English language teaching methodology

Short description: As part of the course, students broaden their theoretical knowledge, covering topics such as teaching language skills, vocabulary and pronunciation instruction, individualisation of teaching, the roles played by the English language teacher, the ability to manage the teaching and learning process and language acquisition in the classroom

The course provides preparation for the profession of an English language teacher. The students broaden their theoretical knowledge, including such issues as language skills teaching, vocabulary and pronunciation teaching, individualization of teaching, roles of the English language teacher, ability to manage the teaching and learning process and language acquisition in the classroom. The acquired knowledge becomes the basis for its practical application during independently prepared and conducted fragments of lessons.

The following topics are discussed in the course

1. Teaching language skills;

2. Teaching of vocabulary and pronunciation;

3. Planning in the work of the English language teacher (long-term planning);

4. Individualisation of teaching;

5. Group management: dealing with difficult situations that may arise during English lessons;

6. Roles undertaken by the English language teacher;

7. Selected working methods in English lessons;

8. Evaluation, testing and assessment in language education;

9. English in the core curriculum for preschool education and grades I-III;

10. English teaching programmes in preschool and primary school;

11. The principle of integrating English language learning with core education.

Cameron, L. (2014). Teaching Languages to Young Learners. Cambridge: CUP

Halliwell, S. (2010). Teaching English in the Primary Classroom. Harlow: Longman.

Harmer, J. (2007). How to teach English: An introduction to the practice of English language teaching (2nd ed.). Longman, ELT.

Harmer, J. (2007). The practice of English language teaching (4th ed.). Essex, England:Pearson Longman ELT.

Ioannou-Georgiou, S., & Pavlou, P. (2003). Assessing Young Learners. Oxford: Oxford University Press.

Komorowska, H. (1993). Podstawy Metodyki Nauczania Języków Obcych: Materiały Uzupełniające:[supplement]. EDE-Poland.

Larsen-Freeman, D. (1996). Techniques and Principles in Language Teaching. Oxford: OUP.

Lightbown, P., & Spada, N. (2006). How languages are learned (3rd ed.). Oxford, UK: Oxford University Press.

McKay, P. (2011). Assessing Young Language Learners. Cambridge: Cambridge University Press.

Pinter, A. (2011). Children Learning Second Languages. New York: Palgrave Macmillan.

Reilly, V., & Ward, S.M. (2013). Very young Learners. Oxford: Oxford University Press.

Richards, J. C., & Renendya W. A. (2002). Methodology in Language Teaching: An Anthology of Current Practice. Cambridge: CUP.

Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching. Cambridge: CUP.

Szpotowicz, M., & Szulc-Kurpaska, M. (2009). Teaching English to Young Learners. Warszawa: Wydawnictwo Naukowe PWN.

In terms of knowledge the student knows and understands:

- basic terminology relevant to the teaching of English as a foreign language ;

- selected methods of work in English lessons;

- a variety of techniques for teaching receptive and productive language skills;

- techniques of teaching vocabulary and pronunciation to the youngest students;

- individual differences specific to English language learners;

- different roles played by the teacher in the English classroom;

- ways of managing a group in an English lesson;

- programmes for teaching English in preschool and primary school;

- the importance of planning in the language learning process.

In terms of skills the student can:

- apply selected methods of work in English lessons;

- use a variety of techniques and activities to teach the language skills: speaking, listening, reading and writing;

- use a variety of techniques to teach vocabulary and pronunciation;

- apply theoretical knowledge in the design of lesson units and longer learning phases;

- use a variety of group management approaches in English lessons;

- adapt techniques and language exercises, introducing individualisation into the learning process.

In terms of social competence the student is ready to:

- working together to achieve a specific educational objective;

- understand the importance of reflection in the work of the English language teacher;

- to carry out self-evaluation of their own competences and to improve their skills and continuous self-education in their work as a teacher of English.

- attendance - 1 absence allowed.

- active participation in classes;

- systematic reading of required literature;

- independent preparation and conducting a lesson - simulation in a group of students;

- end of semester test.