Foreign Language Teaching in Groups of Children 3301-JS194
The course covers methods and techniques of teaching a foreign language to kindergarten children and primary school learners. Classroom techniques in the teaching of pronunciation, spelling, vocabulary and grammar are presented as well as activities useful in the process of developing speaking, listening, reading and writing skills. Ways of introducing story-telling, songs, games, educational videos and visuals are also analyzed. Students acquire teaching and testing skills as well as skills to evaluate pre-communicative and communicative activities. The course can be taken independently within the track of applied linguistics.
The following topics are covered:
1. Teaching vocabulary.
2. Teaching grammar.
3. Teaching speaking skills.
4. Teaching listening.
5. Teaching reading comprehension.
6. Teaching spelling. Using writing as a supportive skill
7. Introducing creative writing.
8. Video and visuals in language teaching.
9. Arts and crafts.
10. Language games.
11. Songs, rhymes and language rap.
12. Story-telling and drama.
13. Children's books.
14. Assessment and
15. Self assessment.
Each topic is illustrated by examples of language activities for:
a) pre-school children and children in initial education,
b) children in upper-primary school.
Course requirements: a presentation of activities or an Action Research project and term paper.
The course is for BA full-time students.
Type of course
Course coordinators
Learning outcomes
After the course students have knowledge about teaching English as a foreign language in groups of children and develop their analytical skills.
KNOWLEDGE
• has knowledge about the place of English philology in the context of the humanities
• is familiar with the terminology used in linguistics and applied linguistics specific to English Studies
• is familiar with the methodology of scientific research in the field of applied linguist
• has knowledge of the English language, its grammar, syntax, phonetics, morphology, pragmatics and can pass on this knowledge in the teaching process
• has knowledge about the processes of communication in English, both orally and in writing
• has knowledge about the conditions of the process of second language acquisition; knows and understands the main models of acquisition of a foreign language appropriate for English linguistics
• has knowledge of research design in the field of applied linguistics, its techniques, research tools and problems
• is aware of the rules and ethical norms in science
• has knowledge of how to design one's own path of career development
SKILLS
• can use linguistic terminology specific to English Studies
• can apply appropriate methodology in the study of linguistics
• can speak English properly, accurately and consistently by choosing forms of expression appropriate for the communicative context
• knows how to present one's knowledge in a logical and clear manner, both orally and in writing
• can control and diagnose the correct use of English and one's own native language
• can use language functions, such as expressing doubt, distance, exemplification, emphasis, formulating conclusions
• can interpret, analyze, prioritize, synthesize various types of content and various phenomena in their respective dimensions: linguistic, cultural and social
• can select and apply knowledge from subdisciplines of English philology for communication purposes, for teaching and for research
• can assess the usefulness of various theoretical constructs for research and for practical applications
• has the skills to analyze and define research and conduct one's own research; knows how to formulate the research problem and determine the method
• can appreciate the diversity of opinions presented in readings and discussions and use them as a source of inspiration, not as a threat to her own values
• knows how to search for information in a variety of sources, how to assess their usefulness, interpret them in terms of theoretical and practical applications in the context of English philology
• can use modern technology in overall self-development, in the process of acquiring knowledge and in professional situations
• can design her own path of development through specifying interests, methods and objectives
• can participate in teamwork, has basic organizational skills to meet her goals; can adjust one's own initiative and use group tasks creatively
SOCIAL COMPETENCE
• is aware of the social significance of one's knowledge, work and skills
• understands the role of lifelong learning and believes in the need for personal and professional development; defines the stages of development
• understands the ethical dimension of one's own activities and observes the principles of professional ethics
• feels responsible for one's own work and respects the work of others
• believes in the importance of individual initiative, independence and recognizes the possibility of own contribution to group activities
• recognizes the nature of dilemmas, problems, and conflicts; seeks the best solutions for them
• has a need to express herself in a consistent, transparent, and logical manner in order to operate effectively in dealing with others
• appreciates the usefulness of one's own knowledge and skills in building the sense of community
• knowingly participates in one's own national culture, respecting the cultural heritage of Europe, manifests understanding and curiosity about different cultures
• is tolerant, respects cultural behaviors of others and other views
Methods and criteria of assessment Grades are given for an oral presentation of activities and written project work. Moreover, participation in discussions is also taken into consideration.
Education at language level B2+.
In class discussions students acquire skills of expressing their thoughts in a clear, coherent, logical and precise manner, with the use of language which is correct grammatically, lexically and phonetically.
Assessment criteria
Grades are given for an oral presentation of activities or an Action Research project and written work. Moreover, participation in discussions is also taken into consideration.
Three absences are allowed.
Re-take credit - another oral presentation and writing again the work(s) for which the student has received an unsatisfactory grade.
Bibliography
Cameron, L. (2014). Teaching Languages to Young Learners. Cambridge: CUP
Halliwell, S. (2010). Teaching English in the Primary Classroom. Harlow: Longman.
Ioannou-Georgiou, S., Pavlou, P. (2003). Assessing Young Learners. Oxford: Oxford University Press.
McKay, P. (2011). Assessing Young Language Learners. Cambridge: Cambridge University Press.
Pinter, A. (2011). Children Learning Second Languages. New York: Palgrave Macmillan.
Reilly, V., Ward, S.M. (2013). Very young Learners. Oxford: Oxford University Press.
Wybór artykułów o nauczaniu i uczeniu się języka angielskiego i problemach z tym związanych.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: