Teaching English to Young Learners
Code
722160093
Academic unit
Faculdade de Ciências Sociais e Humanas
Department
Línguas, Culturas e Literaturas Modernas
Credits
18
Teacher in charge
Sandra Jones Mourão
Weekly hours
3 letivas + 1 tutorial
Teaching language
English
Objectives
- Develop as a reflective practitioner
- Understand the specific learning requirements of YLs
- Identify and recognize the role of L1 and L2
- Demonstrate an understanding of learning styles and implications for planning
- Understand the importance of sequencing and integrating skills for language acquisition and critical thinking
- Find, adapt and use songs, chants and rhymes to integrate in learning sequences
- Select, adapt and tell a wide range of stories including those in picturebooks and traditional stories
- Understand the role of different age appropriate assessment procedures
- Demonstrate an understanding of the implications of intercultural learning in planning and selection of resources
- Confidently incorporate learning to learn activities into their planning
- 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 procedures
Prerequisites
Subject matter
• A look at the young language learner
• Classroom management and routines
• Use of L1 and L2
• Learning styles
• Integration of skills (listening, speaking, reading, writing, thinking)
• Use of songs, chants and rhymes
• Use of story and storytelling techniques, using traditional stories and picturebooks
• Sequencing activities and lesson structure
• Approaches to assessment
• The intercultural component of language learning
• Pair work and group work
• Learning to learn and learner autonomy
• Planning – short term / long term
• Materials – evaluation / design
• Collaborating with classroom teachers and home – school connections
• Transition into 2nd cycle
Bibliography
BREWSTER, Jean; ELLIS, Gail with GIRARD, Dennis (2002) The Primary English Teacher’s Guide, New Edition, Harlow: Pearson Education
CAMERON, Lynne (2001) Teaching English to Young Learners, Cambridge: Cambridge University Press.
CURTAIN, Helena; DALHBURG, Carol Ann (2010) Languages and children. Making the match: new languages for young learners, Grades K-8 (4th Edition), New York: Pearson
HALLIWELL, Susan (1993), Teaching English in the Primary Classroom, London: Longman.
McKAY, Penny (2006), Assessing Young Language Learners, Cambridge: Cambridge University Press.
MOON, Jayne (2000), Children Learning English, Oxford: Macmillan.
MURPHY, Victoria A. (2014), Second Language Learning in the Early School Years: Trends and Contexts, Oxford: Oxford University Press.
PINTER, Annamaria (2009), Teaching young language learners, Oxford: Oxford University Press.
READ, Carol (2007), 500 Activities for the Primary Classroom, Oxford: Macmillan.
Teaching method
The seminar combines both theory and practice, with a strong element of reflection around personal experience. Many of the concepts, methodologies and approaches will be developed using experiential approaches, with participants trying out activities and reflecting upon their application.
Strategies employed in the sessions will range from Loop Input sessions, discussion around issues, critical appraisals of methods and materials, individual and group presentations, varied individual, pair and group assignments, opportunities for micro-teaching, written work and the more practical creation of materials and resources.
Sessions will favour interaction recognizing pertinent reflective contributions. Participants will be required to engage in both theoretical and practical assignments.
Evaluation method
Assessment is divided between regular and pertinent contribution during classes (40%) and theoretical and practical assignments (60%).