Teaching English to Young Learners
- 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
Carolyn Elizabeth Leslie
Weekly - 3
Total - 504
BLAND, J. (2015). Teaching English to Young Learners. London: Bloomsbury
BREWSTER, J. ELLIS, G. with GIRARD, D.(2002). The Primary English Teachers 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.
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.
Class-based tasks (40%), Theoretical and practical assignments (60%)
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;
Programs where the course is taught: