English 1; English Teaching Methodology for Young Learners (5.-10.) (MGL2033)

Knowlegde

At the end of the course the student will have knowledge of:

• How teacher beliefs can affect the decision making and roles that a language teacher has to play in the classroom and how the EPOSTL will help them to notice their teaching abilities.
• How children/teenagers learn their L1 (mother tongue) and acquire a L2 (foreign/additional language)based on current theories and practices. In connection to this the use of L1 to support L2 development will be introduced.
• How learners differ in their strategies and abilities in and the role that focused observation can make in understanding their needs.
• The various sections of the current English curriculum for schools and its connection to the Council of Europe's framework of reference for foreign languages and documents such as the Språkpermen
• A variety of materials and resources (both traditional and digital), approaches and activities, ways of planning and strategies which can be used to create a motivating and creative classroom for all learners.

A variety of methods of  feedback and evaluation, including national and international examinations, self, peer and final assessment

Skills

At the end of the course the students should be able to:

• Take on a number of different roles according to the nature of the learning aim and the background experiences of the learners, using the EPOSTL to support their development.
• Use the current curriculum, the CEFR and the European language portfolio as the basis for their learning aim/s and their lesson plans.
• Use a variety of methods, planning techniques, strategies and assessment procedures which are grounded in current theories and practices to create a creative and motivating language learning environment.
• Utilise a wide variety of resources, both traditional and digital, in order to offer all their learners a variety of activities to support the development of communication skills, basic skills, Knowledge of the English language whilst supporting learners' autonomous development.

General competencies

The student:

• Can use relevant subject material and communicate in English at a level (B2 or above) which is both suitable for university and teaching their practice classes.
• Can reflect over their own learning by using the EPOSTL together with their logs so that they can chart their own development and progress.
• Can show and practically apply an understanding of the professional ethics and responsibilities for the individual learners development that being a teacher entails
• Can work independently or together with a group to identify the challenges and offer possible solutions to create a good learning environment for all learners

1. Students need to complete 2/3 of their teaching practice (3 weeks) in order to be able to be examined.
2. English is a communicative, wide ranging and dynamic subject that is best learned in an environment, which encourages socio-constructive learning. Students, together with their teacher, will need to discuss and argue critically all subject areas. Many of the practical activities that students will need to use in their own classrooms will also be demonstrated. These discussions are not only important for the building of knowledge in the students but in their practice and development of their own language abilities. It is therefore assumed that students will make every effort to attend all lectures and seminars. If however they are unable to do so then a minimum of 70% attendance will be required for qualification. Students may be asked to cover any topics missed by completing additional course work requirements.
3. Students will be expected to self-assess and to reflect on their progression in the subject by using the EPOSTL and their private logbooks. These will be discussed in 2-3 diary logs (500-1000 words) which will be written and posted, using Canvas, during the course. They will focus on the connection between theories and ideas presented at the university and the practice experience - principles into practice. These must be approved before the student can be examined. 

All coursework and practice requirements must be completed and passed before the portfolio can be handed in for assessment.

Students who have one or more assignments not approved at first submission, will be given one more submission opportunity in a new and improved version.

Course teacher(s)

Study Adviser:

Placement coordinator:

Course teacher:

Course teacher:

Course coordinator:

Course teacher:

This course will utilise a combination of lectures, seminars, discussions and demonstrations. The aim of this course is to give all students from both GLU 1 & 2 a good grounding in the principles and practices of English language teaching and learning. Much of the knowledge base of this course is not age appropriate and for that reason the students in both groups will attend classes together. However students will be given the opportunity to contextualise this knowledge for pupil groups grades 5-7 &/or 8-10 as they choose to be most appropriate.

Suggested division of work:

Lectures & preparation for lectures: 33hrs + 33hrs = 66hrs

Seminar groups & preparation: 22hrs + 22hrs = 44hrs

Group meetings: 22 hrs

Lesson study project + presentation: 50 hrs

Log/EPOSTL/Diary: 24 hrs

School practice: 15days: 135 hrs

Self-study: 72 hrs

Practical placements

The practice period for 2nd year students is 15days 

Obligatory reading

Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.

Richards, J. C. (1994). Reflective teaching in second language classrooms (C. Lockhart, Red.). Cambridge: Cambridge University Press.

Drew, I. (2009). English teaching strategies : methods for English teachers of 10 to 16-year-olds (2nd ed.; B. Sørheim, Red.). Oslo: Samlaget.

David Newby (Red.). (2007). European portfolio for student teachers of languages : a reflection tool for language teacher education. Strasbourg: Council of Europe Publishing.

Lacey, F. (udatert). Autonomy, never, never, never! Independence.

Skehan, P. (1996). Second language acquisition research & task-based instruction. I Jane Willis (Red.), Challenge and change in language teaching (s. VI, 186). Oxford: Macmillan Heinemann English Language Teaching.

Thompson, G. (1996). Some misconceptions about ccommunicative language teaching. ELTJ, 50(1).

Colman. (1994). Adolescence. I B. Moon & A. S. Mayes (Red.), Teaching and learning in the secondary school (s. VIII, 386 s.). London: Routledge.

Bennett, & Dunne. (1994). How children learn. I B. Moon & A. S. Mayes (Red.), Teaching and learning in the secondary school (s. VIII, 386 s.). London: Routledge.

Recommended additional sources

Lewis, G. (2007). Teenagers. Oxford: Oxford University Press.

Lindstromberg, S., & Ur, P. (Red.). (2004). Language activities for teenagers. Cambridge: Cambridge University Press.

Den europeiske språkperm.

A brief guide to imaginative education.

Cummins, J. (2016). Fifty ways to teach teenagers: Tips for ESL/EFL teachers. Wayzgoose press.

Dudely, E. (2018). ETpedial: teenagers.