English Language Teaching I is one of the five subjects of the Minor in Foreign Language in the Infant and Primary Education grades. Consequently, the students of Infant and Primary Education will be together throughout this course and will receive a common teaching that will serve them for both grades and, if necessary, the specific contents of Infant or Primary Education will be specified.

In addition, the teaching of Language Didactics and Foreign Language in the third year of Infant Education and Foreign Language and its Didactics for the grade in Primary Education will serve as the basis for the development of training, as well as the knowledge in Language Didactics acquired during the grade.

The course is complemented with the other four Minor courses, and will be compatible with a joint programme of projects to be carried out throughout the year.

The teaching of the subject, as well as the other four subjects, will be in English, and for this purpose the students must have an advanced level of language.

COMPETENCES

The skills to be acquired by the students are:

- Learning languages. Multicultural contexts

- Communication skills

- Autonomous work and teamwork



LEARNING ACHIEVEMENTS



- Teaching and learning methods of the foreign language. Knowledge of perspectives and techniques.

- Teaching English in Infant and Primary Education. Interaction processes and communication resources. Knowledge and appropriate application.

- Programming units or other educational interventions. Planning, execution and evaluation from the Minor's area.

- Collaborative work in group activities and individual work with autonomy.

- Diverse situations of oral and written communication. Understanding and elaboration of speeches, in English, Level C1 of the Common European Framework of Reference for Languages.

2.- CONTENTS

1.- Basic concepts and theories about the teaching and learning of English by children

2.- Learning to learn English. Methods, techniques and strategies for teaching the foreign language.

3.- Analysis and reflection of the Infant and Primary Education curriculum, especially regarding the learning of the foreign language.

4.- Critical analysis and reflection of the methods of teaching and learning of the foreign language in our context, especially in the Autonomous Community of the Basque Country.

5.- Resources for teaching the foreign language, types of activities and interaction for English classes.

6.- Design of Didactic Units and Teaching Sessions.

The basic methodology for the development of this subject, based on the explanations given by the teacher or the students as a result of the readings, will be materialized in the realization of debates or group work.

Likewise, the practices that will complete the teaching will be the following:

- Practices (activities, studies or reflections)

- Individual works

- Group work

- Presentation of papers, readings, etc.

- MDP (Multi Subject Didactic Project) Interdisciplinary Project

• Continuous Assessment System
• Final Assessment System
• Tools and qualification percentages:
  • BESTELAKOAK (IKUS ORIENTAZIOAK BEHEAN) (%): 100

Written exam - 10%.

Classroom participation, analysis, reflections - 20

Individual works - 10%.

Teamwork - 20%.

Presentations - 20

Diary/Reflection - 20%



The level of English demonstrated in all activities will also be evidence of evaluation.

Students will be required to carry out their own reflective assessment.

Each section must be passed in order to pass the course.

One of the fundamental sections of this subject will be the Multi Subject Didactic Project. In this context, the students, in small groups, will have to carry out the simulation of a teaching session in front of their classmates, carry out a collective critical reflection afterwards and after the Practicum, they will put into practice the same session, improved thanks to the reflection and the experience, with boys and girls of Primary and/or Infant Education in the own Faculty to be able to analyze it again among their classmates.

They will have to pass all the sections of the subject.



Students who do not attend class or who have not completed the minimum attendance (<80%) or the participation (papers...) in the continuous assessment, must contact the teacher as soon as possible and, in addition to specifying the dates for oral presentation of the papers. They will also take a written exam.

All the information will be published in the e.gela application from the beginning of the course, the works to be presented, dates, deadlines, etc. It is essential to follow up and have permanent contact with the teacher.

According to Article 8.3 of the UPV/EHU Student Assessment Regulations

3- In any case, students will have the right to be evaluated through the final assessment system, regardless of whether they have participated in the continuous assessment system or not. In order to do so, students must present a written waiver of the continuous assessment system to the teaching staff responsible for the subject. To do so, they will have a period of 9 weeks for the four-month courses and 18 weeks for the annual courses, starting from the beginning of the four-month period or the academic year, respectively, in accordance with the school's academic calendar. The teaching guide for the subject may establish a longer period.

https://www.ehu.eus/es/web/estudiosdegrado-gradukoikasketak/ebaluaziorako-arautegia

Written exam - 10%.

Classroom participation, analysis, reflections - 20

Individual works - 10%.

Teamwork - 20%.

Presentations - 20

Diary/Reflection - 20%



The level of English demonstrated in all activities will also be evidence of evaluation.

Students will be required to carry out their own reflective assessment.

Each section must be passed in order to pass the course.

One of the fundamental sections of this subject will be the Multi Subject Didactic Project. In this context, the students, in small groups, will have to carry out the simulation of a teaching session in front of their classmates, carry out a collective critical reflection afterwards and after the Practicum, they will put into practice the same session, improved thanks to the reflection and the experience, with boys and girls of Primary and/or Infant Education in the own Faculty to be able to analyze it again among their classmates.

They will have to pass all the sections of the subject.



Students who do not attend class or who have not completed the minimum attendance (<80%) or the participation (papers...) in the continuous assessment, must contact the teacher as soon as possible and, in addition to specifying the dates for oral presentation of the papers. They will also take a written exam.

All the information will be published in the e.gela application from the beginning of the course, the works to be presented, dates, deadlines, etc. It is essential to follow up and have permanent contact with the teacher.

According to Article 8.3 of the UPV/EHU Student Assessment Regulations

3- In any case, students will have the right to be evaluated through the final assessment system, regardless of whether they have participated in the continuous assessment system or not. In order to do so, students must present a written waiver of the continuous assessment system to the teaching staff responsible for the subject. To do so, they will have a period of 9 weeks for the four-month courses and 18 weeks for the annual courses, starting from the beginning of the four-month period or the academic year, respectively, in accordance with the school's academic calendar. The teaching guide for the subject may establish a longer period.

https://www.ehu.eus/es/web/estudiosdegrado-gradukoikasketak/ebaluaziorako-arautegia

Material provided by the teacher (through the e.gela platform)
Material from other media
Other specific material

Basic bibliography

Ball, P., Kelly, K., & Clegg, J. (2015). Putting CLIL into practice. Oxford: Oxford University Press.



Bancroft, W. J. (1999). Suggestopedia and language acquisition: variations on a theme. Taylor & Francis.



Brandl, K. (2008). Communicative language teaching in action: Putting principles to work. Pearson/Prentice Hall.



Brown, H. D. (2000). Principles of language learning and teaching (Vol. 4). New York: Longman.



Brumfit, C. J. (1979). The communicative approach to language teaching.



Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied linguistics, 1(1), 1-47.



Coyle, D. (2007). Content and language integrated learning: Towards a connected research agenda for CLIL pedagogies. International journal of bilingual education and bilingualism, 10(5), 543-562.



Coyle, D., Hood, P. and Marsh, D. (2010). Content and language integrated learning. Cambridge: Cambridge University Press.





Dip, dip, dip! [Recurso electrónico]: ingelesaren sarrera goiztiarra, 4-5 urtekoentzat. Eusko Jaurlaritzaren argitalpen zerbitzu nagusia. 2005.

http://www.euskadi.eus/contenidos/informacion/heziberri_2020/eu_2_proyec/adjuntos/OH_curriculum_osoa.pdf



Ellis, R. (2005). Instructed Second Language Acquisition: A literatura review. Report to the Ministry of Education. Auckland: Research Division, Ministry of Education.



Ellis, R. (2009). Task‐based language teaching: Sorting out the misunderstandings. International journal of applied linguistics, 19(3), 221-246.



Ellis, R. (2010). Second language acquisition, teacher education and language pedagogy. Language teaching, 43(2), 182-201.



Gattegno, C. (2010). Teaching foreign languages in schools: The silent way. Educational Solutions World.



Harmer, J. (2007). The practice of English language teaching. : Pearson Longman.





INEBI (Recurso electrónico): ingelesa edukien bitartez, 6-12 urtekoentzat. Eusko Jaurlaritzaren argitalpen zerbitzu nagusia. 2004.



Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL quarterly, 35(4), 537-560.



Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. Yale University Press.





LARSEN-Freeman D. (2000) Techniques and Principles in language teaching. Oxford University Press.



Littlewood, W., & William, L. (1981). Communicative language teaching: An introduction. Cambridge university press.





Liu, Q. X., & Shi, J. F. (2007). An Analysis of Language Teaching Approaches and Methods--Effectiveness and Weakness. Online Submission, 4(1), 69-71.



Long, M. (2014). Second language acquisition and task-based language teaching. John Wiley & Sons.



Maggioli, G. D. (2012). Teaching language teachers: Scaffolding professional learning. R&L Education.



MADRID D, BUENO A. eds (2004) TEFL in Primary Education. Universidad de Granada. 2004. Granada



Manrique de Lara, Saro. Introducción de una lengua extranjera L3 en la etapa infantil (4/5 años) y en el primer ciclo de primaria in ¿Nuevos caminos para la enseñanza plurilingüe = Hezkuntza eleaniztunerako bide berriak = Nouvelles voies pour l¿enseignement plurilingue¿. Eusko Ikaskuntza. 2000.pp 49-63



Mehisto, P., Marsh, D., & Frigols, M. J. (2008). Uncovering CLIL content and language integrated learning in bilingual and multilingual education. Macmillan.



Nassaji, H. (2013). Participation structure and incidental focus on form in adult ESL classrooms. Language Learning, 63(4), 835-869.



Nunan, D. (2004). Task-based language teaching. Ernst Klett Sprachen.



Richards, J. and Rodgers, T. (2014). Approaches and Methods in Language Teaching (3rd Ed.). New York, NY: Cambridge University Press.



Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input and second language acquisition. 235-252. Rowley, MA: Newbury.



Willis J. et al. (2004) Task-based instruction in Foreign Language Education: Practices and programs. Georgetown University Press.



Willis, D. (2008). Focus on meaning, language, and form: A three way distinction. Retrieved December, 20, 2008



Yang, L. (2014) The application of TPR English teaching method in primary schools. In International Conference on Education, Language, Art and Intercultural Communication (ICELAIC-14). Atlantis Press..

In-depth bibliography

Brewster, J., Ellis, G. and Girard, D. (2003). The Primary English Teacher’s Guide. (New Edition). Harlow: Penguin English – Pearson Education.
Hammond, J., & Gibbons, P. (2005). What is scaffolding. Teachers’ voices, 8, 8-16.
Ikastolen Hizkuntz Proiektua. Jakintza Ikastola. Ikastolen Elkartea. 2009.

Kumaravadivelu, B. (2006). Understanding language teaching: From Method to Post-Method. Mahwah, NJ: Lawrence Erlbaum & Associates.

Lantolf, J. P. (2000). Introducing Sociocultural Theory. In Lantolf, J. P. (Ed.), Sociocultural theory and Second Language Learning. 1—26. Oxford: Oxford University Press.
MEDDINGS, L. T., & Thornbury, S. (2017). Teaching unplugged: Dogme in English language teaching. Ernst Klett Sprachen GmbH.
Scrivener, J. (2011). Learning teaching: The essential guide to English language teaching. Macmillan Education.
Scrivener, J. (2012). Classroom management techniques. Cambridge: Cambridge University Press.

Thornbury, S. (2005). Uncovering Grammar. Oxford, UK: Macmillan.

Thornbury, S. (2012). Speaking instruction. In Burns, A. and Richards, J. (Eds). The Cambridge Guide to Pedagogy and Practice in Second Language Teaching. (198-206). New York: Cambridge University Press.

Tobón, S. Sánchez, A., Carretero, M. y García, J. (2006). Competencias, calidad y educación superior. Bogotá: Cooperativa Editorial Magisterio.

Walqui, A. (2006). Scaffolding instruction for English language learners: A conceptual framework. International journal of bilingual education and bilingualism, 9(2), 159-180

...

Journals

ELT Journal
Foreign Language Annals
Journal of Teacher Education
Language Learning
Language Teaching
Language Teaching Research
Modern Language Journal
Reflective Practice: International and Multidisciplinary Perspectives
Second Language Research
Studies in Second Language Acquisition
Teaching and Teacher Education,
TESOL Quarterly

Web addresses

Ehu.eus/biblioteka
Web of Science
Scopus
Inguma