Universitat Internacional de Catalunya

Foreign Language Teaching: English

Foreign Language Teaching: English
3
10633
3
Second semester
OB
Main language of instruction: English

Teaching staff

Introduction

The growing importance of English as an international and global language and its introduction at schools at increasingly younger ages have radically changed the needs, objectives and realities in the area of the teaching and learning of English as a foreign language (EFL) in the pre-primary classroom. Therefore, schools need professionals who are not only fluent in the English language, but also have teaching skills and competences necessary to be able to respond effectively to the current demands of the school context.

This subject deals with the basic principles of teaching English as a Foreign Language (TEFL) in pre-primary education. The classes are the combination of short teacher-centred lectures on theoretical aspects of TEFL and learner-centred practical activities in pairs and small groups based on enquiry, discussion and reflection. This will enable students to reflect on main aspects of TEFL in pre-primary education, to get familiar with the innovative TEFL approaches and methodologies appropriate for very young learners and to program and be able to carry out English sessions.

Pre-course requirements

No prior requirements.

Objectives

  • To learn the main principles of language learning and early childhood development in the pre-primary English classroom.
  • To get familiar with current methodological approaches aimed at the development of early language skills in English (comprehension and production) in the pre-primary classroom.
  • To analyse and evaluate the strategies, techniques and resources for teaching English to very young learners.
  • To design teaching materials for the pre-primary English classroom.

Competencies

  • CEM-43 - To foment speaking and writing skills.
  • CEM-44 - To learn and master techniques of oral and written expression.
  • CEM-47 - To be familiar with the learning process in reading and writing and its teaching.
  • CEM-48 - To manage language-learning situations in multilingual contexts.
  • CEM-49 - To recognize and value the appropriate use of verbal and non-verbal language.
  • CEM-50 - To be familiar with resources to foment reading and writing, and use them appropriately.
  • CEM-52 - To be able to foment initial contact with a foreign language.
  • 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-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-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.

Learning outcomes

  • The student knows different educational practices that improve the process of teaching and learning languages, is aware that they are determined by culture; is aware of its consequences for educational practice and for the behaviour of his students, and knows how to act as a language teacher.
  • The student shows knowledge of the language and literacy curriculum for pre-primary education.
  • The student knows how to face language learning situations in multilingual contexts.
  • The student recognizes and values the appropriate use of verbal and non-verbal language.
  • The student uses appropriately and creatively the resources for the encouragement of early approaches to reading and writing.
  • The student promotes a first approach to the learning of English.
  • The student values the need to know and use English to interact with the environment and does so with an entrepreneur spirit.
  • The student enhances expression through gestures and dramatization to promote the understanding of English in pre-primary education.
  • The student identifies and analyzes the processes of interaction and communication in the English pre-primary classroom.
  • The student describes and relates the components of the pedagogical act that intervenes in the process of teaching and learning of the English language.
  • The student creatively designs, plans and evaluates the teaching activity and learning in the English pre-primary classroom.
  • The student knows how to apply new information and communication technologies to the teaching of English as a foreign language. 
  • The student critically analyses his/her professional performance to become aware of his/her influence on students and thus improve his/her competence as a language teacher. 

Syllabus

Unit 1. Early Childhood Development and Language Learning in the Pre-Primary English Classroom

  • Introduction. Early Childhood Learning and Development
  • Common European Framework of Reference (CEFR)
  • CEFR and Catalan Curriculum for Pre-Primary Education
  • European Language Portfolio (ELP) and very young learners
  • Developing very young learners’ cognitive skills in the English classroom
  • Multiple intelligences and the implications for EFL teaching

Unit 2. Methodologies for the Pre-Primary English Classroom

  • Teaching English to pre-primary children I: Communicative Approach
  • Teaching English to pre-primary children II: Task-based Approach
  • Creating ‘enabling environments’ in the Pre-Primary English Classroom
  • Classroom management in the pre-primary English classroom

Unit 3. Teaching English in Pre-Primary Classrooms: Strategies, Techniques and Resources

  • Storytelling in English in the pre-primary classroom
  • Routines and habits in English
  • Nursery rhymes and songs in English: Development of language skills
  • Games in the pre-primary English classroom

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)

15%

2. Reading and reflection tasks

15%

3. Individual presentation of readings on teaching English to very young learners

25%

4. Elaboration and presentation of a classroom management proposal for an English pre-primary classroom

25%

5. Preparation and group presentation of the teaching guide of an interdisciplinary project on SDGs and implementation of designed classroom activities

20%

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

Artigal, J. M. (2004). El text narratiu dialogat. Una manera de construir l’aprenentatge de la llengua estrangera a l’educació infantil.

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: http://dx.doi.org/10.25267/Rev_estud_socioeducativos.2020.i8.16

Ellis, G. & Brewster, J. (2002). Tell it again! The Storytelling Handbook for Primary Teachers. British Council.

Figueras, N. (2012). The impact of the CEFR. ELT Journal, 66(4), 477-485.

Mourao (2018). Playing in English: the emerging voices of pre-primary children in a foreign language context. In F. Copland & S. Garton (Eds.), Voices from the TESOL Classroom: Participant Inquiries in Young Learner Classes, pp. 67-76. TESOL.

Nunan, D. (2011). Task-Based Language Teaching (7th Edition). Cambridge University Press.

Prosic-Santovac, D. (2015). Making the Match: Traditional Nursery Rhymes and Teaching English to Modern Children. CLELEjournal, 3(1): 25-48.