Teaching English to Young Learners - 1st semester

Objectives

- Develop as reflective YL practitioners
- Understand the learning requirements of YLs and the different approaches to L2 instruction including special educational needs
- Demonstrate an understanding of issues related to classroom management, learning to learn activities and differentiation; sequencing and integrating skills for language acquisition and the development of critical thinking and issues related to teaching grammar to YLs
- Incorporate diverse activities into their planning, including songs, chants and rhymes, game-like activities; arts and crafts; technology; and Intercultural awareness activities; select, adapt and tell a wide range of stories including picturebooks and traditional stories
- Demonstrate an understanding of appropriate assessment procedures,
- Understand the specificities of short and long term planning,
- Put into practice the criterion for design and evaluation of materials
- Recognize the importance of collaboration and transition

General characterization

Code

722160093

Credits

18

Responsible teacher

Docente a definir

Hours

Weekly - 3 letivas + 1 tutorial

Total - Available soon

Teaching language

Inglês

Prerequisites

n.a.

Bibliography

BLAND, J. (2015). Teaching English to Young Learners. London: Bloomsbury
BREWSTER, J. ELLIS, G. with GIRARD, D.(2002). The Primary English Teacher’s Guide. Harlow: Pearson Education
CAMERON, L. (2001). Teaching English to Young Learners, Cambridge: Cambridge University Press.
CURTAIN, H. DALHBURG, C.A. (2010). Languages and Children. Making the match. New York: Pearson
HALLIWELL, S. (1993). Teaching English in the Primary Classroom. London: Longman.
ELLIS, G: & IBRAHIM, N. (2016) Teaching Children to Learn. Peaslake: DELTA Publishing.
JANG, E.E. (2015). Focus on Assessment. Ocford: Oxford University Press.
MOON, J. (2000). Children Learning English. Oxford: Macmillan.
MURPHY, V.A. (2014). Second Language Learning in the Early School Years. Oxford: Oxford University Press.
PINTER, A. (2009). Teaching Young Language Learners. Oxford: Oxford University Press.
READ, C. (2007). 500 Activities for the Primary Classroom. Oxford: Macmillan.

Teaching method

The seminar combines theory and practice, with a strong element of reflection around personal experience. Concepts, methodologies and approaches are introduced with theoretical underpinnings, developed using experiential approaches, concluding with reflection upon application and implications for practice.
Strategies employed in the sessions will range from discussion around academic articles/issues, critical appraisals of methods and materials, individual and group presentations, varied individual, pair and group assignments, Loop Input sessions, opportunities for micro-teaching and peer feedback, written work and the more practical creation of materials and resources.
Sessions favour critical and reflective contributions. Participants will engage in both theoretical and practical assignments as individuals and in small groups.

Evaluation method

Assessment is divided between completion of class-based tasks (40%) and theoretical and practical assignments (60%).

Subject matter

•Benefits and challenges of teaching English to YLs;
•How YLs learn and approaches to L2 instruction
•Classroom management - language choice, routines, behaviour issues, pair and group work;
•Multiple intelligences, learning styles, learning to learn and learner autonomy
•Developing and integrating skills;
•Approaches to grammar;
•Story and storytelling – benefits, selection and adaptation of authentic stories; storytelling techniques; extensive reading;
•Benefits, selection and implementation of: game-like activities; songs, chants and rhymes; arts and crafts; technology; intercultural awareness activities;
•Differention and special educational needs;
•Record keeping and assessment – teacher assessment, portfolios, self- and peer-assessment, testing;
•Planning – short term / long term; sequencing skills and activities; learning rhythms; lesson structures;
•Evaluation and materials design;
•Collaborating with classroom teachers and home – school connections;
•Transition iss

Programs

Programs where the course is taught: