Module: Basics of Teaching English in Early Childhood Education 2300-NJ-MPNJA
Within the module, which is taught and assessed in English, students are introduced to knowledge of foreign language acquisition and learning from biological, psychological and social aspects, with special emphasis on the needs and predispositions of pre-school and early school age children. They learn about the social and cultural aspects of language teaching, the linguistic competence of the child or pupil, the theory of the critical age, the ways in which children or pupils learn a foreign language in selected psychological concepts, and the role of the teacher in the spontaneous and spontaneous-reactive learning of children or pupils.
At the same time, students will learn a variety of methods and approaches to teaching English, creating and modifying curricula, planning lessons taking into account individual developmental and linguistic needs of children.
During the course, students will also have the opportunity to analyse various play and task-based strategies in children's or students‘ foreign language learning, as well as to identify and organise the necessary conditions for children's or students’ acquisition of language competences and learn about various ways of motivating children or students to learn a foreign language.
Division of the module into semesters:
Semester 1: Psychological and pedagogical foundations of children's language learning (9 hours W), Introduction to teaching English to children (27 hours Wr),
Semester 2: Methodology of English language teaching (18hours Wr), English Language in Primary Teaching (18 hours Wr)
Type of course
obligatory courses
foreign languages
Mode
Requirements
Methodology of English language teaching
Psychological and pedagogical foundations of childrens language learning
Introduction to 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 all credits have been obtained, students will take a written examination covering the knowledge and skills acquired in the subjects included in the module.
Practical placement
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Bibliography
- Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge University Press.
- Halliwell, S. (1992). Teaching English in the Primary Classroom. Longman.
- Krashen, S.D. (1982). Principles and Practice in Second Language Acquisition. Pergamon Press.
- Lightbown, Patsy M., & Spada, Nina (2021). How Languages are Learned (5th Edition). Oxford University Press.
- Piaget, J. (1959). The Language and Thought of the Child. Routledge.
- Pinter, A. (2017). Teaching Young Language Learners (2nd Edition). Oxford University Press.
- Scott, W.A., & Ytreberg, L.H. (1990). Teaching English to Children. Longman.
- Szpotowicz, M., & Szulc-Kurpaska, M. (2011). Teaching English to young learners. Warszawa: Wydawnictwo Naukowe PWN.
- Wood, D. (1998). How Children Think and Learn: The Social Contexts of Cognitive Development (2nd Edition). Blackwell.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: