Core Modul: English Language Teching

The content of the module is focused on approaches of teaching English to very young learners (kindergarten) and young learners (primary school). The content of the module includes: the methodology of teaching English to children, teaching the language in relation to diverse needs of children, planning language education and language-content integration, different approaches to assessment and evaluation, teaching writing, reading and text comprehension in the context of multilingualism and multiculturalism, the use of literature for children, language teaching materials and content and language integrated learning.

The module attempts to provide teacher candidates with a broad and integrated view on language teaching. The main idea behind this module conceptualization was to integrate both practical and theoretical elements, which are necessary in the teaching profession. Teacher educators cooperate in order to guide student development throughout the whole year approaching the process of language learning and teaching from various perspectives. The cohesion of the module is ensured through carefully selected content, assessment practices and the common module examination. It aims at helping the trainees to appreciate the significant role of YL teacher and highlights the teaching skills necessary in pre-primary and lower primary language education. Students are provided with a background information concerning child development and the implications for a variety of approaches and techniques suitable for young learners taking into consideration the diversity of students’ needs. The module also elaborates on such issues as young learner assessment, developing literacy skills in L1 and L2, the use of literature and drama in L2 development. It also provides an introduction on content and language integration. In addition to increasing the awareness of these concepts, students are continuously developing their teaching skills.

• Brewster J., Ellis G., Girard D. 2010. The Primary English Teacher’s Guide. Suffolk: Penguin Books

• Cameron Lynne, Teaching Languages to Young Learners, Cambridge Univeristy Press, 2001

• Cant A., Superfine W. 1997. Developing Resources for Primary. London: Richmond Publishing.

• Edelenbos, P., R. Johnstone and A. Kubanek. 2006. The main pedagogical principles underlying the teaching of languages to very young learners. Languages for the children of Europe. Published Research, Good Practice and Main Principles. Final Report of the EAC 89/04, Lot 1 study.

• Ellis G., Brewster J. 2003. The Storytelling Handbook. London: Penguin.

• Feunteun A., Vale D. 2000. Teaching Children English. Cambridge: Cambridge University Press.

• Halliwell S. 2006. Teaching English in the Primary Classroom. London: Longman.

• House S. 1997. An Introduction to Teaching English to Children. London: Richmond Publishing.

• Lewis G., Bedson G. 1999. Games for Children. Oxford: Oxford University Press.

• Linse Caroline T, Practical English Langauge Teaching: Young Learners, McGraw-Hill, 2005

• Pinter Annamaria, Teaching Young Language Learners, Oxford University Press, 2006

• Philips S. 2001. Young Learners. Oxford: Oxford University Press.

• Puchta H., Williams M. 2011. Teaching Young Learners to Think. Helbling Languages.

• Read C. 2007. 500 Activities for the Primary Classroom. Oxford: Macmillan Publishers.

• Russell, D. L. (2009) Literature for Children: A Short Introduction. Boston: Pearson.

• Wright, A. (2007). Storytelling with Children. Oxford: Oxford University Press.

• Wright, A. (2007). Creating stories with children. Oxford: Oxford University Press.

• McKay, P. (2006). Assessing young language learners. Cambridge: Cambridge University Press. (Ch. 3, 4 9)

• Ioannou-Georgiou, S., & Pavlou, P. (2003). Assessing young learners. Oxford: Oxford University Press.

• Gardner, J. N. (2009). Assessment and learning. J. Gardner (Ed.). London: Sage.

• Black, P. Harrison, C. Lee, C. Marshall, B. and Wiliam, D. (2003). Assessment for learning: putting it into practice. Buckingham: Open University Press.

• Szpotowicz, M. & Szulc-Kurpacka, M (2009). Teaching English to young learners. Warsaw: Wydawnictwo Naukowe PWN, p170-186.

• Wylie, C., Lyon, C., (2016) Using the Formative Assessment Rubrics, Reflection and Observation Tools to Support Professional Reflection on Practice (Revised)

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Selected internet resources

• http://www.storyplace.org/eel/other.asp

• http://nflrc.hawaii.edu/rfl/October2003/waring/waring.html

• http://teacher.scholastic.com/writewit/poetry/index.htm

• http://pbskids.org/arthur/games/poetry/what.html

• http://www.canteach.ca/elementary/poetry.html

• http://www.rhymer.com/

• http://www.rhymezone.com/

Knowledge and understanding

• Student teacher has a broad knowledge of child development and its implications for language teaching.

• Student teacher has a broad knowledge of literacy development in first and second language.

• Student teacher has a broad knowledge of language teaching methods and techniques appropriate for teaching young learners.

• Student teacher is acquainted with various types of language assessments of young learners and understands the rationale behind them.

• Student teacher is acquainted with the national curriculum for primary schools with the specific focus on language teaching.

• Student teacher is acquainted with the methodology of content and language integration.

• Student teacher has a broad knowledge of approaches and techniques to diversify language teaching depending on students’ learning needs and styles.

• Student teacher understands the role of relations and collaborations in the process of education and language education (pupils, parents, teachers).

Skills

• Student teacher is able to design and implement language teaching activities and lesson plans suitable for the needs of young learners.

• Student teacher is able to prepare suitable language teaching materials for a diverse group of students taking into consideration literacy development.

• Student teacher is able to analyze his/her own teaching from various angles and justify the teaching decisions, come up with new solutions.

• Student teacher is able to plan appropriate assessment methods for various types language teaching contexts.

Student teacher is able to design and implement in teaching a CLIL unit appropriate for a group of students.

• Student teacher is able to take the initiative for his/her professional development.

• Student teacher is able to utilize various approaches to classroom management understanding the needs of young learners.

• Student is able to cooperate with parents and other teachers to create a positive and stimulating classroom environment.

Attitudes:

 Student teacher is engaged in his/her professional development in the area of language learning and teaching approaches.

 Student teacher is open for new ideas and explorations, and willing to cooperate with others in developing new approaches to teaching.

 Student teacher is reflective regarding pupils’ development, being able to self-assess the directions of his/her teaching.

 Student teacher is helpful and sharing with other teachers and peers, willing to cooperate.

The module assessment consists of two parts:

1. Specific course assessments depending on the particular course content. These include student and group presentations, micro-teaching tasks, tests and reflective essays. Students need to achieve a pass in all courses of the module in order to take the module examination.

2. Module examination is an open book exam when students are given authentic teaching source such as a short text or a picture book. They are then asked to design teaching and assessment tasks for a group of young learners. While preparing their answers, teacher candidates are also asked to justify their teaching choices.