Public University of Navarre



Academic year: 2022/2023 | Previous academic years:  2021/2022  |  2020/2021  |  2019/2020 
Bachelor's degree in Primary Education at the Universidad Pública de Navarra
Course code: 312608 Subject title: FOREIGN LANGUAGE DIDACTICS IN PRIMARY SCHOOL: ENGLISH
Credits: 6 Type of subject: Mandatory Year: 3 Period: 2º S
Department: Ciencias Humanas y de la Educación
Lecturers:
CELAYETA GIL, NEKANE (Resp)   [Mentoring ] FRAILE GARCIA, JAVIER   [Mentoring ]

Partes de este texto:

 

Module/Subject matter

Didáctico y disciplinar / Lengua extranjera y su didáctica: Inglés

Didaktiko eta diziplinazkoa / Atzerriko hizkuntza eta bere didaktika: ingelesa

Didactic and disciplinary/  Foreign language and its didactics: English

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General proficiencies

2.1. Competencias básicas
CB1 Que los estudiantes hayan demostrado poseer y comprender conocimientos en un área de estudio que parte de la base de la educación secundaria general, y se suele encontrar a un nivel que, si bien se apoya en libros de texto avanzados, incluye también algunos aspectos que implican conocimientos procedentes de la vanguardia de su campo de estudio.
CB2 Que los estudiantes sepan aplicar sus conocimientos a su trabajo o vocación de una forma profesional y posean las competencias que suelen demostrarse por medio de la elaboración y defensa de argumentos y la resolución de problemas dentro de su área de estudio.
CB4 Que los estudiantes puedan transmitir información, ideas, problemas y soluciones a un público tanto especializado como no especializado.
CB5 Que los estudiantes hayan desarrollado aquellas habilidades de aprendizaje necesarias para emprender estudios posteriores con un alto grado de autonomía.
2.2. Competencias generales

CG1 - Conocer las áreas curriculares de la Educación Primaria, la relación interdisciplinar entre ellas, los criterios de evaluación, y el cuerpo de conocimientos didácticos en torno a los procedimientos de enseñanza y aprendizaje respectivos.

CG2 Diseñar, planificar y evaluar procesos de enseñanza y aprendizaje, tanto individualmente como en colaboración con otros docentes y profesionales del centro.
CG3 Abordar con eficacia situaciones de aprendizaje de lenguas en contextos de diversidad, multiculturales y plurilingües. Fomentar la lectura y el comentario crítico de textos de los diversos dominios científicos y culturales contenidos en el currículo escolar.
CG5 Fomentar la convivencia en el aula y fuera de ella, resolver problemas de disciplina y contribuir a la resolución pacífica de conflictos. Estimular y valorar el esfuerzo, la constancia, y la disciplina personal en los estudiantes.

CG8 - Mantener una relación crítica y autónoma respecto de los saberes, los valores y las instituciones sociales públicas y privadas.

CG10 Reflexionar sobre las prácticas de aula para innovar y mejorar la labor docente. Adquirir hábitos y destrezas para el aprendizaje autónomo y cooperativo y promoverlo entre los estudiantes.
CG11 Conocer y aplicar en las aulas las tecnologías de la información y la comunicación. Discernir selectivamente la información audiovisual que contribuya a los aprendizajes, a la formación cívica y a la riqueza cultural.

CG12 - Comprender la función, las posibilidades y los límites de la educación en la sociedad actual y las competencias fundamentales que afectan a los colegios de educación primaria y a sus profesionales. Conocer modelos de mejora de la calidad con aplicación a los centros educativos.


2.3. Competencias transversales
CT1 Demostrar una competencia lingüística en inglés, francés, alemán o italiano equivalente a un nivel B1 del ¿Marco común europeo de referencia para las lenguas: aprendizaje, enseñanza, evaluación¿ del Consejo de Europa.

 

2.1 Oinarrizko gaitasunak

2. OG - Ikasleek beren ezagutzak beren lanetan edo bokazioetan modu profesionalean aplikatzen jakitea, eta beren ikasketa arloaren barruan arrazoiak prestatzearen eta defendatzearen bidez, eta problemen ebazpenaren bidez demostratzen diren gaitasunak edukitzea.

4. OG - Ikasleak, baijende espezializatuari eta bai espezializatu gabeari, informazioa, ideiak, arazoak eta konponbideak jakinarazteko gauza izatea.

5. OG - Ikasleek geroko ikasketak autonomia maila handiarekin hasteko beharrezkoak diren ikasketa abileziak garatu izatea.

2.2. Gaitasun orokorrak

1. GO - Lehen Hezkuntzako curriculum-arloak, beren diziplinen arteko harremanak eta ebaluazio irizpideak ezagutzea, baita dagozkien irakaskuntza eta ikasketa prozeduren inguruko ezagutza didaktikoen multzoa ere.

2. GO - Irakaskuntza eta ikaskuntza prozesuak diseinatzea, planifikatzea eta ebaluatzea, banaka zein beste irakasle batzuekin eta ikastetxeko profesionalekin lankidetzan.

3. GO - Eraginkortasunez aztertzea hizkuntzen ikasketa-egoerak testuinguru kulturaniztun eta eleaniztunetan. Eskola curriculumeko zientzia eta kultura eremuetako testuen irakurketa eta iruzkin kritikoa sustatzea.

8. GO - Harreman kritikoa eta autonomoa edukitzea, jakintzei, balioei eta gizarte erakunde publikoei eta pribatuei buruz.

10. GO - Ikasgelako praktikei buruz gogoeta egitea, irakaskuntza berritu eta hobetzeko. Azturak eta trebetasunak eskuratzea ikasketa autonomo eta kooperatiboa ikasleen artean sustatzeko.

11. GO - Informazioaren eta Komunikazioaren teknologiak ezagutzea eta ikasgelan aplikatzea. Ikasketetan, herritar prestakuntzan eta kultura aberastasunean laguntzen duen ikus-entzunezko informazioa aukeratzea.

12. GO - Gaurko gizartean hezkuntzaren funtzioa, aukerak eta mugak zeintzuk diren ulertzea, eta haur hezkuntzako ikastetxeak eta beren profesionalak ukitzen dituzten oinarrizko gaitasunak zeintzuk diren ulertzea. Ikastetxeetan aplikagarriak diren kalitatea hobetzeko ereduak ezagutzea.

2.3. Zeharkako gaitasunak

2. ZG -  Hizkuntza gaitasuna frogatzea gaztelaniaz, edo, hala badagokio, euskaraz,  Europako Kontseiluaren "Hizkuntzen Erreferentziako Europako Esparru Komuna: ikastea, irakastea, ebaluazioa" delakoaren araberako C1 mailaren parekoa.

 

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.

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 curricular areas of Primary Education, the interdisciplinary relationship between them, the evaluation criteria and the body of didactic knowledge involved in the respective teaching and learning procedures.

GP2 - To design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and school professionals.

GP3 - To address language learning situations effectively in contexts of diversity which are multicultural and multilingual. To encourage reading and the critical commentary of texts from the different scientific and cultural fields found in the school curriculum.

GP8 -To maintain a critical, independent relationship with respect to knowledge, values and social institutions, both private and public.

GP10 - 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 schoolchildren.

GP11 - To be familiar with Information and Communication Technology, and apply it in the classroom. To distinguish the audiovisual information which contributes to learning, civic education and cultural richness in a selective manner.

GP12 - To understand the function, possibilities and limits of education in today's society and the core competences which affect primary schools and the professionals who belong to them. To be familiar with quality improvement models as applicable to education centres.

2.3. Transverse Proficiencies

TP2 - To demonstrate a level of competence in Spanish and, where appropriate, Basque equivalent to the C1 level of the Council of Europe¿s Common European Framework of Reference for Languages.

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Specific proficiencies

CE1 - Conocer los objetivos, los contenidos curriculares, el significado de las áreas y la organización, la metodología y los criterios de evaluación de la Educación Primaria.

CE2 - Diseñar, planificar y evaluar los procesos de enseñanza y de aprendizaje atendiendo a criterios interdisciplinares y disciplinares con otros profesionales.

CE3 - Fomentar la lectura y el comentario crítico de textos de los diversos dominios científicos y culturales. Expresarse oralmente y por escrito con corrección, y dominar situaciones de aprendizaje de lenguas en contextos de diversidad.

CE4 - Diseñar y regular espacios de aprendizaje en contextos de diversidad, multiculturales y plurilingües. Atender las necesidades singulares del alumnado, la igualdad de género, la equidad, el respeto y los derechos humanos.

CE8 - Mantener una relación crítica y autónoma respecto de los saberes, los valores y las instituciones implicadas en la educación.

CE11 - Conocer las implicaciones educativas de las tecnologías de la información y la comunicación.

CE12 - Organizar de forma activa los procesos de enseñanza y de aprendizaje de los contenidos de la Educación Primaria desde una perspectiva de desarrollo de competencias. Conocer modelos de mejora de la calidad.

 

1. GE - Lehen Hezkuntzaren helburuak, curriculum-edukiak, arloen esanahia eta antolaketa, metodologia eta ebaluazio-irizpideak ezagutzea.

2. GE - Irakaskuntza eta ikaskuntza prozesuak diseinatzea, planifikatzea eta ebaluatzea, kontuan hartuz diziplina arteko eta diziplinako irizpideak, baita beste hainbat irizpide profesional ere.

3. GE - Zientzia eta kultura eremuetako testuen irakurketa eta iruzkin kritikoa sustatzea. Ahoz eta idatziz azalpenak zuzen ematea, eta hizkuntzak dibertsitatearen testuinguruetan ikasteko teknikak menderatzea.

4. GE -  Ikasteko espazioak dibertsitatearen, kulturaniztasunaren eta testuinguruetan eta testuinguru eleanitzetan diseinatzea eta erregulatzea. Ikasle bakoitzaren hezkuntza beharrak, genero berdintasuna, ekitatea, begirunea eta giza eskubideak aintzat hartzea.

8. GE - Harreman kritikoa eta autonomoa edukitzea, hezkuntzan inplikatutako jakintzei, balioei eta erakundeei buruz.

11. GE - Informazioaren eta komunikazioaren teknologiek hezkuntzan duten inplikazioa ezagutzea.

12. GE - Era aktiboan antolatzea Lehen Hezkuntzakoak diren edukien irakaskuntza eta ikaskuntza prozesuak, gaitasunak garatzeko ikuspegi batetik. Kalitatea hobetzeko ereduak ezagutzea.

 

SP1 - To be familiar with the objectives, curricular content, meaning of the areas and organisation, methodology and evaluation criteria of Primary Education.

SP2 - To design, plan and evaluate teaching and learning processes with other professionals according to interdisciplinary and disciplinary criteria.

SP3 - To encourage reading and the critical commentary of texts from the different scientific and cultural fields. To express themselves correctly both orally and in writing, and to master language learning situations in contexts of diversity.

SP4 - To design and regulate learning spaces in contexts of diversity which are multicultural and multilingual. To attend to the unique needs of schoolchildren, gender equality, fairness, respect and human rights.

SP8 -To maintain a critical, independent relationship with respect to knowledge, values and the institutions involved in education.

SP11 - To be familiar with the educational implications of Information and Communication Technology.

SP12 - To organise actively the processes of teaching and learning the contents of Primary Education from a perspective of skills development. To be familiar with quality improvement models.

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Learning outcomes

Los resultados de aprendizaje son la concreción de las competencias que el estudiante adquirirá en la materia. Se establecen tres niveles:

- Alto: 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 alto o medio.

 

The learning outcomes refer to the proficiencies that the student will adquire in the subject. There are three levels:

- Optimum: Adquisition of 100% of proficiencies, dominating at least 75% of them

- Medium: Adquisition of most of the proficiencies, dominating those skills that contribute to the specific proficiencies of the grade

- Deficient: Poor adquisition of skills that contribute to the specific proficiencies of the grade

A student will get a pass ("APTO") grade if the learning level is optimum or medium.

 

En esta asignatura los resultados de aprendizaje (RA) se concretan de la siguiente forma:

Resultado de aprendizaje
 RA1.El alumnado será capaz de participar en las actividades de aula y mostrará una actitud adecuada.
 RA2. El alumnado será capaz de desarrollar una posición crítica frente a metodologías, recursos y estrategias de aprendizaje del inglés.
 RA3. El alumnado será capaz de elaborar un proyecto didáctico basado en las metodologías, recursos y estrategias de aprendizaje del inglés.

 

In this subject the learning outcomes (RA) are defined as follows:

Learning outcomes
 LO1. Students will be able to participate in classroom activities and will show an appropriate attitude.
 LO2. Students will be able to develop a critical position against methodologies, resources and strategies of learning English.
 LO3. The students will be able to elaborate a didactic project based on the methodologies, resources and strategies of learning of English.

 

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Methodology

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

Learning activities

Code Description Hours Attendance
LA1 Theory classes (foundation, examples, proven applications and developments) 45 100
LA2 Practical classes or, in the event, practical experience (in the field) 15 100
LA3 Preparation of papers and oral defence 30 10
LA4 Self-study 50 0
LA5 Tutorials 5 100
LA6 Oral or written exams 5 100

 

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Relationship between formative activities and proficiencies/learning outcomes

  Proficiencies
Learning activities Basic General Transverse Specific
LA1 CB1, CB5 CG2, CG3, CG5, CG10 CT1 CE3, CE8, CE9, CE10
LA2 CB2, CB4, CB5 CG2, CG3, CG5, CG10, CG11 CT1 CE3, CE8, CE9, CE10, CE11
LA3 CB1, CB2, CB4 CG2, CG3, CG5, CG10, CG11 CT1 CE3, CE9, CE10, CE11
LA4 CB1, CB4 CG2, CG10 CT1 CE3, CE8, CE9, CE10
LA5 CB2, CB4, CB5 CG2, CG10 CT1 CE9, CE10
LA6 CB1, CB4 CG2, CG10, CG11 CT1 CE3, CE8, CE10, CE11

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Languages

English

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Evaluation

 

Learning
outcome
Assessment
activity
Weight (%) It allows
test resit
Minimum
required grade
 LO1. Students will be able to participate in classroom activities and will show an appropriate attitude. Attendance and participation in class or, where appropriate, in a school 15 No 80%
LO2. Students will be able to develop a critical position against methodologies, resources and strategies of learning English. Exam (Units 1-5) 40 Si 5/10
LO3. The students will be able to elaborate a didactic project based on the methodologies, resources and strategies of learning of English. Project (Units 1-8) 45 Si 4.5/10

 

 

 

 

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Contents

- Development of a critical position about the efficiency degree of the different English teaching-learning methods, resources and strategies.
- Revision and application of the main theories and approaches to create an EFL curriculum which is open and flexible so as to satisfy pupils¿ needs taking also into account the Educational Curriculum from Navarre and the principles in the Common European Framework of Reference for Languages.

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Agenda

Introduction: Fundamental Concepts in English Learning and Teaching

Unit 1: Young Learners

1.1 Describing young learners

1.2 Teaching young learners in a foreign language classroom

Unit 2 Background to Language Teaching Methodology

2.1 How people learn languages (Parts 1 and 2)

2.2 characteristics

2.3 Motivation

Unit 3. Teaching Language

3.1 Introducing new language (Parts 1 and 2)

3.2 Repetition and drilling

3.3 Practising new language (Parts 1, 2 and 3)

Unit 4 Teaching Language Skills

4.1 Teaching speaking

4.2 Young learner speaking

4.3 Correcting speaking (Parts 1 and 2)

4.4 Teaching reading (Parts 1, 2 and 3)

4.5 Young learner reading

4.6 Teaching writing (Parts 1 and 2)

4.7 Young learner writing

4.8 Teaching listening (Parts 1, 2 and 3)

4.9 Young learner listening

Unit 5 Planning and Assessment

5.1 Planning lessons

5.2 Planning sequences

5.3 Topics and themes

5.4 Assessment and testing

5.5 Test items and how to teach them

5.6 Assessing young learners

Unit 6 Drama, Music, Games and Poetry

6.1 Using music and drama

6.2 Movement, games and special friends

6.3 Using poetry

6.4 Chants, rhymes and songs

6.5 Language teaching with young learners

Unit 7 Using Technology

7.1 Classroom technology (Parts 1, 2 and 3)

Unit 8 Content and Language Integrated Learning

8.1 Introducing CLIL

8.2 The language of CLIL

8.3 Planning CLIL

8.4 Assessing CLIL


 

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Bibliography

Access the bibliography that your professor has requested from the Library.


Coursebook: Harmer, J. (2012). Essential Teacher Knowledge. Harlow: Pearson.  ISBN-10: 1408268043; ISBN-13: 978-1408268049

11.1 Basic

Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford: O.U.P.

Harmer, J. (2007). How to Teach English. London: Longman.

House, S. (1997). An Introduction to Teaching English to Children. London: Richmond.

Ioannou-Georgiou, S. and P. Pavlou . (2003). Assessing Young Learners. Oxford: O.U.P.

Lázaro Ibarrola, A. (2007). Enseñanza de la lectura a través de phonics en el aula de Lengua Extranjera en Educación Primaria. Porta Linguarum8, 153-163. Retrieved from http://www.ugr.es/~portalin/articulos/PL_numero8/9-AMPARO%20LAZARO.pdf

Murphy, V. & Evangelou, M. (2016). Early Childhood Education in English for Speakers of Other Languages. London, UK: British Council.

Murray, N. (2012). Writing Essays in English Language and Linguistics. Cambridge: C.U.P.

Phillips, D. (1999). Projects with Young Learners. Oxford: O.U.P.

Phillips, S. (1993). Young Learners. Resource Books for Teachers. Oxford: O.U.P.

Phillips, S. (1999). Drama with Children. Oxford: O.U.P.

Read, C. (2007). 500 Activities for the Primary Classroom: Oxford: Macmillan.

Roothooft, H. (2015). English methodology for preschool teachers: Introduction. [class notes]. Atzerriko hizkuntzaren didaktika haur hezkuntzan: ingelesa. Department of Philology and Language Didactics, Public University of Navarra, Pamplona, Navarra

Wright, A. (1995). Storytelling with Children. Oxford: OUP

Wright, A. (2001). Arts and Crafts with Children. Oxford: OUP

11.2 Complementary

Baxter, A. (1999). Evaluating your Students. Richmond Handbooks for Teachers. London: Richmond.

Brewster, J., G. Ellis and D. Girard (2004). The Primary English Teacher¿s Guide. London: Penguin English.

Brumfit, C., Moon, J. and R. Tongue (eds.). (1994). Teaching English to Children. London: Nelson.

Burwood, S., H. Dunford and D. Phillips (1999). Projects with Young Learners. Oxford: O.U.P.

Byrne, D. (1997). Teaching Oral English. Harlow: Longman.

Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: C.U.P.

Cant, A. and W. Superfine. (2000). Developing Resources for Primary. London: Richmond.

Cohen, A.D. and E. Macaro. (2007). Language Learner Strategies: Thirty Years of Research and Practice. Oxford: O.U.P.

Daff, A., and C. Jones (1997). Language in Use. Cambridge: C.U.P.

Dujmovic, M. (2006). Storytelling as a method of EFL teaching. UDK: 371.3:811.111¿26

EarlyChildhoodVideos. (2013 January). Supporting English Language Learners in the Preschool Classroom [video file]. Youtube. Retrieved from: https://youtu.be/09PrmLppQ1A   

Emotion Feelings clipart (2016). Colorful emotions. Retrieved from: http://www.clipartkid.com/emotion-faces-cliparts/

Estaire, S. and J. Zanon (1994). Planning Classwork: A Task Based Approach. Oxford: Heinemann.

Fagan, T. (2011). Learning, Teaching and ICTs: an Early Childhood perspective. In M.

Koehler & P. Mishra (Eds.), Proceedings of Society for Information Technology &

Teacher Education International Conference 2011 (pp. 2954-2960). Chesapeake, VA:

Association for the Advancement of Computing in Education (AACE).

Genesee, F. (2016). Rethinking early childhood education for English language learners: the role of language. In V. Murphy & Evangelou (Eds.), Early Childhood Education in English for Speakers of Other Languages (pp. 21-42). London, Uk: British Council.

Gillen, G. (2003). The Language of Children. London: Routledge.

Grenfell, M. (1998). Training Teachers in Practice. Clevendon: Multilingual Matters.

Halliwell, S. (2000). Teaching English in the Primary Classroom. London: Longman.

Harmer, J. (2003). The Practice of English Language Teaching. London: Longman.

Harmer, J. (2004). How to Teach Writing. London: Longman.

Harmer, J. (2012). Teacher Knowledge Book and DVD Pack. . London: Pearson ELT.

Hedge, T. (2008). Teaching and Learning in the Language Classroom. A Guide to Current Ideas about the Theory and Practice of English Language Teaching. Oxford: O.U.P.

Herschensohn, J. and M. Young-Scholten (eds.) (2013). The Cambridge Handbook of Second Language Acquisition. Cambridge: C.U.P.

Howatt, A.P.R. and H.G. Widdowson. (2004). A History of English Language. Teaching. Oxford: O.U.P.

House, S. (2000). An Introduction to Teaching English to Children. London: Richmond.

Kelly, G. (2000). How to Teach Pronunciation. London: Longman.

Larsen-Freeman, D. (2002). Techniques and Principles of Language Teaching. Oxford: O.U.P.

Lewis, G. (2004). The Internet and Young Learners. Oxford: O.U.P.

Lewis, G. and H. Mol (2009). Grammar for Young Learners. Oxford: O.U.P.

Lewis, G. and G. Bedson (1999). Games for Children. Oxford: O.U.P.

Lloyd, S. (1995). The Phonics Handbook: A Handbook for Teaching Reading, Writing and Spelling. Chigwell: Jolly Phonics.
Madrid, D. (2001). A conceptual framework for the teaching of foreign languages in infant education. In Madrid, D.,

Herrera, F., Mesa Mª C. y F. Cruz, M.(Eds). European Models of Children Integration (pp. 145-152). Granada: Grupo Editorial Universitario.

Madrid, D. and N. McLaren (eds.) (2004). TEFSL in Primary Education. Granada: Universidad de Granada.

Moir, N. (2009). Starting and Ending Lessons Oxford Basics for Children. Oxford: O.U.P.

Moon, J. (2000). Children Learning English. Oxford: Macmillan-Heineman.

Nunan, D. (1999). Second Language Teaching & Learning. Boston: Heinle & Heinle.

Oxford, R. (1990). Language Learning Strategies: What Every Teacher Should Know. Boston: Heinle & Heinle.

Palmer, S. (1999). Phonics Term by Term. New York: Scholastic.

Reilly, J. and V. Reilly (2005). Writing with Children. Oxford: O.U.P.

Reilly, V. and S.M. Ward (2000). Very Young Learners. Oxford: O.U.P.

Richards, J.C. and W. Renandya (2002). Methodology in Languange Teaching. Cambridge: C.U.P.

Richards, J.C. and T.S. Rodgers (2001). Approaches and Methods in Language Teaching. Cambridge: C.U.P.

Roth, G. (1998). Teaching Very Young Children ¿Pre-school and Early Primary. London: Richmond Publishing.

Scott, W. and L.H. Ytreberg (1999). Teaching English to Children. London: Longman.

Slattery, M and J. Willis (2001). English for Primary Teachers. A Handbook of Activities and Classroom Language. Oxford: O.U.P.

Slattery, M. (2004). Vocabulary Activities. Oxford Basics for Children. Oxford: O.U.P.

Spratt, M., A. Pulverness and M. Williams (2005). The Teaching Knowledge Test Course. Cambridge: C.U.P.

Svecova, H. (2006). Listen and Do. Oxford Basics for Children. Oxford: O.U.P.

Swan, M. and C. Walter (1997). How English Works: A Grammar Practice Book. Oxford: O.U.P.

Thornbury, S. (1999). How to Teach Grammar. London: Longman.

Thornbury, S. (2002). How to Teach Vocabulary. London: Longman.

Thornbury, S. (2005). How to Teach Speaking. London: Longman.

Underwood, M. (1993). Teaching listening. London: Longman

Vale, D. and A. Feunteun. (1999). Teaching Children English. Cambridge: C. U. P.

Van Oort, H. (2005). Challenging Children. Peaslake, Surrey: Delta Publishing.

Watts, E. (2006). Storytelling. Oxford Basics for Children. Oxford: O.U.P.

Widdowson, H.G. (2003). Defining Issues in English Language Teaching. Oxford: O.U.P.

Woodward, T. (1993). Ways of Training: Recipes for Teacher Training. London: Longman.

Wright, A. (2002). Creating Stories with Children. Oxford: OUP

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Location

Arrosadia Campus of the Public University of Navarra. For specific classroom, see the website of the Faculty of Humanities, Social and Educational Sciences.

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