CORE MODULE 2: LANGUAGE and LINGUISTICS

The module aims at deepening knowledge and skills about learning the language and on increasing the linguistic awareness of a language teacher in the context of his role as a competence model for children. This module contains the elements of pronunciation, English phonetic system and grammar. In addition, the content also includes psychological and pedagogical foundations of teaching a foreign language to children (developmental predispositions), the process and ways of learning foreign language by children, children’s linguistic competence, general conditions for teaching children, strategies in language learning, teaching different language competences.

This module has several goals as it attempts to provide both the theoretical understandings of the complex processes of second language acquisition as well as more practical examination of what language learning involves. While the SLA course provides a general introduction to the topic, the phonetics and the grammar course focus on two areas of language, which require specific attention for early language learning and bilingual teaching.

In this module students explore main ideas in the field of Second Language Acquisition and early language learning, with a focus on socio-cultural and socio-cognitive approaches to language learning. In addition, they critically examine connections among research, personal beliefs, and teaching practices in the areas of phonetics, phonology and grammar; and; finally develop a theoretical and personal understanding of language learning and the role(s) for language learners in the process.

Due to the variety of topics included, the module offers a diversity of teaching methods such as lecture, seminar and workshops. Students are assessed through a variety of assessment tasks including presentations, micro-teaching tasks, tests and reflections.

Biber, D. et al., Longman Grammar of Spoken and Written English, Pearson Education 1999

Biber, D. et al., Longman Student Grammar of Spoken and Written English, Pearson Education 2002

Carter, R., Hughes, R, and M. McCarthy, Exploring Grammar in Context, CUP 2000

Chalker, S., Current English Grammar, Macmillan 1992

Foley, M. & D. Hall, Longman Advanced Learners’ Grammar, Pearson Education 2003

Gethin, H., Grammar in Context, Collins ELT 1990

Hewings M., Advanced Grammar in Use, CUP 1999

Leech, G., Meaning and the English Verb, Longman 1987

Lewis, M., The English Verb, LTP 1986

Parrot, M. Grammar for English Language Teachers, CUP 2000

Quirk R. et al., A Grammar of Contemporary English, Longman 1972

Swan, M., Practical English Usage, OUP 1995

Thornbury, S. About Language, CUP 1997

Thornbury, S. Uncovering Grammar, Macmillan Heinemann 2001

Underhill, A. (2000 and later) Sound Foundations. Macmillan

a pronunciation dictionary, e.g. Wells, J. (2010) Pronunciation dictionary. London: Longman.

youtube presentation: ROBIN WALKER: “Pronunciation Matters - re-thinking goals, priorities and models”

englishglobalcom.wordpress.com/downloads (articles by Robin Walker)

youtube presentation ADRIAN UNDERHILL: “An Introduction to Teaching Pronunciation Workshop”

Knowledge and understanding:

• Student teacher has a broad knowledge of theories of second language acquisition and second language learning specifically in the area of children language development.

• Student teacher is acquainted with the connections between SLA theories, SLA research and teaching.

• Student teacher is knowledgeable about current approaches to error correction in language teaching.

• Student teacher has knowledge of grammatical concepts of the English language and meanings behind them with the focus on teaching practice.

• Student teacher is acquainted with the phonetic and phonological system of English and understands their role in teaching young learners.

Skills

• Student teacher is able to identify major issues in current SLA research regarding teaching children and discuss problems and challenges.

• Student teacher can analyze second language learner data from multiple perspectives.

• Student teacher can articulate her/his own stand on theories of SLA and describe the principles that will inform the future work in the field with young learners.

• Student teacher can describe and evaluate her/his own experiences in the process of first and second language acquisition and language learning.

• Student teacher can select appropriate learning goals in the area of grammar and pronunciation for his/her students.

• Student teacher can identify grammar and pronunciation mistakes, assess their importance and appropriately attend to them.

• Student teacher is able to use appropriate metalanguage to discuss language learning and teaching with other teaching professionals.

Attitudes

• Student teacher is engaged in the process of broadening her/his own knowledge and skills in the area of second language acquisition and language learning.

• Student teacher is able to identify and apply strategies that support her/his language development specifically in the areas of pronunciation and grammar.

Module assessment has two parts:

Part one is a course assessment based on the material of a particular course: SLA, Phonetics and Grammar. These assessments are created in collaboration with all the module instructors and reflect the specificity of course topics and goals.

Part two is a module exam, which is created in collaboration with all course instructors. It is designed to jointly check knowledge, skills and competences covered in the module. The module exam is a paper and pencil exam.