The present course, which has been designed for students of the Degree on Primary Education, belongs to the Minor in Foreign Languages and aims at confronting the various situations an EFL (English as a Foreign Language) teacher may face in a Primary and Infant classroom. With this aim in mind, in addition to working on the language skills, the course will focus on the development of teaching skills.

The competences of this subject are the following:

- To be able to plan and carry out the tasks of a foreign language teacher according to the C1 CEFR level.

- To analize, adapt and evaluate materials and resources for the early childhood and primary classroom.

- To describe and put into practice the principles of CLIL and oral interaction in the early childhood and primary classrooms.

- To identify and critically analyse the theories, processes and elements that are part of the teaching process and acquisition of foreign languages, focusing on the specific context of the BAC.

- To identify the characteristics of the very young learners and young learners and the pedagogical implications of such characteristics.

1) Foreign language teachinf in early childhood and primary education. Theoretical background and contextualization.



2) Characteristics of early childhood and primary learners and the pedagogical implications of such characteristics.



3) Resources for the early childhood and primary education.



-Material selection, evaluation, adaptation y creation.



-CLIL approach.



4)Classroom interaction y communication.

- Teacher’s lectures on the theoretical content of the course.*

- The students are expected to carry out a certain number of tasks including: oral presentations and written essays – both in groups and individually.

- Autonomous learning and self-assessment in group-dynamics.

- Learning by Teaching methodology, flipped classroom, project based learning

- Critically reflecting on the content of the course.



*In case that the face-to-face teaching was altered by the sanitary conditions, the subject will be adapted to the semi-online or online modalities established by the University or the Faculty. To that aim, the necessary online resources will be employed in order to ensure the appropriate quality of the teaching.

• Continuous Assessment System
• Final Assessment System
• Tools and qualification percentages:
  • Multiple-Choice Test (%): 20
  • Individual works (%): 5
  • Team projects (problem solving, project design)) (%): 45
  • Exhibition of works, readings ... (%): 30

The format of these tests, which might be written, oral, face-to-face or online, will be determined by the sanitary condition.



In order to pass this subject, language is required to be used accurately, coherently and adequately.



FIRST CALL:

CONTINUOUS ASSESSMENT

- Individual work, test, oral presentation: 35%

- Group tasks, presentations, class tasks and projects 65%

It is compulsory to pass the sum of the tasks of the individual and of the group tasks in order to pass the course.



The grades that correspond to the tasks of the continuous assessment will be saved should the alumni sit for the extraordinary call, in no case will the grades be saved for a following academic year.





FINAL ASSESSMENT

Students will be eligible for final assessment, even in the case of switching from continuous assessment into final assessment. To obtain the permission to sit for the final exam, students will have to state their decision to stop the continuous assessment in the first 9 weeks of the course.



The students who refuse to continuous assessment will have to hand the tasks during the official examination period.



Exam: 60%

Individual tasks 40%





Both parts have to be passed to pass the course. The grades that correspond to the tasks of the continuous assessment will be saved should the alumni sit for the extraordinary call, in no case will the grades be saved for a following academic year.



Renouncement:

According to article 12.2, not attending to the final examination will suffice to obtain the qualification “absent”.

Should the student fail any section of the course, he/she will have the right to sit for the extraordinary exam without having to repeat the sections of the course that have already been passed by him/her. However, this will only be applied to the first extraordinary call (June) the student will sit for.



The rules of the final assessment system apply in the extraordinary call.

- Reference books, textbooks and usual materials for Infant and Primary school learners, articles from magazines .
- CD and DVD player. Audio and video recordings. Computer, projector and screen.
***At the language laboratory : various resources.

Basic bibliography

- BREWSTER, J., et al. (2002) The Primary English Teacher¿s Guide, Pearson Educational L., Essex,England.

- GARDNER, B and GARDNER, F. (2000), Classroom English, Oxford University Press, Oxford.

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

- LINDSAY C. and P. KNIGHT (2006) Learning and Teaching English ¿ A Course for Teachers-, Oxford University Press, Oxford.

- REILLY, J. and REILLY, V (2005) Writing with Children, Oxford University Press, Oxford.

- ROSS, M and LAYTON, N. (2000), Alphapets, Ladybird Phonics Series, Loughborough.

- SLATTERY, M. & WILLIS, J. (2001), English for Primary Teachers, Oxford University Press, Oxford.

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

- VALE, D. and A. FEUNTEUN (1995) Teaching Children English. Cambridge University Press. Cambridge.

In-depth bibliography

- Cant, A. and Superfine, W.(1998). Developing resources for primary. madrid: Richmond Press.
- Dale, L. and Tanner, R.(2012). CLIL Activities. Cambridge: Cambridge U. Press.
- Guillén, C. & Alario, C.(2002). Didáctica de la lengua Extranjera en Educación Infantil y Primaria. Madrid:Síntesis.
- Harmer, J.(1998). How to teach English. Harlow-Essex:Longman.
- House, S.(1997). An Introduction to teaching English to children. London: Richmond Press.
- Hughes,G., Moate,J. and Raatikainen, T.(2007). Practical Classroom English. Oxford: Oxford U. Press.
- Ioannou-Georgiu, S.and Pavlou, P.(2003). Assessing Young Learners. Oxford: Oxford U. Press.
-Lindsay, C. and Knight, P.(2006). Learning and Teaching English. A course for teacchers.Oxford: Oxford University Press.
- Mckay, P. and Guse, J. (2011). Five-minute Activities for Young Learners. Oxford: Oxford U. Press.
- Moir, N.(2009). Starting and Ending Lessons. Oxford: Oxford University Press.
- Pérez Esteve, P. & Roig Estruch, V.(2004). Enseñar y aprender Inglés en la Educación Infantil y Primaria. (vol.I & vol. II). Barcelona: ICE-Horsori.
- Petty, G.(2008). Teaching Today. Cheltenham: Nelson Thornes.
- Read, C.(2007). 500 Activities for the Primary Classroom. Oxford: Macmillan.
- Salaberri, S.(1993). El uso del Inglés en el aula. Oxford: Heinemann.
- Scrivener, J.(2011).Learning Teaching. Oxford: Macmillan.
- Svecová, H.(2007). Listen and Do. Oxford: Oxford University Press.
- Tomlison, B.,ed.(2011). Materials development in Language Teaching. Cambridge: Cambridge U. Press.

Web addresses

www.babelnet.sgb.ac.at/canalreve/bravo/module1.
www.bbc,co.uk./education/listenandwrite
www.britishcouncil.org
www.developingteachers.com
www.dltk-kids.com
www.dltk-teach.com
www.kotn.ntu.ac.uk
www.elkarrekin.org/elk/Lib/ingelesa.htm
www.isabelperez.com/workshops.htm
www.restena.lu/amifra/exos/index.htm