Teaching English to Young Learners
| Module title | Teaching English to Young Learners |
|---|---|
| Module code | EFPM787 |
| Academic year | 2024/5 |
| Credits | 15 |
| Module staff | Dr William Pearson (Lecturer) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | One semester, variable to suit flexible delivery mode |
| Number students taking module (anticipated) | 30 |
|---|
Module description
This module provides a thorough grounding in teaching English as a foreign language to young learners (aged 3-14 years). It considers the possibilities and limitations of teaching English to young learners, identifying what makes teaching this category of learners different from teaching adults. We will move towards developing an appropriate methodology and materials for the young learner TESOL classroom.
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.
Principles of effective English language teaching to young learners.
An examination ofactivity-based, topic-based, and task-based approaches.
A critical introduction to promoting Oracy: Teaching speaking and listening.
A critical introduction to promoting Literacy: Teaching reading and writing.
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 preparation of a summative assignment outline | 300-400 words | (1-2 and 4-5) | Written feedback |
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 |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| A presentation of a task cycle for teaching a specific group of young learners with a rationale informed by relevant literature. | Task cycle (3,750 words) | 1-7 | 6 weeks |
Indicative learning resources - Basic reading
Indicative basic reading list:
- Cameron, L. (2001). Teaching languages to young learners. Cambridge University Press.
- Garton, S., & Copland, F. (Eds.) (2019). The Routledge handbook of teaching English to young learners. Routledge.
- Pinter, A. (2017). Teaching young language learners. Oxford University Press.
- Rich, S. (2014). International perspectives on teaching English to young learners. Palgrave Macmillan.
Please also see also the 2014 special issue of ELT Journal, volume 63, issue 3.
Indicative learning resources - Web based and electronic resources
- ELE – https://vle.exeter.ac.uk/course/view.php?id=10658
- 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
Bland, J. (2018). Teaching English to young learners: Critical issues in language teaching with 3-12 year olds. Bloomsbury Publishing Plc.
Bourke, J. M. (2006). Designing a topic-based syllabus for young learners. ELT Journal, 60(3), 279–286. https://doi.org/10.1093/elt/ccl008
Copland, F., Garton, S., & Burns, A. (2014). Challenges in teaching English to young learners: Global perspectives and local realities. TESOL Quarterly, 48(4), 738–762. https://doi.org/10.1002/tesq.148
Cowley, S. (2014). Getting the buggers to behave (4th ed.). Continuum.
Garton, S., Copland, F., & Burns, A. (2011). Investigating global practices in teaching English to young learners (ELT Research Papers 11–01). Aston University.
Halliwell, S. (1992). Teaching English in the primary classroom. Longman.
Hasselgreen, A., & Caudwell., G. (2016). Assessing the language of young learners. Equinox Publishing Ltd.
Lewis, G. (2004). The Internet and young learners. Oxford University Press.
Lewis, G., & Mol, H. (2018). Grammar for young learners. Oxford University Press.
Lightbown, P. M., & Spada, N. (2002). How languages are learned. Oxford University Press.
Mackay, P. (2011). Assessing young language learners. Cambridge University Press.
Moon, J. (2000). Children learning English. Macmillan Heinemann.
Moon, J., Tongue, R. K., & Brumfit, C. (1995). Teaching English to children: From practice to principle. Longman.
Murphey, T. (2013). Music and song. Oxford University Press.
Nunan, D. (2016). Teaching English to young learners. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 68–81). Routledge.
Nunes, A. (2004). Portfolios in the EFL classroom: Disclosing an informed practice. ELT Journal, 58(4), 327–335. https://doi.org/10.1093/elt/58.4.327
Pinter, A. (2011). Children learning second languages. Palgrave Macmillan.
Paul, D., & Chan, M. (2010). Teaching English to children in Asia. Pearson Longman Asia.
Reilly, J., & Reilly, V. (2005). Writing with children. Oxford University Press.
Scott, W. A., & Ytreberg, L. H. (1990). Teaching English to children. Longman.
Wilson, K. (2010). Drama and improvisation. Oxford University Press.
Wright, A. (2001). Art and crafts with children. Oxford University Press.
Wright, A., Betteridge, D., & Buckby, M. (2012). Games for language learning. Cambridge University Press.
Wright, A., & Maley, A. (2017). Storytelling with children. Oxford University Press.
| 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 | 28/04/2023 |
