This subject is a fundamental part of the third year of Primary Education Degree; in this subject, the students will work on the curriculum of Primary Education in connection to the communicative aspect. Its objective is for the students to learn the processes that take part in the comprehension and expression of spoken and written (English/French) language. In order to do so, the most appropriate teaching-learning situations in the development of that language will be used. Since this subject is in the 6th module (competences and Basque curriculum) the student will have the opportunity to train on the curriculum in place in Basque schools and on the most common methodologies and strategies to teach a foreign language in primary schools.

Objectives:

To develop the necessary competences to achieve the level B1 of the CEFR (Common European Framework of Reference for Languages) in English/French.



To familiarize with the most common situations and techniques of foreign language teaching-learning processes.

LANGUAGE

-Language as system: phonology, morphosyntax, vocabulary, discourse

-Use of language: spoken and written comprehension and production

-Language use conventions

DIDACTICS

Foreign language didactics in primary education

- Structural aspects:

- Foreign language in the Basque educational system

- Foreign language teachers in primary schools

- Foreign language students in primary schools

- Methodological aspects:

- Foreign language teaching in primary education

- Content and language integrated learning (CLIL)

- Foreign language teaching resources: stories, games, songs, IT, rhymes,…

Teacher’s presentations, observation of practices and reflection on those practices. A combination of students’ group work and individual work. Students need to take part actively, collaboratively and the reflection on the course content is compulsory.

Autonomous work will be encouraged in relation to the improvement of individuals’ language level.

In the case that non-presential or bimodal instruction is implemented, the methodology tools of the whole subject or part of the subject will be adapted.

• Final Assessment System
• Tools and qualification percentages:
  • Written test to be taken (%): 30
  • Oral defense (%): 25
  • Individual works (%): 25
  • Team projects (problem solving, project design)) (%): 20

-In order to successfully pass the subject the student will have to show the minimum level of competence in all sections of the subject.

- Two aspects will be taken into consideration: the language level and the ability to apply and reflect on language didactics.



Students have the right to be assessed through a final assessment regardless of whether they have taken part in continuous assessment or not. In order to be granted that right, the student will have to decline continuous assessment in writing and present it to the teacher in charge of the subject. The student has nine weeks if it is a four-month subject and 18 weeks in the case of a year-long subject to present his/her desire to decline continuous assessment from the moment the course starts (according to the approved university calendar.



AZKEN EBALUAZIO SISTEMA (NON-ATTENDANTS)

Prepare a class session (in writing) + explain it orally .......................... 25%

Written exam(s) on foreign language teaching (didactics) ................... 50%

Language level: final oral exam + level shown in written essays ......... 25%

Those student who did not pass during the ordinary call will have to take the general theory-practical exam on the content of the subject (English/French and didactics). The student might be asked to take an oral exam.



The students who wishes to decline the extraordinary call exam will have enough with not attending the exam.

Readings and materials presented in class.
IT material.
Computer with wi-fi connection and a projector.

Basic bibliography

- Ellis, R (2009). Task‐based language teaching: sorting out the misunderstandings. International Journal of

Applied Linguistics 19(23), 221‐246

- Halliwell, S. (1992). Working with young language learners. Teaching English in the Primary Classroom.

- Hammond, J. & Gibbons, P. (2005). What is scaffolding? In A. Burns & H. de Silva Joyce (Eds.), Teachers’

voices 8: Explicitly supporting reading and writing in the classroom. Sydney: National Centre for English Language

Teaching and Research. Macquarie University

- Heziberri 2020. https://www.euskadi.eus/y22-bopv/es/bopv2/datos/2016/01/1600141e.pdf

- Kang Shin, J. (2006). Ten Helpful Ideas for Teaching English to Young Learners. English Teaching Forum, 2006,

Number 2

In-depth bibliography

Brewster, J. et al(2011): The Primary English Teacher’s Guide. Harlow: Penguin.

Lewis, G (2000) The Internet and Young Learners. Oxford: Oxford U. Press

Moon, J. (2005): Children learning English. Oxford: Macmillan-Heinemann.

Perez Esteve, P. & Roig Struch, V. (2007): Enseñar y aprender inglés en educación infantil y primaria (vol.I y II) Barcelona: Horsori

Verdú, M. Y Coyle, V. (2002): La enseñanza de inglés en el aula de primaria: Propuesta para el diseño de unidades didácticas. Un. de Murcia.

Web addresses

www.babelnet.sgb.ac.at/canalreve/bravo/module1.
www.britishcouncil.org
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