The development of language skills in primary and secondary schools (Didactics 5) 3301-JS-DYD-5
During the course students learn about the four main language skills (listening, speaking, reading and writing) at different levels of language proficiency and stages of education. They also get to know how to integrate the skills, evaluate tasks critically and adjust them to teaching aims, learners’ language proficiency and specific groups characteristics (e.g. mixed-ability groups). Students get the chance to put the knowledge into practice when preparing and carrying out micro-teaching. As future teachers, students are also encouraged to use their expertise, creativity and self-reflection to improve their teaching skills, sustain self-motivation and solve problems in everyday teaching practice
Topics:
1. Introduction – teaching language skills, integrating language skills, self-reflection in teachers’ development
2. Listening skill (i) aims / teaching techniques / integration with other skills / assessment criteria / problem solving
3. Listening skill (ii) sample tasks analysis / task adaptation / working with authentic materials
4. Speaking skill (i) aims / teaching techniques / integration with other skills / assessment criteria / problem solving
5. Speaking skill (ii) sample tasks analysis / task adaptation / working with authentic materials
6. Micro-teaching 1.1 adapting textbook tasks to a specific teaching context + reflection
7. Micro-teaching 1.2 adapting textbook tasks to a specific teaching context + reflection
8. Reading skill (i) aims / teaching techniques / integration with other skills / assessment criteria / problem solving
9. Reading skill (ii) sample tasks analysis / task adaptation / working with authentic materials
10. Writing skill (i) aims / teaching techniques / integration with other skills / assessment criteria / problem solving
11. Writing skill (ii) sample tasks analysis / task adaptation / working with authentic materials
12. Micro-teaching 2.1 adapting authentic materials to a specific teaching context + reflection/self-reflection
13. Micro-teaching 2.2 adapting authentic materials to a specific teaching context + reflection/self-reflection
14. Summing up – beyond the four main language skills (e.g. languaging/grammaring) / encouraging teacher development / avoiding routine
Type of course
Mode
Course coordinators
Learning outcomes
Knowledge:
The participant:
● will know the specifics of the four main language skills and how to integrate them when planning a class
● will know which aspects of skill development may cause problems for learners and how to help them
● will know how to estimate task difficulty and how to adjust tasks to lesson aims, learners’ needs and group characteristics
● will know about the techniques for improving teaching skills and encouraging teacher development.
Skills:
The participant:
● will be able to correctly conduct and integrate tasks aiming to develop the four main language skills
● will be able to critically assess and adapt textbook tasks, as well as use authentic materials to develop language skills in a specific learning context
● will be able to use his/her expertise, creativity and self-reflection to develop teaching skills, avoid routine and solve problems in everyday teaching practice.
Education at language level B2+.
Assessment criteria
The final grade is calculated on the basis of:
● active participation in class based on assigned readings
● preparing and carrying out a micro-teaching session, aimed at developing the language skills discussed
● written self-reflection on micro-teaching
● two absences are allowed
Bibliography
Cameron, L. and McKay, P. (2017). Bringing creative teaching into the young learner classroom. OUP.
Harmer, J. (2016) (5th ed). The practice of English language teaching. Pearson.
Komorowska, H. (2004). Metodyka nauczania języków obcych. Fraszka Edukacyjna.
Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. Yale University Press.
Larsen-Freeman, D. (2003). Teaching language. From grammar to grammaring. Boston: Thomson/Heinle.
Linse C. (2005). Practical English language teaching: Young learners. McGraw-Hill.
Scrivener, J. (2011). Learning teaching: The essential guide to English language teaching. Macmillan.
Swain, M. (2006). Languaging, agency and collaboration in advanced second language proficiency. In H. Byrnes (Ed.), Advanced language learning. The contribution of Halliday and Vygotsky (pp. 95–108). London: Continuum.
Thornbury, S. (2005). How to teach speaking. Pearson.
Ur, P. (2012) (2nd ed). A course in Language Teaching. CUP.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: