Universidad Pública de Navarra - Nafarroako Univertsitate Publikoa
Public University of Navarre
| Course code: 301608 | Subject title: FOREIGN LANGUAGE DIDACTICS IN INFANTILE SCHOOL: ENGLISH | ||||
| Credits: 6 | Type of subject: Mandatory | Year: 3 | Period: 2º S | ||
| Department: Philology and Language Didactics | |||||
| Lecturers: | |||||
| VILLARREAL OLAIZOLA, IZASKUN (Resp) [Mentoring ] | ROOTHOOFT AA, HANNE [Mentoring ] | ||||
| MUÑOZ BOBO, MARINA [Mentoring ] | LOSHUERTOS CENTENARIO, LAURA [Mentoring ] | ||||
Contents
Students will be provided with a basic theoretical background and will come across a great variety of didactic resources, techniques and activities with the aim of getting acquainted with different approaches to teaching English as a Foreign Language at Infant Education.
Descriptors
This course on teaching English as a Foreign language to very young English learners is very practical in nature and has been designed to ensure that students gains the skills and theoretical knowledge to ensure successfull foreign language learning among 3 to 6 year-old kids. Furthermore, it pretends to contribute to the creation of a very specific and convenient database the Resource Bank for Very Young English Learners -VYEL- (https://miaulario.unavarra.es/portal/site/vyelresourcebank) which contains student-created materials to teach EFL very young learners.
General proficiencies
2.1 Basic Proficiencies
BP2 - Students know how to apply their knowledge to their work or vocation in a professional manner and possess skills which are usually demonstrated by developing and defending arguments and resolving problems in their area of study.
BP3 - Students are able to compile and interpret relevant information (normally within their area of study) in order to voice opinions which include reflection on relevant themes of a social, scientific or ethical nature.
BP4 - Students are able to transmit information, ideas, problems and solutions to both specialist and non-specialist audiences.
BP5 - Students have developed those learning skills required in order to undertake further studies with a considerable degree of self-reliance.
2.2. General Proficiencies
GP1 - To be familiar with the objectives, curricular content and evaluation criteria of Early Childhood Education.
GP6 - To be familiar with the development of language in early childhood, to be able to identify possible dysfunctions and ensure correct development. Effectively address language learning situations in multicultural and multilingual contexts. Express themselves orally and in writing, and master the use of different techniques of expression.
GP7 - To be familiar with the educational implications of Information and Communication Technology, particularly television, in early childhood.
GP11 - To reflect on classroom practices in order to innovate and improve teaching. To acquire habits and skills for autonomous and cooperative learning, and promote it among children.
GP12 - To understand the function, possibilities and limits of education in today's society, and the core competences which affect early childhood education centres and the professionals who belong to them. To be familiar with quality improvement models as applicable to education centres.
2.3. Transverse Proficiencies
TP1 - To demonstrate a level of competence in English, French, German or Italian equivalent to the B1 level of the Council of Europe¿s Common European Framework of Reference for Languages.
Specific proficiencies
SP1 - To be familiar with the objectives, curricular content, organization, methodology and evaluation criteria of Early Childhood Education.
SP5 - To reflect on classroom practices in order to promote innovation. To acquire habits and skills for autonomous and cooperative learning, and to be familiar with quality management models.
SP6 - To be familiar with the development of language in early childhood and identify possible dysfunctions. To acquire techniques which stimulate the development of language, to express themselves orally and in writing, and to master different techniques of expression.
SP11 -To maintain a critical, independent relationship with respect to knowledge, values and the institutions involved in education.
SP12 - To organize actively the processes of teaching and learning the contents of Early Childhood Education from a perspective of skills development.
Learning outcomes
Los resultados de aprendizaje son la concreción de las competencias que el estudiante adquirirá en la materia. Se establecen tres niveles:
- Óptimo: adquisición del 100% de las competencias y maestría en al menos el 75% de ellas.
- Medio: adquisición de la mayoría de las competencias pretendidas en la materia y maestría en aquellos aspectos que contribuyen a las competencias específicas del título.
- Deficiente: insuficiente adquisición de los aspectos que contribuyen a las competencias específicas del título.
Un estudiante obtiene una calificación de APTO si el nivel de aprendizaje es óptimo o medio.
Estos resultados de aprendizaje se concretan en:
At the end of the unit students will be able to:
R1: Demonstrate a B1+ language level both orally and in written form when dealing with class contents and communication.
R2: Discuss the theoretical principles that support early foreign language learning.
R3: Demonstrate knowledge of specific lexicon to talk about the language teaching/learning process.
R4: Apply their acquired theoretical knowledge on the design of a teaching proposal which includes an adaptatied story or song and a story telling task.
R5: Assess the suitability of a teaching proposal for a specific group of learners and for achieving pre-established aims.
Methodology
5.1. Teaching methods
| Code | Description |
| TM1 | Lecture with full attendance |
| TM2 | Interaction in large group |
| TM3 | Interaction in medium-sized group |
| TM4 | Interaction in small group |
| TM4 | Individualised interaction: tasks and guidelines for autonomous study |
5.2. Learning activities
| Code | Description | Present h. | Non-present-h |
| LA1 | Theory classes (foundation, examples, proven applications and developments) | 30 | |
| LA2 | Practical classes or, in the event, practical experience (in the field) | 28 | |
| LA3 | Preparation of papers and oral defence | 6 | 42 |
| LA4 | Self-study/reading | 42 | |
| LA5 | Tutorials | 2 | |
| 66 | 84 |
Evaluation
| Resultado de aprendizaje | Sistema de evaluación | Peso (%) | Carácter recuperable |
| R1, R2, R3, R4 | Group unit design and development | 65 % a 4 is a minimum required to average the marks | Yes. By handing in an adapted unit if the mark is lower than a 4/10 or if the total mark is below 5 and this task has been failed. |
| R1, R2, R3, R5 | Assessment of a teaching proposal | 20% a 4 is a minimum required to average the marks | No. |
| R1, R2, R3, R4 | Story-telling | 15% a 4 is a minimum required to average the marks | Yes. By doing the activity again in the date of the ordinary exam if the mark is lower than a 4/10 or if the total mark is below 5 and this task has been failed. . |
Agenda
1. Introduction and Methodology
2. Introducing Literacy in the EFL class
3. Teaching English with literary texts
3.1. Songs: finger rhymes, nursery rhymes, traditional songs.
3.2. Stories: Fairy tales, fables, legends.
3.3. Other: Riddles; Tongue Twisters.
4. Young learners and ICT
Bibliography
Access the bibliography that your professor has requested from the Library.
11.1. Básica
ELLIS, G. & BREWSTER, J. (1991): The Storytelling Handbook for Primary Teachers, Penguin
VALE, D. & FEUNTEUN, A. (1995): Teaching Children English, Longman.
SHARWOOD SMITH, M. (1994): Second Language Learning, Theoretical Foundations, Pearson, Essex, England.
11.2. Complementaria
Asher, J. (1977). Learning Another Language Through Actions: The Complete Teacher¿s Guidebook. California: Sky Oaks Productions.
Ball, E., W., & Blachman, B. A. (1991). Does phoneme awareness training in kindergarten make a difference in early word recognition and developmental spelling?. Reading Research Quarterly, 26 (1), 49-66.
Blythe, T. (1998). The Teaching for Understanding Guide. San Francisco, US: Jossey ¿ Bass.
Boletín Oficial de Navarra. (2014). Decreto Foral 60/2014, de 16 de julio, por el que se establece el currículo de las enseñanzas de Educación primaria en la Comunidad Foral de Navarra.. Retrieved from http://www.navarra.es/NR/rdonlyres/B62A9CFB-C17B-461E-BD7D-BBEE005C2096/0/F1410295_EducacionPrimaria.pdf
Boletín Oficial de Navarra. (2007a). Decreto foral 23/2007, de 19 de Marzo, por el que se establece el currículo de educación infantil de la Comunidad Foral de Navarra. Retrieved from http://dpto.educacion.navarra.es/publicaciones/pdf/currinfantil.pdf
Boletín Oficial de Navarra. (2007b). Áreas del segundo ciclo de la educación infantil: Lenguajes : Comunicación y representación. Decreto foral 23/2007, de 19 de Marzo, por el que se establece el currículo de educación infantil de la Comunidad Foral de Navarra. Retrieved from http://dpto.educacion.navarra.es/publicaciones/pdf/currinfantil.pdf
Byrne, B. & Fielding-Barnsley, R. (1989). Phonemic awareness and letter knowledge in the child's acquisition of the alphabetic principle. Journal of Educational Psychology, 81 (3), 313-321.
Ellis, G. & Brester, J. (1991). The Storytelling Handbook for Primary Teachers. London, UK. Penguin
Gardner, H. (1983). Frames of Mind. San Francisco, US: Jossey ¿ Bass.
Gardner, H. (1993). Multiple Intelligences: Theory in Practice. San Francisco, US: Jossey ¿ Bass.
Garvie, E. (1989). The story as a Vehicle. Clevedon, Avon: Multilingual Matters.
Gawith, G. (1990). Reading Alive. London, UK: A & Black.
Johnson. P. (1998). A book of one's own. UK: Heinemann Educational Books.
Lazar. G. (1993). Literature and Language Teaching. Retrieved from http://ebooks.cambridge.org/ebook.jsf?bid=CBO9780511733048
Lázaro Ibarrola, A. (2013). Assessment of classroom tasks [document]. Atzerriko hizkuntzaren didaktika haur hezkuntzan: ingelesa. Department of Philology and Language Didactics, Public University of Navarra, Pamplona, Navarra .
Mann, V. A. (1993) Phoneme awareness and future reading ability. Journal of Learning Disabilities, 26 (4), 259-269.
Mathews, A. & Lagerfield, L. (1991). At the Chalkface. UK: Thomas Nelson.
Meek, M. (1988) How texts teach what readers learn. England:The Thimble Press.
Richardson, E., Winsberg, G. G., & Binler, I. (1973). Assessment of two methods of teaching phonics skills to neuropsychiatrically impaired children. Journal of Learning Disabilities, 10, 628-635.
Vale, D., & Feunteun, A. (1995). Teaching Children English. UK:Longman.
Vale, D., Mullaney, S., & Murphy, P. (1993). Storyworld. UK: Heinemann.
Sharwood Smith, M. (1994). Second Language Learning, Theoretical Foundations. Essex, England: Pearson.
Texas Education Agency. (2014). Stories, stories and more stories. Texas: Retrieved from http://cte.sfasu.edu/wp-content/uploads/2014/05/Rubric-for-Storytelling.pdf
Wagner, R., & Torgesen, J. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 192-212.
Wright, A. (1995). Storytelling with children.UK:Oxford University Press
INTERNET RESOURCES:
NURSERY RHYMES:
http://www.indiaparenting.com/rhymes/english/index.shtml (Only lyrics)
http://www.labnol.org/nursery-rhymes.html (with YouTube videos)
TRADITIONAL SONGS: http://www.britishcouncil.org/kids-songs-traditional.htm
SONGS FOR LITTLE KIDS: http://www.britishcouncil.org/kids-songs-little-kids.htm
SONGS: http://www.britishcouncil.org/kids-songs-easy.htm
FAIRY TALES:
¿Classic Fairy Tales¿ http://www.classicfairytales.com/en/main
¿ANDERSEN FAIRY TALES¿ http://www.andersenfairytales.com/en/stories
The leaping match http://www.leapingmatch.com/flash/story/
The real princess http://www.realprincess.com/flash/story/
¿GRIMM FAIRY TALES¿ http://www.grimmfairytales.com/en/main
Brementown musicians http://www.brementownmusicians.com/flash/story/en
Faithful John http://www.faithfuljohn.com/flash/story/en
HOMEPAGE ¿British Council LearnEnglishKids¿
Traditional Tales http://www.britishcouncil.org/kids-stories-fairy-tales.htm
- Goldilocks and the three bears
- Jack and the Beanstalk
- Little Red Riding Hood
Short Stories: http://www.britishcouncil.org/kids-stories-short.htm
Languages
The language of the course is English. English is used as a means of instruction and of communication.
Location
Campus Arrosadía de la Universidad Pública de Navarra. Para conocer el aula o aulas concretas, consulte en la página Web de la Facultad de Ciencias Humanas y Sociales.