoa

Module/Subject matter

Didáctico y disciplinar/ Lengua extranjera y su didáctica: inglés

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Contents

- 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.

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General proficiencies

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.

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Specific proficiencies

Specific proficiencies

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.

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Learning outcomes

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:

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Methodology

Teaching methods

Learning activities

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Evaluation

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Agenda

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

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Bibliography

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:

Association for the Advancement of Computing in Education (AACE).

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.
Herschensohn, J. and M. Young-Scholten (eds.) (2013). The Cambridge Handbook of Second Language Acquisition. Cambridge: C.U.P.
Howatt, A.P.R. and H.G. Widdowson. (2004). A History of English Language. Teaching. Oxford: O.U.P.
House, S. (2000). An Introduction to Teaching English to Children. London: Richmond.
Kelly, G. (2000). How to Teach Pronunciation. London: Longman.
Larsen-Freeman, D. (2002). Techniques and Principles of Language Teaching. Oxford: O.U.P.
Lewis, G. (2004). The Internet and Young Learners. Oxford: O.U.P.
Lewis, G. and H. Mol (2009). Grammar for Young Learners. Oxford: O.U.P.
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.
Madrid, D. (2001). A conceptual framework for the teaching of foreign languages in infant education. In Madrid, D., Herrera, F., Mesa Mª C. y F. Cruz, M.(Eds). European Models of Children Integration (pp. 145-152). Granada: Grupo Editorial Universitario,.

Madrid, D. and N. McLaren (eds.) (2004). TEFSL in Primary Education. Granada: Universidad de Granada.
Moir, N. (2009). Starting and Ending Lessons Oxford Basics for Children. Oxford: O.U.P.
Moon, J. (2000). Children Learning English. Oxford: Macmillan-Heineman.
Nunan, D. (1999). Second Language Teaching & Learning. Boston: Heinle & Heinle.
Oxford, R. (1990). Language Learning Strategies: What Every Teacher Should Know. Boston: Heinle & Heinle.
Palmer, S. (1999). Phonics Term by Term. New York: Scholastic.
Reilly, J. and V. Reilly (2005). Writing with Children. Oxford: O.U.P.
Reilly, V. and S.M. Ward (2000). Very Young Learners. Oxford: O.U.P.
Richards, J.C. and W. Renandya (2002). Methodology in Languange Teaching. Cambridge: C.U.P.
Richards, J.C. and T.S. Rodgers (2001). Approaches and Methods in Language Teaching. Cambridge: C.U.P.
Roth, G. (1998). Teaching Very Young Children ¿Pre-school and Early Primary. London: Richmond Publishing.
Scott, W. and L.H. Ytreberg (1999). Teaching English to Children. London: Longman.
Slattery, M and J. Willis (2001). English for Primary Teachers. A Handbook of Activities and Classroom Language. Oxford: O.U.P.
Slattery, M. (2004). Vocabulary Activities. Oxford Basics for Children. Oxford: O.U.P.
Spratt, M., A. Pulverness and M. Williams (2005). The Teaching Knowledge Test Course. Cambridge: C.U.P.
Svecova, H. (2006). Listen and Do. Oxford Basics for Children. Oxford: O.U.P.
Swan, M. and C. Walter (1997). How English Works: A Grammar Practice Book. Oxford: O.U.P.
Thornbury, S. (1999). How to Teach Grammar. London: Longman.
Thornbury, S. (2002). How to Teach Vocabulary. London: Longman.
Thornbury, S. (2005). How to Teach Speaking. London: Longman.
Underwood, M. (1993). Teaching listening. London: Longman
Vale, D. and A. Feunteun. (1999). Teaching Children English. Cambridge: C. U. P.
Van Oort, H. (2005). Challenging Children. Peaslake, Surrey: Delta Publishing.
Watts, E. (2006). Storytelling. Oxford Basics for Children. Oxford: O.U.P.
Widdowson, H.G. (2003). Defining Issues in English Language Teaching. Oxford: O.U.P.
Woodward, T. (1993). Ways of Training: Recipes for Teacher Training. London: Longman.
Wright, A. (2002). Creating Stories with Children. Oxford: OUP

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Languages

English

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Location

Arrosadia Campus of the Public University of Navarra. For specific classroom, see the website of the Faculty of Humanities, Social and Educational Sciences.

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