Teaching English as a Foreign Language II

Transcription

1 Teaching English as a Foreign Language II Course Description Academic Year Degree in Primary Teacher Education

2 Teaching English as a Foreign Language II. Course description CONTENTS 1 1. Identification 3 2. Description and general objectives 3 3. Specific pre-requisites 4 4. Competencias 4 5. Learning outcomes 6 6. Activities and methodology 6 7. Syllabus 8 8. Assessment 9 9. Students in Special Situations Annotated bibliography and references Specific regulations Office hours 13 FLORIDA UNIVERSITÀRIA Este material docent no podrà ser reproduït total o parcialment, ni transmetre s por procediments electrònics, mecànics, magnètics o per sistemes de emmagatzemament i recuperació informàtica 2 o qualsevol altre medi, ni prestar, alquilar o cedir el seu us de qualsevol altra forma, amb o sens ànim de lucre, sense el permís FLORIDA previ, per UNIVERSITÀRIA. escrit, de FLORIDA B.A. CENTRE in Primary DE FORMACIÓ, Education S.C.V.

3 33663 Teaching English as a Foreign Language I. Course description Identification Subject: Subject/Module: Type of module: ECTS: Degree: Teaching English as a Foreign Language II Subject / Foreign Language Teacher Elective subject 6 ECTS Primary Teacher Education Level/term: Level 4 / 1 st term Department: Teacher: Language English Language Teaching Unit / Education Jordi Tordera jtordera@florida-uni.es Office D.2.1 Office hours: Tuesdays: Wednesdays: 14:00 15:30 English 2. Description and general objectives This subject is aimed at revising and learning a number of skills and resources, which are key for the future teacher of English as a foreign language in the classroom of primary and nursery. To do this, students will be encouraged to develop a critical sense of the degree of effectiveness of different approaches and current teaching strategies. Likewise, they will be instructed to analyze textbooks and teaching materials as well as to create their own and to put them into practice. Part of the course will be devoted to studying how to teach the different skills: pronunciation, grammar and vocabulary. Similarly, they will study in detail how to teach the formal aspects of the English language, the application of new technologies, and how to approach the teaching and learning of the oral and written comprehension and expression. Additionally, we will discuss the importance of the CLIL approach to the main content subjects from Primary Education. The last part of the course will be connected to the Interactive Classroom program. Through this program the students will have the chance to visit Primary Education schools and to put into practice all what had been learned during the course. 3

4 Teaching English as a Foreign Language II. Course description Specific pre-requisites Students are required to prove their competence in English in a standard of CERF Level B2 or higher. Previous knowledge on language teaching acquired in the course English language for teachers. 4. Competences COMPETENCES OF THE FLORIDA EDUCATIONAL MODEL G1. Use of the ICT G2. Oral communication G3. Written communication G4. Communication in a Foreign Language G5. Teamwork G6. Conflicts resolution G7. Permanent learning G8. Commitment and Ethical responsibility G9. Initiative, Innovation and Creativity G10. Leadership COMPETENCIAS DEL TÍTULO BASIC COMPETENCES BC1. Ability to possess and understand knowledge on a field of study which is based on the secondary education. It includes some aspects related to this specific knowledge which proceed from the latest research. BC2. Ability to apply knowledge to his work in a professional way and to be able to be competent on elaborating and defending a position when reasoning and solving problems in the field of study. BC3. Ability to gather and interpret relevant data in order to explain ideas that support their reasons in topics related to social issues, science or ethics. BC4. Ability to transmit information, ideas, issues and solutions to a specialized or nonspecialized audience. FLORIDA UNIVERSITÀRIA. B.A. in Primary Education 4

5 33663 Teaching English as a Foreign Language I. Course description GENERAL COMPETENCES GC0. Ability to speak in public. GC1. Ability to be proficient in Spanish and Catalan. GC2. Ability to use ICT tools properly as a usual tool. GC 3. Ability to analyse critically and bring critically in the lectures the most relevant issues to today's society that affect promotes ties between families and schools: social and educational impact of audio-visual languages and screens; changes in gender relations and multicultural, intercultural and intergenerational; discrimination and social inclusion and sustainable development; and also to promote educational actions to prepare for an active and democratic citizenship as well as to be committed to equality, especially among both men and women. GC 4. Ability to promote cooperative learning activities as well as individual effort. GC 5. Ability to assume long-life learning processes with respect pedagogical and social scientific changes. GC 6. Ability to get to know the interaction processes and communication in the classroom. GC 7. Ability to recognize the identity of each educational stage and their cognitive, psychomotor, social, communicative and affective characteristics. GC 8. Ability to design, plan and evaluate coeducational activities for multicultural, multilingual and coeducational contexts. GC 9. Ability to team-work with different teachers to mentor every student individually regarding the teaching plans in the classroom and other facilities at school. GC 10. Ability to understand and apply basic educational research methods and to be able to design innovative educational projects, and state assessment criteria. GC 11. Ability to understand that systematic observation as an essential means to reflect on the practice and reality, as well as to contribute to the innovation and improvement in education. GC 12. Ability to identify and plan actions for students with special needs and mixed-abilities as well as promoting the acquisition of resources to increase their educational inclusion. SPECIFIC COMPETENCES SC157. Ability to teach foreign languages in Primary Education. SC158. Ability to design and implementing CLIL projects. SC159. Ability to Support pre-primary school teachers to teach a foreign language. SC160. Ability to be able to understand and produce orals and written texts in a foreign language in formal and informal settings. SC161. Ability to consolidate and acquire basic concepts and terms in the grammatical description of the foreign language with regard to phonology, morphology, syntax, semantics and discourse-pragmatics SC162. Ability to be aware of one s learning process and developing learning strategies inside and outside the classroom. SC163. Ability to get to know the most relevant aspects of the foreign culture: geographical facts, history, literature, social institutions, ways of life and traditions. SC164. Ability to act as a mediator between mother and foreign languages and cultures. SC165. Ability to interpret the cultural implications of language uses in an appropriate way. SC166. Ability to get acquainted with the official curriculum for foreign languages. SC 167. Ability to analyse the relationship between language theories and the teaching of foreign languages. SC 168. Ability to get to know and analyse the different theories on the acquisition of a foreign language as well as the teaching approaches and the learning skills involved. 5

6 Teaching English as a Foreign Language II. Course description Learning outcomes Learning outcomes Students will be able to: O1. To have acquired general knowledge on the field of language didactics focusing on the teaching and learning of a foreign language in the current European context. 02. To understand the process of the acquisition of a foreign language in natural and instructional contexts considering the main theoretical and methodological approaches within the field from a critical perspective. O4. To have acquired knowledge of the basic concepts and factors affecting foreign Language teaching and learning. O5. To be able to self-monitor the learning process and develop learning strategies in and outside the classroom. O6. To have acquired knowledge on the school frame within the local educational system, in which the basic learning, contents and methodology for a foreign language in Primary Education are determined. O7. To have acquired general knowledge on the field of language didactics focusing on the teaching and learning of a foreign language in the current European context. COMPETENCES B2, B3, B4, B5, B6, B7, B8, B9, B10, SC157, SC158, SC159, SC160, SC161, SC167, SC168 B2, B3, B4, B5, B6, B7, B8, B9, B10, SC157, SC158, SC159, SC160, SC161, SC167, SC168 B2, B3, B4, B5, B6, SC157, SC158, SC159, SC160, SC167, SC168 B2, B3, B5, B6, B7, B9, B10, SC157, SC158, SC159, SC160, SC161, SC162, SC163, SC167, SC168 B2, B3, B5, B6, B7, B9, B10, SC157, SC158, SC159, SC160, SC161, SC162, SC166, SC167, SC168, SC169, SC170 B2, B3, B5, B6, B7, B9, B10, B11, B12 SC157, SC158, SC159, SC160, SC161, SC162, SC163, SC164, SC165, SC166, SC167, SC Activities and methodology The students workload in this subject is equivalent to 25 hours per credit. According to this amount, the workload is 150 hours in total; distributed as follows: In-class activities (60 hours) Although classes will be mostly practical, students should also expect theoretical classes in which the vocabulary and grammar features and the contents of the subject will be put into practice. Activities will range from: lectures, seminars, workshops, team-working, etc. The main objective is to improve students communicative competence. The guidance and materials necessary for the development of these activities will be provided to students either during the classes or uploaded on Florida Oberta. Students are also expected to bring the textbook and handouts to class on which most activities will be based. Self-study activities (90 hours) FLORIDA UNIVERSITÀRIA. B.A. in Primary Education 6

7 33663 Teaching English as a Foreign Language I. Course description The model of the teacher as researcher in the classroom focuses the student individual activity in the asking of relevant questions and the search, analysis, processing and later conveying of information. In this sense, individual and team work will be enhanced. These projects will be oriented, supervised and assessed by the teacher. As stated above, the workload is split into the following activities and these are the approximate percentages of each kind: Teaching Model Theoretical Lectures Practical Lectures SEMINARS / WORKSHOPS TEAMWORKIN G INTER- DISCIPLINARY PROJECT TUTORIALS In-class activities Methodology Brief glance on course contents, debates, problem-solving and activity setting. Analysing and composing texts on language learning and language teaching. Carrying out activities and implementing the theory contents in real Primary Education Schools. Class sessions by different experts on specific topics to have a wider perspective on ELT. Doing research on the contents the conditions of language learning. Developing criteria to find out the most suitable methodology with regard to the situation. Solving problems and conflicts. Adapting their professional competences to a specific situation on a real school problem Discussing, suggesting, planning, implementing and assessing their intervention with respect to English Language teaching and plurilingualism. Meetings about students learning progress on competences and contents. Percentage 20% 20% 5% 20% 25% 5% Total (40% of the whole subject hours) 100% SELF-STUDY ACTIVITIES Teaching model TEAM WORK INDIVIDUAL WORK Methodology Doing research on the contents. Developing criteria to find out the most suitable methodology with regard to the situation. Students own work and study. Percentage 40% 60% Total (60% of the whole subject hours) 100% 7

8 Teaching English as a Foreign Language II. Course description Syllabus The contents in this subject focus on the development of competences that enable future teachers to be familiar with teaching methods, language learning processes and research trends. Contents Unit 0. - Brief review on: o First Language Acquisition o Second Language Acquisition o Teaching Language as a Foreign Language o The Communicative Classroom Unit 1. Teaching the Language System - How second language learners acquire vocabulary. - What principles can guide us in the teaching of grammar. - Teaching Pronunciation Unit 2. Developing the Language Skills - Teaching and Learning Productive skills. o Teaching spoken production and interaction o Teaching writing - Teaching and Learning Receptive skills. o Teaching Listening o Teaching Reading - Integrating skills Unit 3. Course Design and Lesson Planning - Task-Based Approach - CLIL Unit 4. Classroom Management - Teacher-student interaction and establishment of a learning atmosphere. - Putting into practice the language teaching skills acquired in class by going to Primary Education Schools. Unit 5. Evaluation and Assessment - How to evaluate and assess daily work. - Assessing Primary Education Students FLORIDA UNIVERSITÀRIA. B.A. in Primary Education 8

9 33663 Teaching English as a Foreign Language I. Course description Planning Training tasks Learning outcomes Units Sessions (hours) Defining key terms O1, O3, O4, O5, O6 1 & 4 2 Writing a text to expose students opinion on SLA and language learning at a primary school. Present orally differences individual differences in SLA & specific terminology through a PPT Teaching classmates following the principles of that method or approach Identifying CLIL core features and main characteristics. O1, O2, O3, O4, O5, O6, O7 2 & 3 4 O1, O2, O3, O4, O5, O6 3 & 4 4 O1, O2, O3, O4, O5, O6, O7 O1, O3, O4, O6, O Assessment ASSESSMENT with IP students Assessment methods Assessed Learning outcomes Percentage 1. Team task: CLIL O1, O2, O3, O4 10% 2. Individual task: writing. Language Learning + individual differences O1,O2,O3,O4,O5 15% 3. Pair task: key terms video O1,O2,O3,O4,O5 10% 4. Methodologies and approaches into practice: class +lesson plan O3,O4,O5,O6,O7 20% (team project) 5. Final Interview (Individual) (includes a class dossier revision) O3,O4,O5,O6, O7 20% 6. Integrated Project O1,O2,O3,O4,O5,O6 25% 9

10 Teaching English as a Foreign Language II. Course description ASSESSMENT for NON-IP students Assessment methods Assessed Learning outcomes Percentage 1. Team task: CLIL O1, O2, O3, O4 10% 2. Individual task: writing. Language Learning + individual differences O1,O2,O3,O4,O5 20% 3. Pair task: key terms video O1,O2,O3,O4,O5 15% 4. Methodologies and approaches into practice: class +lesson plan O3,O4,O5,O6,O7 25% (team project) 5. Final Interview (Individual) 6. (includes a class dossier revision) O3,O4,O5,O6, O7 30% Marking IMPORTANT NOTICE Any instance of plagiarism in a project will stand for a zero in the assessment. Plagiarism is understood as the use of a paragraph or text that is not between inverted commas whose source is not mentioned. The final mark of this module will depend mostly on the degree of involvement of the students in class. There are up to 6 procedures for those students who follow the classes regularly. Participation is mostly welcome since it is essential in order to acquire the specific competences and improve your proficiency in the language. Students will be asked to produce a printed and hand-written copy of the class dossier to the final interview. Students who do not produce it the day of the interview will be able to get 5 marks out of 10 in that procedure. Students will be assessed based on continuous evaluation. If a student fails to attend a minimum of 80% of complete (from the beginning to the end) lectures, s/he should take two exams about all the contents in the course: one of them will be written 60% of that mark and the other one will be oral 40%. Students who fail to pass the 1 st call (1 st Call) should face a written exam and an oral exam. The written part will stand for 60% of the final mark and the oral part the 40%. 9. Students in Special Situations Attendance is compulsory. Nevertheless, all those students who cannot attend lectures should let the teacher know in advance. Students will be assessed based on continuous evaluation. If a student fails to attend a minimum of 80% of lectures, and s/he can justify with a contract or illness report, s/he must contact the teacher before October to arrange a plan. If the student does not contact the teacher or does attend classes, s/he must take a test about all the contents in the course in the first examination the result of the test will stand for than 50%. In the second examination, the test will stand for 100%. FLORIDA UNIVERSITÀRIA. B.A. in Primary Education 10

11 33663 Teaching English as a Foreign Language I. Course description Students can have tutorials with the teacher via: . In-office, by appointment only. If a student is in a special situation s/he must: Contact the teacher at the beginning of the term or as soon as you get to know you will not be able to attend the course. Carry out all the activities done in classes. Meet the rest of the students outside lectures in group projects. 10. Annotated bibliography and references Essential Bibliography Bikandi, U. (ed) (2000) Didáctica de la Segunda Lengua en Educación Infantil y Primaria. Madrid: Síntesis. Coyle, D. Hood, P, Marsh, D. (2010) CLIL Content and Language Integrated Learning. Lightbown, P. M., & Spada, N. (2006) How Languages are Learned. Oxford: Oxford University Press. Marsh, D. Mehisto, P. and Frígols, M.J. (2008) Uncovering CLIL. London: Macmillan. Richards, J. C. & Rodgers, T. S. (2014) Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press. Basic Bibliography Alburquerque, R. et al. En el aula de inglés: Metodología práctica para la enseñanza de jóvenes principiantes. Harlow: Longman Ashworth, M. Teaching the World s Children: ESL for Ages Three to Seven Brewster, J. et.al. The Primary English Teacher s Guide Cameron, L. (2001) Teaching Languages to Young Learners. Cambridge: Cambridge University Press. Dale, L., & Tanner, R. (2012). CLIL Activities: a resource for subject and language teachers. Cambridge: Cambridge University Press. Ellis, R. (2003) Task-based languages learning and teaching. Oxford: OUP. González Piñeiro, M., Guillén Díaz, C., & Vez, J. M. (2010). Didáctica de las lenguas modernas: competencia plurilingüe e intercultural. Madrid: Síntesis. Hedge, T. (2002) Teaching and Learning in the Language Classroom. Oxford: Oxford University Press. Kimberly A. Nance. Teaching Literatures in the Languages

12 Teaching English as a Foreign Language II. Course description Lorenzo, F., Trujillo, T., & Vez, J. M. (2011). Educación bilingüe: integración de contenidos y segundas lenguas. Madrid: Síntesis. Marsh, D., & Frígols Martín, M. J. (2011). Content and Language Integrated Learning. The Encyclopedia of Applied Linguistics. Ortega, L. (2009). Understanding second language acquisition. London: Hodder Education. Tricia Hedge. Teaching and Learning in the Language Classroom VanPatten, B. & Benati, A. (2010) Key Terms in Second Language Acquisition. London: Continuum. Complementary references Alcaraz Varó, E. et al. (2003) Enseñanza y aprendizaje de las lenguas modernas Madrid: Rialp. Cassany, D., Luna, M. & Sanz, G. (2006) Ensenyar llengua. Barcelona: Graó. Council of Europe (2001) Common European Framework of Reference for Languages Learning, Teaching, Assessment: Cambridge: Cambridge University Press. Hearn, I. Garcés Rodríguez, A. (coord.) (2003) Didáctica del Inglés para Primaria. Madrid: Pearson Educación. Larsen-Freeman, D. (2001) Techniques and Principles in Language Teaching. Oxford: Oxford University Press. Cambridge ESOL (2008). TKT: Content and Language Integrated Learning Glossary. Retrieved from: On-line references FLORIDA UNIVERSITÀRIA. B.A. in Primary Education

13 33663 Teaching English as a Foreign Language I. Course description CLIL references OAPEE - Portfolio Specific regulations Being PUNCTUAL will be most appreciated. Students MUST bring to class all the necessary resources. Students may well use their mobile phones, tablets and laptops in class but only when told to do so by the teacher. 12. Office hours Office hours are designed to be a time when students can come to a teacher to ask questions, get additional help or turn in/pick up work from absences. Office hours provide a tool for teaching student s responsibility, accountability and independent learning. Students are kindly requested to set an appointment via before turning up for attention. 13