This subject is one of the five included in the minor in Foreign Language Teaching, where students from the Infant Education and the Primary Education degrees share a common group. The field of FLT has been developed and studied mainly for the Primary Education level and, therefore, this subject focuses on the proposals used in the Primary classroom.



The teaching will be conducted in English, so it is necessary to have an advanced knowledge of it. In addition, it is recommended reviewing the theoretical concepts worked on during the third year The Foreign Language and its Didactics course.

Get a deep understanding of the most relevant theoretical, structural and formal aspects on which the teaching/learning of English as a Foreign Language in Primary and Child Education is based.



Familiarize with and analyse classroom situations, where different types of interaction take place, and therefore, different techniques must be used for a better use of resources.



Critically analyse the curricula and the types of assessment to be able to prepare work proposals that are adequate for the needs and characteristics of the learners.

Theoretical and methodological background:

1. Language learning and some areas of knowledge: Linguistics, Psycholinguistics and Sociolinguistics.

2. English teaching methods, techniques and strategies.

3. Grammar, Lexis, Pronunciation and the 5 skills.



Planning & evaluation:

1. Curriculum and syllabi in Primary and Infant school teaching of English.

2. Types of errors, feedback and learning/teaching process evaluation.

3. Units and lesson planning.



Classroom management:

1. The classroom and its elements: the learner, the foreign language and the teacher.

2. Activities, routines and interaction in the English classroom.

3. Evaluating, selecting, adapting and creating materials.

- Readings and discussions about texts and other audiovisual materials.

- Discussions in class, in large and small groups.

- Presentations: oral activities in different registers.

- Individual work.



*If non-presential or bimodal teaching is implemented, the methodological tools used will be adapted in part or the whole course. For this purpose the eGela platform will be used.

• Final Assessment System
• Tools and qualification percentages:
  • Written test to be taken (%): 50
  • Individual works (%): 20
  • Team projects (problem solving, project design)) (%): 30

ASSESSMENT SYSTEMS: CONTINUOUS OR FINAL



By default, the continuous assessment system will be used, which implies a series of tests and activities that the students must complete throughout the training period and is complemented by a test on the official date established for the examination session. A minimum of 75% class attendance is compulsory to be allowed into this assessment system.



- Description of the different blocks and their percentages:

- Group work: 30%

- Individual works: 20%

- Final test: 50% (written exam to develop)

*If non-presential or bimodal teaching is implemented, the modalities of tasks and tests that will be evaluated in the course will be adapted. For this purpose the eGela platform will be used.



- Calculation and conditions of approval of the final grade:

- To pass the subject all the blocks must be approved.

- In case of evidence of plagiarism or copy in the tasks and tests evaluated, the provisions of the University's regulations will be applied.

- The blocks that have been passed will be kept only during the corresponding course.



While it is recommended to follow the continuous assessment system, students have the possibility to renounce such evaluation system and opt for the final evaluation system. Interested students must submit in writing to the faculty responsible for the subject their resignation from the continuous assessment system in accordance with the procedure and deadline established, this being 11 weeks from the beginning of the semester according to the academic calendar of the center. NOTE: If the student does not communicate his/her resignation from the continuous evaluation system within the period established in the regulations, it is understood that he/she continues in the continuous evaluation system and will be evaluated according to the same.



In the final evaluation system, students will be assessed through a test, consisting of one or more exams and global assessment activities of the subject, which will be held during the official exam period.



- Description and percentages of the different sections:

- Written exam 80%

- Practical part 20%, to present in writing and defend orally

*As many tests and tasks as necessary will be determined for non-attending students to demonstrate that they have achieved the competencies and learning outcomes defined in the subject.

*If non-presential or bimodal teaching is implemented, the modalities of tasks and tests that will be evaluated in the course will be adapted. For this purpose the eGela platform will be used.



- Calculation and conditions of approval of the final grade:

- To pass the subject all the blocks must be approved.

- In case of evidence of plagiarism or copy in the tasks and tests evaluated, the provisions of the University's regulations will be applied.

- The blocks that have been passed will be kept only during the corresponding course.



EVALUATION CRITERIA:



• The student is able to understand the main theories on which the teaching-learning of the foreign language is based in Pre-school and Primary Education and is able to see its influence on teaching.

• The student is able to reflect on the different methodologies that can be used in the classroom.

• The student is able to analyze critically the resources and instruments used in such methodologies.

• The student is able to propose activities for teaching after a critical knowledge of the curriculum, the types of syllabus and the types of evaluation.

• The student is able to adjust the teaching of the foreign language to the needs and characteristics of the students.



FORMATIVE EVALUATION



How the formative evaluation is carried out:

- Feedback through task correction

- Planned tutorials

- Optional tutorial



STUDENTS WHO WANT TO RENOUNCE TO THE ORDINARY CALL

Procedure: As the final evaluation accounts for over 40% of the subject’s marks, it is sufficient that the student does not sit the exam.

Students who do not pass the subject in the ordinary call, regardless of the evaluation system chosen for it, will have the right to take the exams and assessment activities that make up the final evaluation test of the extraordinary call. The evaluation of the subjects in the extraordinary call will be made exclusively through the final evaluation system.



The final evaluation test of the extraordinary call will consist of as many exams and evaluation activities necessary to be able to evaluate and measure the defined learning results, in a manner comparable to how they were evaluated in the ordinary call. The positive results obtained by the students during the course may be retained. In the case of having obtained negative results through the continuous evaluation carried out during the course, said results cannot be maintained for the extraordinary call, in which the students will be able to obtain 100% of the grade.



FINAL EVALUATION



- Description and percentages of the different sections:

- 80% written exam (for students who have followed the continuous assessment system for the ordinary call, the 30% of group work will be kept, if positive)

- Practical part 20%, to present in writing and defend orally (for students who have followed the continuous assessment system for the ordinary call, the 20% of individual work will be kept, if positive)

*As many tests and tasks as necessary will be determined for non-attending students to demonstrate that they have achieved the competencies and learning outcomes defined in the subject.

*If non-presential or bimodal teaching is implemented, the modalities of tasks and tests that will be evaluated in the course will be adapted. For this purpose the eGela platform will be used.



- Calculation and conditions of approval of the final grade:

- To pass the subject all the blocks must be approved.

- In case of evidence of plagiarism or copy in the tasks and tests evaluated, the provisions of the University's regulations will be applied.

- The blocks that have been approved in the extraordinary call will not be saved for later calls.



EVALUATION CRITERIA



• The student is able to understand the main theories on which the teaching-learning of the foreign language is based in Pre-school and Primary Education and is able to see its influence on teaching.

• The student is able to reflect on the different methodologies that can be used in the classroom.

• The student is able to analyze critically the resources and instruments used in such methodologies.

• The student is able to propose activities for teaching after a critical knowledge of the curriculum, the types of syllabus and the types of evaluation.

• The student is able to adjust the teaching of the foreign language to the needs and characteristics of the students.



STUDENTS WHO WANT TO RENOUNCE THE EXTRAORDINARY CALL

Procedure: As the final evaluation accounts for over 40% of the subject’s marks, it is sufficient that the student does not sit the exam.

- Texts and diverse format material published on the eGela platform.
- Audiovisual material and texts used in the classes.
- Textbooks, texts produced in exams, notes, reviews, works, memories, audio or video recordings.

Basic bibliography

Real Decreto 157/2022, de 1 de marzo, por el que se establecen la ordenación y las enseñanzas mínimas de la Educación Primaria.



https://curriculuma.euskadi.eus/eu/ikas-egoerak



BOPV: Decreto 237/2015, de 22 de diciembre, por el que se establece el currículo de Educación Infantil y se implanta en la Comunidad Autónoma del País Vasco.

https://www.euskadi.eus/bopv2/datos/2016/01/1600142a.pdf



BOPV: Decreto 236/2015, de 22 de diciembre, por el que se establece el currículo de Educación Básica y se implanta en la Comunidad Autónoma del País Vasco.

https://www.euskadi.eus/bopv2/datos/2016/01/1600141a.pdf



The Ikastola Language Project: https://www.ikastola.eus/hizkuntz_proiektua



Brewster, J., et al. (2002). The Primary English Teacher’s Guide. Pearson Educational L., Essex, England.

Celce-Murcia, M. (2001). Teaching English as a Second or Foreign Language. Heinle & Heinle, US.

Harmer, J. (2012). Essential Teacher Knowledge. Pearson Education Limited, Essex.

Hedge, T. (2000). Teaching and Learning in the Language Classroom. Oxford University Press, Oxford.

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

Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. Oxford University Press. Oxford.

Lindsay C. & P. Knight (2006). Learning and Teaching English. A Course for Teachers. Oxford University Press, Oxford.

Pinter, A. (2006). Teaching Young Language Learners. Oxford University Press, Oxford.

Thornbury, S. (2007). An A-Z of ELT. Macmillan Books for Teachers, Oxford.

Vale, D. & A. Feunteun (1995). Teaching Children English. Cambridge University Press, Cambridge.

In-depth bibliography

Berk, L. (2000). Child development. Allyn and Bacon, Boston.
Cameron, L. (2005). Teaching Languages to Young Learners. Cambridge University Press, Cambridge.
Cook, V. (2016). Second language learning and language teaching. Routledge.
Hall, G. (2017). Exploring English language teaching: Language in action. Routledge.
Long, M. (2014). Second language acquisition and task-based language teaching. John Wiley & Sons.
Moon, Jayne (2005). Children Learning English. Macmillan Education, Oxford.
Phillips, D. et al. (1999). Projects with Young Learners. Oxford University Press, Oxford.
Scrivener, J. (2005). Learning Teaching. Macmillan Books for Teachers, Oxford.
Slattery, M. & J. Willis (2001). English for Primary Teachers. Oxford University Press, Oxford.
Tomlinson, B. (ed.) (2003). Developing materials for Language Teachers. Continuum Cromwell Press, London.
Ur, P. (1996). A course in Language Teaching. Practice & Theory, Cambridge University Press, Cambridge.
Willis, Jane & D. Willis (2013). Doing Task-Based Teaching-Oxford Handbooks for Language Teachers. Oxford University Press, Oxford.

Journals

TEACH Magazine - http://teachmag.com/archives/category/esl
EFL Magazine - https://www.eflmagazine.com/
English Teaching Professional - https://www.etprofessional.com/home
English Club - https://www.englishclub.com/efl/category/esl-magazine/

Web addresses

www.babelnet.sgb.ac.at/canalreve/bravo/module1.
www.britishcouncil.org
www.developingteachers.com
www.dltk-kids.com
www.dltk-teach.com
www.elkarrekin.org/elk/Lib/ingelesa.htm
www.ikastola.net (Eleanitz-English proiektua & Hizpro)
www.isabelperez.com/workshops.htm
www.restena.lu/amifra/exos/index.htm
Teaching English (British Council) - https://www.teachingenglish.org.uk/
TESOL International Association - https://www.tesol.org/
IATEFL - International Association of Teachers of English as a Foreign Language - https://www.iatefl.org/