Language tutoring 2300-NJ-TUT

The course begins with an analysis of each student's needs, primarily in terms of language, but also in terms of memorisation efficiency, use of sources, organisation of the learning process, motivation and other language learning skills. Depending on the needs and abilities of the group, the types of class work and requirements for independent work and course credit are determined, as well as class topics of interest to the students, both in terms of English learning and other study-related topics. Possible forms of work include input in the form of presentations by the instructor and students and reading texts or listening to expert speakers, small group and whole group discussions, written work (essays, summaries, reports), oral and written language exercises, extending subject vocabulary, student-led presentations and language exercises, question and answer sessions, individual sessions with the instructor, etc. Independent work may include reading fiction, reading academic or specialised books and articles, listening to published speeches by professionals, etc. For each individual or group assignment, the criteria for good quality are established as clearly as possible, and detailed feedback is given by students and/or the tutor after the assignments have been completed, as well as an analysis of the process of preparing the work in question. Students analyse and reflect on their learning process using various tools, name the cognitive and metacognitive strategies they use, analyse their preferences, etc., building their self-awareness as learners. The course is also an opportunity to acquire content knowledge adapted to the students' needs, as the content of the language papers, either chosen by the students themselves or suggested by the instructor, can broaden their professional or general knowledge.

Type of course

foreign languages
obligatory courses

Mode

Classroom

Prerequisites (description)

As a result of using modern methods of teaching English, many learners acquire a high degree of fluency and communicativeness in the language without being completely correct, mainly in terms of grammar and pronunciation. This is an acceptable phenomenon in the vast majority of contexts of English use, as it does not interfere with communication, but teaching children is an exception, as children reproduce the teacher's way of speaking and the language used by the teacher must be error-free. Therefore, students preparing to become early childhood teachers who also teach English need to eliminate ossified errors, as well as developing ways of working on the language themselves throughout their lives, because language deteriorates very quickly when it is not worked on.

Course coordinators

Paulina Marchlik

Learning outcomes

In terms of knowledge, the student knows and understands:
- the skills and strategies involved in the learning process and the learner's possible preferences for acquiring, processing and remembering information,
- the importance of linguistic correctness in the context of teaching children,
- his/her strengths and weaknesses as a user of English and the forms of work appropriate to him/her in working on linguistic correctness,
- the operation of Stephen Krashen's theory (input) with adult language learners,
- the concept of autonomy in learning,
- tools to support analysis and reflection,
- the multiple functions and linguistic means of communicating effectively in a variety of contexts, including professional ones.

In terms of skills, the student is able to:
- consciously guide their own work on language and reflect on themselves as lifelong learners,
- collect, analyse and use feedback to guide their work on language,
- work effectively on language correctness,
- set yourself linguistic goals and choose optimal actions to improve your level of English,
- use English to convey information and express their opinions in oral and written form, in formal and informal contexts.

In terms of social competence, the student is ready to:
- continue to learn English effectively on their own,
- maintain an adequate level of linguistic correctness throughout their professional life,
- use English in their professional development and to enrich their general knowledge.

Assessment criteria

The following are required to pass the course:
- attendance at at least 80% of the set number of classes
- active participation in class work
- completion of the agreed work
- completion of an appropriate number of assignments; in the case of written assignments, these must be corrected on the basis of feedback from the instructor and finally accepted
- reflection on your own development as an English language learner

Practical placement

Bibliography

Bailey, K.M., Nunan, D. (eds). (1996). Voices From the Language Classroom. Cambridge: Cambridge University Press.
Farrell, T. (1998). Reflective Teaching. The Principles and Practices. Forum, v36 n4 Oct-Dec 1998
Gebhard, J.G., Oprandy, R. (1999). Language Teaching Awareness. A Guide to Exploring Beliefs and Practice. Cambridge: Cambridge University Press.
Kelly, M., Grenfell, M. (2006).European Profile for Language Teacher Education. A Frame of Reference. www.lang.soton.ac.uk/profile.
Richards, J.C. (1998). Beyond Training. Cambridge: Cambridge University Press.
Richards, J.C. , Farrell,T.C. (2011). Practice Teaching. A Reflective Approach. Cambridge: Cambridge University Press.
Richards, J.C, Farrell,T.C. (2005). Professional Development for Language Teachers. Strategies for Teacher Learning. Cambridge: Cambridge University Press.
Richards, J.C., Lockhart,C. (1994). Reflective Teaching in Second Language Classrooms. Cambridge: Cambridge University Press.

Additional information

Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system:

Description of 2300-NJ-TUT in USOSweb