Didactics of the foreign language (English language B/C) 3200-L2-DYDA

In terms of knowledge, a graduate knows and understands:

D.1/E.1.W1. the place of a given subject or type of classes within the curricular frameworks for different educational stages;
D.1/E.1.W2. the core curriculum for a given subject, including educational goals and content at each educational stage, the subject or type of class within the context of previous and future education, the structure of knowledge in the subject or classes, and the shaping of key competences within the subject or classes;
D.1/E.1.W3. intra- and intersubject integration; topics related to curriculum planning—creation, modification, analysis, assessment, selection, approval, as well as principles of designing the educational process and syllabus;
D.1/E.1.W4. the teacher's subject matter expertise, teaching, and educational competences, including the need for professional development, use of information and communication technology (ICT), adapting communication methods to students' developmental levels, and fostering cognitive activity, including creating educational situations; the importance of teacher authority and principles of teacher-student interaction in the lesson, moderating interactions between students, the teacher’s role as a knowledge promoter, and the importance of teacher collaboration with parents, school staff, and the community in the educational process;
D.1/E.1.W5.conventional and unconventional teaching methods, including activating methods and project-based learning, learning through action, exploration, scientific inquiry, and student research, as well as the principles of selecting teaching methods suited to the subject or type of classes;
D.1/E.1.W6. the methodology of implementing specific teaching content within the subject or classes—substantive and methodological solutions, best practices, adaptation of activities to the needs and abilities of students or groups with different potentials and learning styles, typical student errors for the subject or classes, their role and methods for using them in the teaching process;
D.1/E.1.W7. organization of work in the classroom and groups: the need for individualized instruction, the concept of interdisciplinary teaching, work forms specific to the subject or type of classes, such as field trips, outdoor and lab activities, experiments, competitions, and issues related to homework;
D.1/E.1.W8. methods of organizing classroom space, considering universal design principles: teaching aids (textbooks and educational packages), selection and use of educational resources, including electronic and foreign-language resources, educational applications of media and ICT, computational thinking in problem-solving within the taught subject or classes, and the need to find, adapt, and create electronic educational resources and design multimedia;
D.1/E.1.W9. teaching methods related to the taught subject or classes and the importance of fostering a responsible and critical approach to digital media and respecting intellectual property rights;
D.1/E.1.W10. the role of diagnosis, monitoring, and assessment in the educational process; types of assessment: ongoing, mid-term, end-of-year, internal, and external; functions of assessment;
D.1/E.1.W11. final exams at each educational stage and methods of constructing tests, quizzes, and other tools for assessing students within the taught subject;
D.1/E.1.W12. initial assessment of a student group and each student in the context of the taught subject or classes and ways to support students' cognitive development; the need to develop concepts, attitudes, practical skills, including problem-solving and knowledge application; methods and techniques for effective learning; knowledge structuring methods, as well as the necessity of reviewing and reinforcing knowledge and skills;
D.1/E.1.W13. the importance of developing students’ personal and socio-emotional skills: the need to foster teamwork skills, including collaborative problem-solving, building a value system, developing ethical attitudes, and shaping communication competences and cultural habits;
D.1/E.1.W14. the teacher's work toolkit; efficient use of class time by both students and teachers; issues related to checking and assessing educational quality and its evaluation, as well as the need for analysis and self-assessment in teaching and educational work;
D.1/E.1.W15. the importance of fostering students' positive attitudes toward learning, developing curiosity, activity, and cognitive independence, logical and critical thinking, motivation for studying the subject, habits of systematic learning, use of various knowledge sources, including the Internet, and preparing students for lifelong learning by stimulating independent work.

In terms of skills, a graduate is able to
D.1/E.1.U1. identify typical school tasks with educational objectives, especially with the general requirements of the core curriculum and key competences;
D.1/E.1.U2. analyze the curriculum structure;
D.1/E.1.U3. identify links between the content of the taught subject or classes and other educational content;
D.1/E.1.U4. adjust communication to students’ developmental level;
D.1/E.1.U5.create educational situations that encourage student activity and interest development, as well as knowledge dissemination;
D.1/E.1.U6. engage effectively in the educational process with parents or guardians, school staff, and the community;
D.1/E.1.U7. select class work methods and teaching resources, including ICT, that activate students and consider their diverse educational needs;
D.1/E.1.U8. assess student work in class and at home with expertise, professionalism, and integrity;
D.1/E.1.U9. design an assessment tool to evaluate specific student skills;
D.1/E.1.U10. recognize typical student errors for the subject or classes and use them in the teaching process;
D.1/E.1.U11. conduct an initial assessment of students' skills.

In terms of social competences, a graduate is prepared to:
D.1/E.1.K1.adapt work methods to meet the needs and various learning styles of students;
D.1/E.1.K2. promote knowledge among students and in both school and external communities;
D.1/E.1.K3. encourage students to engage in research and regular physical activity;
D.1/E.1.K4. promote responsible and critical use of digital media and respect for intellectual property rights;
D.1/E.1.K5. foster teamwork skills among students, including group problem-solving;
D.1/E.1.K6. build a value system, develop students' ethical attitudes, communication competences, and cultural habits;
D.1/E.1.K7. encourage curiosity, activity, cognitive independence, logical and critical thinking in students;
D.1/E.1.K8. instill habits of systematic learning and use of diverse knowledge sources, including the Internet;
D.1/E.1.K9. stimulate students for lifelong learning through independent work.

Course Completion Requirements (June/September):

Oral/Written Exam
Preparation of exercises using the discussed educational tools and techniques, and a final presentation.
Mandatory attendance (up to two absences are permitted).
The final grade is composed of 40% for ongoing assignments and 60% for the exam.

Assessment Criteria:
100%-93,3% 5
93%- 86,6% 4,5
86%-76,6% 4
76%-70% 3,5
69%-60% 3

The course includes professional internships:

60 hours for English as the first subject
or 45 hours for English as the second subject.

References:
• Szpotowicz, M & M.Szulc-Kurpaska. 2009. Teaching English to Young Learners. Warszawa: Wydawnictwo Szkolne PWN
• Harmer J., 2001. The Practice of English Language Teaching. Oxford: Pearson Education Limited.
• Komorowska H., 2001. Metodyka Nauczania Języków Obcych. Warszawa: Fraszka Edukacyjna
• H. Komorowska (ed.) Nauka języka obcego w perspektywie ucznia. Warszawa: Łośgraf. (123-139).
• Szpotowicz, M. 2011. Wyzwania związane z ocenianiem umiejętności językowych dzieci. Języki Obce w Szkole nr 4/2011. Warszawa: Ośrodek RoReilly, V. & S. M Ward. 1997. Very Young Learners. Oxford: Oxford University Press.

Supplementary literature:
• Celce-Murcia, M. (ed.) 2001. Teaching English as a Second or Foreign Language. Heinle & Heinle.
• Nunan, D. (ed.) 2001. Practical English Language Teaching. McGraw Hill.
• Nunan, D. 1999. Second Language Teaching and Learning. Heinle & Heinle.
• Szpotowicz, M. 2011. Proces uczenia się dzieci w przedszkolu i szkole podstawowej. Inzwoju Edukacji.
• Tanner, R. & C. Green. 1998. Tasks for Teacher Education. Longman
• Ur, P. 1996. A course in Language Teaching. Cambridge: CUP

Selected textbooks for learning a foreign language,
Excerpts from the series: Innovating Pedagogy:https://www.open.ac.uk/blogs/innovating/

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

• Description of 3200-L2-DYDA in USOSweb