Teaching English as a foreign language to at pre-school and the first stage of education 4101-4SDYDPPIEE
During the course students learn to define and characterise stages in child development as well as to recognize difficulties and special educational needs. Students can describe peculiarities of working with children and teacher’s duties concerning children’s educational needs. Students learn the techniques for classroom management, and especially for keeping discipline. The course equips students with an ability to assess and select methods, techniques and teaching aids appropriate for teaching foreign languages to very young and young children with reference to language skills (mainly listening and speaking but also reading and writing) and elements (vocabulary and grammar). After the course students are able to assess children’s progress during foreign language lessons and they know how to appropriately plan lessons and design and teaching aids.
Semester II:
- Teaching foreign language grammar to pre-school children and children at the first stage of education.
- Developing listening skills in a foreign language in pre-school children and children at the first stage of education.
- Developing speaking skills in a foreign language in pre-school children and children at the first stage of education.
- Developing reading skills in a foreign language in pre-school children and children at the first stage of education.
- Developing writing skills in a foreign language in pre-school children and children at the first stage of education.
- Assessing foreign language skills in pre-school children and children at the first stage of education.
- Planning foreign language lessons at pre-school level and the first stage of education level.
Note: Particular topics can be covered during more than one meeting.
Type of course
Mode
Learning outcomes
Knowledge: the graduate knows and understands
K_W01 the basic facts, theories, processes and phenomena relating to English language didactics, which have practical application in English language teaching at pre-school and the first and second stages of education (P6S_WG Scope and depth),
K_W03 the basic terminology covering English language didactics, relevant to English language teaching (P6S_WG Scope and depth),
K_W04 the methods, norms, procedures and standards of practice in institutions related to the teaching of English as a foreign language (P6S_WG Scope and depth)
Skills: the graduate is able to
K_U01 – search, analyse, evaluate, select and use information using a variety of sources and methods (P6S_UW The application of knowledge/problems solved and activities performed),
K_U03 – evaluate, to a basic extent, the quality of teaching English as a foreign language (P6S_UW The application of knowledge/problems solved and activities performed),
K_U06 – assess the suitability of a variety of methods, procedures and best practices, and select and apply the appropriate approach with the goal of accomplishing tasks and solving problems related to teaching English as a foreign language (P6S_UW The application of knowledge/problems solved and activities performed),
K_U14 – analyse their own actions and identify possible areas for change in the future (P6S_UW The application of knowledge/problems solved and activities performed),
Social competence: the graduate is prepared to
K_K08 – correctly identify and resolve dilemmas associated with the profession (P6S_KR Professional role/ autonomy/development of the ethos),
K_K02 – reflect on the level of their skills and knowledge, constantly develop professionally and personally, self-assess their competences, improve their skills, plan their development and training (P6S_KK Assessment/ critical approach),
K_K11 – see the importance of behaving in a professional manner and reflect on the ethical issues raised in the teaching profession (P6S_KR Professional role/ autonomy/development of the ethos)
Assessment criteria
Necessary conditions to pass the course in the first and in the second semester:
- getting a positive mark on a final test,
- getting a positive mark on the assignment connected with the teaching practice,
- timely completion of all the offline and online tasks,
- preparation and active participation in face-to-face meetings (readings, presentations, discussions),
- attendance (no more than 1 absence from the face-to-face meetings is acceptable).
The final mark for this course in the first and in the second semester is a weighted average:
- a mark on the final test (weight 3) (verified learning outcomes: K_W01, K_W03, K_W05, K_K07, K_K09)
- a mark on the assignment connected with the teaching practice (weight 3) (verified learning outcomes: K_W01, K_W03, K_W05, K_U05, K_U08, K_K04, K_K07, K_K09),
- marks on the offline and online tasks (weight 1 or 2 – depending on the type of the task) (verified learning outcomes: K_W01, K_W03, K_W05, K_U01, K_U05, K_U08, K_U25, K_K04, K_K07, K_K09).
Scale (for the final test, online quizzes and tasks):
95-100% - 5
90-94% - 5-
85-89% - 4+
80-84% - 4
75-79% - 4-
70-74% - 3+
65-69% - 3
60-64% - 3-
0-59% - 2
Assessment criteria for the online tasks (they may differ depending on the type of task):
- submitting the assignment on time,
- following instruction,
- completeness,
- clarity, logic, and quality of argument,
- content organization,
- appropriateness, meaningfulness, and relevance of comments and posts (e.g. in commenting other course participants’ opinions and work),- design (e.g. in tasks requiring designing the teaching aids).
Student’s work load necessary to achieve the planned learning outcomes (=3 ECTS) in each semester includes:
- 14h – face-to-face meetings and 16h – work on the COME e-learning platform (=1 ECTS),
- 60h of self-study (reflection, consolidation of knowledge and skills, preparing the project connected with the teaching practice, preparing and uploading assignments to the platform, participation in discussion forums – writing posts (=2 ECTS).
Bibliography
Compulsory:
Cameron, L. (2000). Teaching languages to young learners. Cambridge: CUP.
Pinter, A. (2006). Teaching young language learners. Oxford: OUP.
Szpotowicz, M., & Szulc-Kurpaska, M. (2009). Teaching English to young learners. Warszawa: Wydawnictwo Naukowe PWN.
Students are required to read/get acquainted with the materials available on the COME platform and provided by the teacher during face-to-face meetings (e.g. articles, chapters, PowerPoint presentations, video materials).
Optional:
Brewster, J. et al. (2003). The primary English teacher's guide. London: Penguin.
Ellis, G., & Brewster, J. (2003). The storytelling handbook. London: Penguin.
Ioannou-Georgiou, S., & Pavlou, P. ((2003). Assessing young learners. Oxford: OUP.
Lewis, G., & Bedson, G. (1999). Games for children. Oxford: OUP.
Moon, J. (2000). Children learning English. Oxford: Macmillan.
Phillips, S. (1993). Young learners. Oxford: OUP.
Reilly, V., & Ward, S. (1997). Very young learners. Oxford: OUP.
Scott, W., & Ytreberg, L. (1990). Teaching English to children. London: Longman.
Slattery, M., & Willis, J. (2001). English for primary teachers. A handbook of activities & classroom language. Oxford: OUP.
Szpotowicz, M. (2008). Second language learning processes in lower primary children. Warszawa: WUW.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: