Universitat Internacional de Catalunya

English Language Teaching II

English Language Teaching II
6
10168
4
First semester
op
Main language of instruction: English

Teaching staff

Introduction

The main objective of this subject is to contribute to the training of future English teachers at the pre-primary and primary education levels. They will get familiar with the pedagogical approaches for the appropriate introduction of English to very young learners (pre-primary education) as well with the current methodologies, tool and resources to teach linguistic skills (oral and written comprehension and production) in the primary English classroom.

Pre-course requirements

It is recommended that students have a level B2 (Common European Framework/ CEF) in English before the start of the course.

Objectives

  • To get familiar with current methodological approaches aimed at the development of linguistic skills (comprehension and production) in the English classroom in pre-primary and primary education.
  • To analyse and apply the strategies, techniques and resources for teaching linguistic skills (comprehension and production) in the English classroom in pre-primary and primary education.
  • To design teaching materials for the development of linguistic skills (comprehension and production) in English according to the Pre-Primary Education and Primary Education Catalan Curriculum.
  • To analyse and create instruments to assess the development of linguistic skills (comprehension and production) in the English classroom in pre-primary and primary education.

Competencies

  • CEM-43 - To foment speaking and writing skills.
  • CEM-52 - To be able to foment initial contact with a foreign language.
  • CEM-62 - To relate theory and practice to the classroom and school context.
  • CEM-63 - To participate in teaching activity and learn how to do, act and reflect based on practice.
  • CET-1 - Interpersonal responsibility: to be aware of professional performance and influence on students. To have the skills and knowledge to manage group processes and communication for good collaboration with and between students.
  • CET-2 - Pedagogical responsibility: to have the knowledge and teaching skills required to create a safe learning environment for both classes and groups, but also for individual students, in order that children can become responsible, independent adults.
  • CET-3 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
  • CET-5 - Collaboration with colleagues in the profession: to have the knowledge and skills required to make a professional contribution to the teaching environment in the school, in professional relationships, and to achieve a good school organization.
  • CET-7 - To promote responsibility in terms of professional development: to analyse, reflect on and develop points of view about the profession and teaching skills, to know how to make these clear and how to bring them up to date.
  • CG-01 - To integrate information and communication technologies in teaching and learning activities, teaching management and professional development.
  • CG-03 - To be able to communicate in English at level B1, according to the Common European Framework of Reference for languages (CEFR).
  • CG-04 - To promote and facilitate attention to the unique educational needs of students, gender equality, fairness and respect for human rights, in the contexts of learning and social harmony, both in the school and in relation to the surroundings.
  • CG-07 - To be familiar with the elements that make up critical thinking, the different levels of proficiency and how to develop this skill as much as possible.
  • CG-08 - To be familiar with the elements that make up reflective thinking, the different levels of proficiency and how to develop this skill as much as possible.
  • CG-09 - To be familiar with the elements that make up creativity, the different levels of proficiency and how to develop this skill as much as possible.
  • CG-10 - To be familiar with the elements that make up entrepreneurial spirit, the different levels of proficiency and how to develop this skill as much as possible.
  • CG-11 - To be familiar with the elements that make up the quality-based approach, the different levels of proficiency and how to develop this skill as much as possible.

Learning outcomes

  • The student has a communicative competence (phonetic, phonological, grammatical and pragmatic) of the English language. 
  • The student has an English language proficiency that allows him/her to give and receive classes in this language. 
  • The student knows how to adapt his/her oral and written English language skills to the needs of his/her future students. 
  • The student uses body language and dramatization to effectively convey oral messages in English. 
  • The student learns techniques to encourage interaction in the English language classroom to achieve good collaboration with and between students. 
  • The student knows the cognitive, linguistic and communicative bases of the teaching of first and consecutive languages. 
  • The student learns about the main didactic tendencies and techniques for evaluating the teaching of foreign languages and their application to the English language classroom, at different levels. 
  • The student designs didactic units creatively promoting teaching-learning processes that facilitate the attention to the diversity of students in the English language classroom. 
  • The student knows the most effective methodological resources in teaching a foreign language. 
  • The student reflects on the school learning process and the characteristics of his/her future students in order to improve their competence as a foreign language teacher. 
  • The student knows the basic principles and complexity of teaching school content through English. 
  • The student has resources to adapt the English language to the educational needs of other subjects and applies them with quality orientation. 
  • The student knows how to apply new information and communication technologies to the teaching of English as a foreign language. 
  • The student has skills to promote communication in English, as a vehicular language, achieving good collaboration with and between different professionals in the school environment. 
  • The student knows how to apply the cultural references of English-speaking countries to the teaching of the foreign language. 
  • The student uses the different cultural manifestations of the English-speaking countries to foster respect for other cultures. 
  • The student critically analyses his/her professional performance to become aware of his/her influence on students and thus improve his/her competence as an English teacher. 
  • The student values the personal relationship with each student and their environment as a quality factor of education.

Syllabus

Unit 1: Teaching and learning of English as a foreign language in pre-primary and primary education

  • Introduction.
  • New Catalan curriculum for pre-primary and primary education and teaching and learning of English as a foreign language.

Unit 2: Development of linguistic skills in English (comprehension and production) in pre-primary and primary education

  • Current approaches and methods for teaching linguistic skills in the English language.
  • Differentiation and the development of linguistic skills in English.
  • Genre-based pedagogy.

Unit 3: Analysis and design of teaching materials for the development of linguistic skills in English in pre-primary and primary education

  • Analysis of teaching materials used in the pre-primary English classroom.
  • Analysis of textbooks used in the primary English classroom.
  • Techniques, digital resources, and teaching materials for teaching linguistic skills in English.
  • Design of teaching materials for the development of linguistic skills in English.

Unit 4: Assessment in the pre-primary and primary English classroom

  • Formative and Summative Assessment Tools for evaluating language learning.

Unit 5: European Portfolio for Student Teachers of Languages

  • European Portfolio for Student Teachers of Languages (EPOSTL).

Teaching and learning activities

In person



Teaching methodology

  • PBL    Problem-based learning
  • PR     Problem Resolution
  • L       Lectures
  • CL     Cooperative Learning
  • CS     Case studies

 

Teaching and learning activities

  • L        Lectures
  • PC      Practical Classes
  • IAW    Individual Autonomous Work
  • GAW   Group Autonomous Work

Evaluation systems and criteria

In person



Evaluated activity

Percentage

1. Participation in the classroom (attendance, degree of involvement and participation, attention)

20%

2. Reading and reflection tasks

20%

3. Design of teaching materials for the development of linguistic skills in English

25%

4. Design of formative and summative assessment tools for the evaluation of foreign language learning

20%

5. European Portfolio for Student Teachers of Languages (EPOSTL)

10%

6. Academic and professional presentation of assignments

5%

Bibliography and resources

Alcalà Arxé, E. (2021). Developing oral expression during confinement with very young learners. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 4(1), 49-56. DOI: https://10.5565/rev/clil.55

Cortina-Pérez, B. & Andúgar-Soto, A. (2020). Aprendiendo inglés en Educación Infantil. Un relato de prácticas innovadoras. Revista De Estudios Socioeducativos, 8: 229-247. DOI:

Gibbons, P. (2002). Writing in a Second Language Across the Curriculum: An Integrated Approach, pp. 51-76. In P. Gibbons, Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom. Portsmouth: Heinemann.

Mills, K. A. (2008). The Seven Habits of Highly Effective Readers. In Proceedings Stories, Places, Spaces: Literacy and Identity, National conference by the Australian Literacy Educators' Association (ALEA) and Australian Association for the Teaching of English, Adelaide, SA.

Rose, D. (2011). Beyond literacy: building an integrated pedagogic genre. Australian Journal of Language and Literacy, 34(1), 81-97.

Usó-Juan, E. & Martínez-Flor, A. (Eds.) (2006). Current Trends in the Development and Teaching of the Four Language Skills. Berlin: Walter de Gruyter.