Module: Improving the English Language Teaching in Early Education 2300-J-DWNJA
As part of a module taught and assessed in English, students perfect the techniques of teaching English and combining subject and language content. At the same time, they are introduced to the concepts and practical use of working with text ( both written and listened) as a resource for children's language development. In this module, students develop skills in correct pronunciation in English, combined with the improvement of language use as a source of classroom interaction. In addition, they analyse the content of the core curriculum for the first stage of foreign language education, learn methods for designing foreign language classes, selecting and developing teaching resources, strategies for creating situational teaching-learning conditions in children's or students' everyday activities taking into account their individual predispositions; They practice learning in collaborative activities, in different types of play, including thematic, construction, movement, music, didactic, creative play, in natural situations and in social contexts; they also learn how to conduct games and plays, use theatre and drama, storytelling, songs and movement and multimedia techniques in teaching a foreign language to children or pupils. They learn about the principles of assessing children's or students' language skills.
Division of the module into semesters:
Semester 1: Phonetics (30 hours Wr), Praca z tekstem jako źródło rozwoju językowego dzieci (Literacy) (30 hours Wr)
Semester 2: Selected techniques of teaching English to children (60 hours Wr), Introduction to Content and Language Integrated Learning (CLIL) (30 hours Wr), English Language as a source of classroom interaction and teacher development (30 hours Wr)
Type of course
Mode
Requirements
English Language as a source of classroom interaction and teacher development
Children's FL literacy development
Introduction to Content and Language Integrated Learning (CLIL)
Selected techniques of teaching English to children
Prerequisites (description)
Course coordinators
Learning outcomes
The module shall fulfil the following programme learning outcomes:
K_W01; K_W08; K_W09; K_W10, K_W12;
K_U03; K_U04; K_U08; K_U09, K_U10; K_U12; K_U13; K_U14; K_U15, K_U16, K_U17
K_K01; K_K02; K_K04, K_K06; K_K07, K_K08, K_K09,
Specific learning outcomes of the module:
In terms of knowledge / knows and understands:
- the specificity of the professional role of an early childhood education teacher, the importance of planning personal and professional development (K_W01);
- basic knowledge of the Polish language, mathematics, natural sciences, arts and foreign language and the methodology of teaching and learning, assessment, as well as the diverse use of play in the process of upbringing and education. (K_W08);
- methods of designing and evaluating educational and upbringing situations in work with children in the field of linguistic, mathematical, natural science, social, artistic, physical education and health education, information and communication technology (K_W09);
- the issue of intercultural education, inclusive education and the principles of implementation of inclusion and methods of supporting the development of children with diverse educational needs (K_W10);
- the role of the teacher in the process of supporting the development and upbringing of children and pupils, and the principles of effective educational leadership and cooperation in the teaching team and communication with professionals supporting the process of children's development and with parents/legal guardians (K_W12).
In terms of skills / able to:
- correctly use the Polish language in speech, respecting the rules of voice emission and in writing, as well as a foreign language at least at the B2+ level; take care of the language culture of the participants of the educational process (K_U03);
- analyse own pedagogical activities (didactic, upbringing and caring) and indicate areas requiring modification (K_U04);
- diagnose children/students with disorders in different spheres of development and adapt didactic, educational and preventive programmes to current individual and group needs (K_U08)
- design educational and upbringing activities for children and students in accordance with their developmental needs, assess the suitability of methods, means and materials for the implementation of educational, caring and didactic tasks (K_U09);
- efficiently conduct educational classes, manage learning processes and effectively build students' motivation (K_U10);
- create and evaluate didactic projects using the categories of the teaching instrumentarium, implement, observe and evaluate their practical implementation (K_U12);
- communicate with people from diverse cultural and ethnic backgrounds, with migrant backgrounds, including children for whom Polish is the second language, using intercultural and glottodidactic competences (K_U13);- recognize and effectively solve educational problems occurring in early education cooperating with parents, specialists (pedagogue, psychologist, doctor, speech therapist) and supporting institutions; provide first aid (K_U14);
- use the process of assessment and feedback to stimulate children/students in their work on their own development (K_U15);
- identify and stimulate children's/students‘ interests and individualise education as appropriate; manage children's/students’ school and out-of-school time rationally, ensuring the right to rest (K_U16);
- develop children's/pupils‘ key competences, especially creativity, independence, critical thinking; organise and monitor children's/pupils’ teamwork and cooperation, using different types of play (K_U17).
In terms of social competences / shows readiness to:
- adopt a reflective attitude towards his/her professional activity, expand his/her knowledge independently and in cooperation with others, and improve his/her professional skills (K_K01);
- to undertake discussions on pedagogical issues, to argue and justify one's opinion using scientific knowledge (K_K02);
- to implement pedagogical innovations related to social and civilization challenges of the future, serving the development of students and the integration of parents and the local environment with the educational institution (K_K04)
- take responsible leadership, work in a team, cooperate in the pre-school/school and local community in order to provide the best conditions for the development of pupils and staff (K_K06)
- create a culture of trust , observe ethical and legal norms in pedagogical work and intervene in cases of violation of children's rights (K_K07);
- design and implement activities that support the process of introducing children/pupils to the world of values (K_K08);
- use universal ethical principles and norms in professional activity, communicate with people from different backgrounds, solve conflicts in a dialogical manner, create a climate of cooperation and mutual understanding (K_K09).
Assessment criteria
Once students have obtained all credits, they take an oral examination covering the knowledge and skills acquired in the subjects included in the module.
Bibliography
• Baker, A. (2003). Ship or Sheep? Oxford: Oxford University Press.
• Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: Cambridge University Press.
• Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge: Cambridge University Press.
• European Commission (2006). Content and Language Integrated Learning (CLIL) at School in Europe. Brussels: Eurydice.
• Halliwell, S. (2006). Teaching English in the Primary Classroom. London: Longman.
• Hancock, M. (1995). Pronunciation games. Cambridge University Press.
• Hattie, J.A.C. & Yates, G.C.R. (2014). Using feedback to promote learning. In V.A. Benassi, C.E. Overson, and C.M Hakala (Eds.), Applying science of learning in education: Infusing psychological science into the curriculum (pp. 45–58).
• Pinter, A. (2006). Teaching Young Language Learners. Oxford: Oxford University Press.
• Sikora-Banasik, D. (Ed). (2009). Wczesnoszkolne nauczanie języków obcych. Warszawa: CODN.
• Slattery, M., Willis, J. (2009). English for Primary Teachers. A Handbook of activities and classroom language. Oxford: Oxford University Press.
• Szpotowicz, M., Szulc-Kurpaska, M. (2011). Teaching English to Young Learners. Warszawa: Wydawnictwo Naukowe PWN.
• Wells, J. C. (2000). Pronunciation Dictionary. Essex: Longman.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: