Teaching English to Young Learners
| Module title | Teaching English to Young Learners |
|---|---|
| Module code | EFPM787 |
| Academic year | 2022/3 |
| Credits | 15 |
| Module staff | Dr William Pearson () |
| 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...
- 5. Engage in independent and cooperative learning with peers from different cultural and pedagogic backgrounds, as evidenced in group discussions.
- 6. Undertake a critical analysis of the relevant academic literature.
- 7. 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
The syllabus plan is subject to change but is anticipated to include the following:
An introductory overview of the teaching of English to young learners within the context of the growth of English as an international language; towards a definition of a young learner.
A critical introduction to the significance of age to learning English as a foreign or additional language; why start young?
Children as language learners: insights from theory on child development, learning and second language acquisition; Piaget and constructivism; Vygotsky and social constructivism.
An examination oflanguage based approaches versus activity based approaches.
A critical introduction to classroom management and the role of the primary language teacher.
A critical introduction to promoting Oracy: Teaching speaking and listening.
A critical introduction to promoting Literacy: Teaching reading and writing.
Student presentations and discussion of assignments.
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 |
|---|---|---|---|
| Individual presentation of task cycle for teaching young learners | 5-10 minutes | ( 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 |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
Indicative learning resources - Basic reading
Indicative basic reading list:
- Cameron, L. 2001. Teaching Languages to Young Learners. Cambridge: C.U.P.
- ELTJ Special Issue: Teaching English to young learners, Vol 68:3, July, 2014.
- Garton, S and F. Copland. (Eds) 2019. The Routledge Handbook of Teaching English to Young Learners London: Routledge.
- Rich, S. (Ed) 2014. International Perspectives on Teaching English to Young Learners. Palgrave, Macmillan.
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 |
