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CURSO: TEACHING AND LEARNING ENGLISH PRIMARY I
TRADUCCION: DIDACTICA DEL INGLES PARA EDUCACION BASICA I
SIGLA: EDU0506
CREDITOS: 10
MODULOS: 02
CARACTER: MINIMO
TIPO: CATEDRA
CALIFICACION: ESTANDAR
DISCIPLINA: EDUCACION
PALABRAS CLAVE: INGLES COMO LENGUA EXTRANJERA, EDUCACION BASICA, DISCURSO DE AULA.


I.DESCRIPTION

This course aims at providing students with the theoretical and practical aspects of Teaching English to Young Learners (TEYL) with a focus on developing oral skills during the first levels of primary school (1st to 4th grades). More specifically, the course addresses issues related to theories of learning, the learning strategies of young children, the design of teaching-learning activities, the classroom methods and techniques to be used when teaching English to young learners. There is also a special focus on establishing norms and routines for classroom discourse.


II.OBJECTIVES

1.To explain the foundations and contexts of Teaching English for Young Learners and its progression in the National Curricular Proposal (1st-4th grades) for the understanding of the opportunities and challenges learners face.
2.To design and implement activities and teaching sequences for the development of oral skills and early literacy for young learners.
3.To determine the efficacy of learning sequences based on their decisions on planning, classroom discourse and norms and assessment results.


III.COMPETENCES

-The student masters the English Language at an Advanced Level and is able to communicate fluently and precisely in order to provide learning opportunities for the integrated development of communicative skills in English (Competencia 1, Sub competencia 1.5, Perfil de Egreso Pedagogia en Ingles para Ed. Basica y Media).

-The student understands the structure and functioning of the English Language and its cultural expressions, in order to contextualize the developmental process of English communicative skills in the school context (Competencia 2, Sub competencias 2.1, 2.2, 2.3, Perfil de Egreso Pedagogia en Ingles para Ed. Basica y Media).

-The student contextualizes the current EFL curriculum for the planning of learning and assessment situations in Primary and Secondary Education (Competencia 3, Sub competencias 3.2, Perfil de egreso Pedagogia en Ingles para Ed. Basica y Media).

-The student makes pedagogical decisions considering biological, psychological and sociocultural characteristics of primary and secondary school students and how they learn and develop in order to promote inclusive learning (Competencia 4, Sub competencias 4.2, 4.3, 4.4, 4.5, Perfil de Egreso Pedagogia en Ingles para Ed. Basica y Media)

-The student designs and implements teaching strategies for Primary and Secondary School, coherent with learning goals, consistent with disciplinary knowledge and appropriate to diverse contexts, in order to ensure quality learning opportunities for all students (Competencia 5, Sub competencias 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, Perfil de egreso Pedagogia en Ingles para Ed. Basica y Media)

-The student selects, designs and uses strategies and assessment situations to monitor, provide feedback and certify the learning of English in Primary and Secondary Education so as to make pedagogical decisions based on learning evidence (Competencia 6, Sub competencia 6.6, Perfil de egreso Pedagogia en Ingles para Ed. Basica y Media)

-The student promotes equity in learning opportunities for Primary and Secondary Education students based on the relation between diversity and educative processes. (Promueve igualdad de oportunidades de aprendizajes para estudiantes de educacion basica y media basadas en la relacion entre diversidad y procesos educativos. (Competencia 8, 8.3, Perfil de egreso Pedagogia en Ingles para Ed. Basica y Media)


IV.CONTENTS

1. Contexts for teaching and learning English in Primary School
1.1. Contexts for the teaching of young learners
1.2. The Chilean context and the National Curriculum
1.3. Early stages in foreign language schooling
1.4. Theories of learning English in young learners
1.5. Young learners? thinking patterns when learning English as a foreign language
1.6. Challenges and difficulties when learning a foreign language at an early age.

2. Strategies for young learners
2.1. Developing oral skills for young learners: Listening and Speaking
2.2. Pre-Literacy and Early Literacy in EFL and its connection to oracy
2.3. Classroom methods and techniques for young learners in oral skills
2.4. Teaching and learning activities for oral communication

3. Planning learning and teaching situations
3.1. Norms, routines and classroom discourse.
3.2. Types of planning
3.3. Setting learning goals
3.4. Selecting and using resources
3.5. Assessment for learning
3.6. Reflective practice


V.METHODOLOGY

The methodology of the course includes guided reading for the analysis and productive discussions of texts about the oral skills to be developed in the classroom. In addition, for the representation and decomposition of pedagogical practices, there are workshops for the analysis of planning and resources, viewing of classroom interactions, observation of pedagogical practices and analysis of lesson transcripts. Moreover, the student teacher will enact some practices when designing teaching sequences and resources in traditional and digital environments that will be presented to the class. Finally, the teacher will reflect on the decisions made for the teaching of young learners based on the identification of thinking patterns and the building of pedagogical responses.


VI.EVALUATION

Objective 1 will be evaluated through written quizzes and a workshop in which they will analyze the progression of the National Curricular Proposal (1st-4th grades) for teaching and assessment decisions in the classroom.
Objective 2 will be evaluated through the analysis of lesson plans and the design of teaching sequences. Finally, objective 3 will be assessed through the enactments of the teaching sequences that they had designed and the reflection on the effectiveness of such planning and enactments.


VII.BIBLIOGRAPHY

Compulsory

Bland , J. (2015). Teaching English to Young Learners: Critical Issues in Language Teaching with 3-12 Year Olds. London: Bloomsbury Academic

Cameron, L. (2001). Teaching languages to young learners. New York: CUP.

Curtain, H. & Dahlberg, C.A. (2015). Languages and children: Making the match. New Languages for Young Learners, grades K-8. (5th ed.) . New York: Pearson.

Emery, H. & Rich, S. (2015). Teaching English to Young Learners. New York: Tesol Publications.

Guerrero, S. (2014). Primary Methodology Handbook: Practical Ideas for ELT. Oxford: Richmond.

Hughes, G., Moate, J. & Raatikainen, T. (2008). Practical classroom English. Oxford: OUP.

Chile, Ministerio de Educacion, UCE (2013). Idioma Extranjero Ingles. Propuesta Curricular Primero Basico a Cuarto Basico. Recuperado de www.curriculumenlinea.cl

Moon, J. (2005). Children learning English. (2nd ed.). Oxford: Macmillan Heinemann.

Pinter, A. (2017). Teaching Young Language Learners. (2nd ed.) Oxford: OUP.

Pinter, A. (2011). Children learning second languages. Oxford: OUP.

Shin, J.K. & Crandall, J. (2013). Teaching young learners English. MA: Heinle Cengage learning.


Complementary

Ball, P., Kelly, K. & Clegg, J. (2016). Putting CLIL into practice. Oxford: OUP.

Bolitho, R. & Tomlinson, B. (2005). Discover English: Language Awareness for Teachers. New York: Macmillan ELT.

Cameron, L. & McKay, P. (2010). Bringing creative teaching into the young learner classroom. York: OUP

Ioannou-Georgiou, S. & Pavlou, P. (2003). Assessing Young Learners. Oxford: OUP.

Khabeishvili, G. (2016). Creativity in English as a Foreign Language Teaching to Young Learners. Saarbruken: LAP Lambert Academic Publishing

Linse, C. & Nunan, D. (2005). Practical English Language Teaching: PELT Young Learners. New York: McGraw Hill.

Lotherington, H. & Paige, C. (2017). Teaching Young Learners in a Superdiverse World: Multimodal Approaches and Perspectives. London: Routledge Research in Education.

McKay, S. (2003). Teaching English as an International Language. The Chilean Context. ELT Journal, Vol 57, N? 2.

McKay, P. (2006). Assessing young learners. Cambridge: CUP.

Nikolov, M. (2016). Assessing Young Learners of English: Global and Local Perspectives. Berlin: Springer.

Read, C. (2007). 500 activities for the primary classroom: Immediate ideas and solutions. Macmillan Education.

Rich, S. (2014). International Perspectives on Teaching English to Young Learners: International Perspectives on English Language Teaching. Basingstoke: Palgrave Macmillan

Slattery, M. & Willis, J. (2001). English for Primary Teachers: A handbook of activities and classroom language. New York: OUP

Wright, A. (2008). Storytelling with children. New York: OUP.



Pontificia Universidad Catolica de Chile
Facultad de Educacion / Junio 2018