Teaching English to Young Learners

Module title	Teaching English to Young Learners
Module code	EFPM787
Academic year	2019/0
Credits	15
Module staff	Hania Salter-Dvorak (Convenor)

Duration: Term	1	2	3
Duration: Weeks	One semester, variable to suit flexible delivery mode

Number students taking module (anticipated)	20

Module aims - intentions of the module

To provide a survey of theoretical perspectives concerning child learning and development, and second language acquisition.
To provide a critical overview of a variety of important issues in the teaching of English to young learners within the context of the growth of English as an international language.
To consider the implications of these theories and issues for the development of appropriate practice for teaching English as a foreign or additional language to young learners.

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the module you will be able to...

1. Demonstrate a thorough and critical understanding of children as foreign or additional language learners.
2. Demonstrate a critical understanding of different aspects of teaching English as a foreign or additional language and associated issues and the ability to address these in ways appropriate to their own teaching contexts

ILO: Discipline-specific skills

On successfully completing the module you will be able to...

3. Undertake a critical analysis of practice informed by theoretical insights regarding teaching and learning in TESOL classrooms.
4. Apply aspects of language learning theory to the evaluation and design of programmes and materials for a specific group of learners in a particular teaching setting.

ILO: Personal and key skills

On successfully completing the module you will be able to...

6. Engage in independent and cooperative learning with peers from different cultural and pedagogic backgrounds, as evidenced in group discussions.
7. Undertake a critical analysis of the relevant academic literature.
8. Digest, select and organise material to produce, to a deadline, a coherent and thoughtful analysis of theory to particular professional and socio-cultural situations.

Syllabus plan

8 weekly sessions of two hours each:

Week 1-2.
An introductory overview of the teaching of English to young learners. Including a critical introduction to the significance of age to teaching English as a foreign or additional language and the development of principles of teaching English to young learners informed by learning, development and second language acquisition theoretical perspectives.

Week 3.
A critical examination of different approaches to teaching English as a foreign or additional language. To include an exploration of how best to support and structure language learning and an examination of the relative merits of language-based versus activity-based approaches.

Weeks 4-6.
A critical examination of the different ways to address language skills in the young learner classroom. To include a consideration of the impact of educational and second language acquisition theoretical perspectives on the teaching of spoken language, grammar, vocabulary and literacy skills.

Week 7- 8.
A critical exploration of a range of issues relating to developing pedagogic practices in the young language learning classroom. To include an examination of ways to promote differentiation and assessment, and an introduction to appropriate ways of undertaking research into teaching and learning in the young learner classroom. Group presentations of activities for teaching specific groups of young learners.

Students will also be given the opportunity to undertake a primary school visit during the module.

Learning activities and teaching methods (given in hours of study time)

Scheduled Learning and Teaching Activities	Guided independent study	Placement / study abroad
30	120	0

Details of learning activities and teaching methods

Category	Hours of study time	Description
Learning and teaching activities	15	lectures, seminars and workshops
Learning and teaching activities	15	directed reading
guided independent study	40	assignment preparation
guided independent study	80	directed study

Formative assessment

Form of assessment	Size of the assessment (eg length / duration)	ILOs assessed	Feedback method
Group presentations of activities for teaching young learners		( 1-2 and 4-5)	Verbal comments and review

Summative assessment (% of credit)

Coursework	Written exams	Practical exams
100	0	0

Details of summative assessment

Form of assessment	% of credit	Size of the assessment (eg length / duration)	ILOs assessed	Feedback method
A presentation of a task cycle for teaching a specific group of young learners with a rationale informed by relevant literature.	100	3,750 words	(1-7)	Written feedback

Indicative learning resources - Basic reading

Indicative basic reading list:

Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: C.U.P.
Crosse, K. (2007). Introducing English as an Additional Language: a practical handbook. Paul Chapman Education.
Moon, J. (2000). Children Learning English. Oxford: MacMillan-Heinemann.
Pinter, A (2006). Teaching Young Language Learners. Oxford: O.U.P.
Roberts-Holmes, G. (2005). Doing your early years research project: a step by step guide. London: Routledge.
Schmit, S. (2006). The Developing Child in the 21st Century: a global perspective. London: Routledge.
Woodhead, M. & Montgomery, H. (2003). Understanding Childhood: an interdisciplinary approach. Milton Keyes: Open University Press.

Indicative learning resources - Web based and electronic resources

http://www.cambridgeesol.org/exams/teaching-awards/celtyl.html (Sample young learner EFL language tests)
http://www.countryschool.com/ylsig2/index.php ( IATEFL Young Learner SIG webpage)

Indicative learning resources - Other resources

Young learner EFL course books.

Credit value	15
Module ECTS	7.5
Module pre-requisites	none
Module co-requisites	none
NQF level (module)	7
Available as distance learning?	No
Last revision date	October 2012