Englisch 2 - Inhaltliche Vertiefung

Semester 1 · 12449 · Einstufiger Master in Bildungswissenschaften für den Primarbereich - Abteilung in deutscher Sprache · 5KP · EN

The English module in year 5 aims to provide participants with knowledge, competences, and professional skills regarding learning and teaching ap-proaches, syllabuses, lesson plans, assessment, and materials in teaching English to young learners (TEYL) both at kindergarten and primary level. De-tails on contents are provided in the lecture and lab. descriptions that follow.

Lehrende: Martina Irsara, Cecilia Lazzeretti, Helen Victoria Forsyth

Vorlesungsstunden: 30
Laboratoriumsstunden: 20
Anwesenheitpflicht: In accordance with the regulation

Themen der Lehrveranstaltung
See the individual course modules

Unterrichtsform
30-hour lecture & 20-hour lab

Art der Prüfung
Final assignment: written test (cloze and multiple-choice tasks) on basic concepts and topics covered in the lecture. A simulation test, which will serve as an orientation on the type and complexity of the examination test, will be provided on OLE a few days before the final test

Bewertungskriterien
Final assignment: students will be assessed according to their ability to understand and respond to questions related to the content of the lecture, demonstrating knowledge and understanding of the concepts dealt with during the lecture, critical judgement, and self-reflection. The final mark conflates all of the assessments relating to the lecture (60%) and the lab. activities and tasks (40%), and is decided collegially during the grading meeting between all teachers of the module on the basis of such assessments. In the case of a negative assessment, any positively assessed components of the module will be credited at the next module examination. Please note, however, that a negative assessment will also be included in the count of test attempts. According to the examination regulations, failing to pass three times results in a suspension from three examination dates. (See also Article 6, Paragraph 4 of the current examination regulations).

Pflichtliteratur

References will be made to these books during the course:

Bland, J. (Ed.). (2015). Teaching English to Young Learners: Critical issues in language teaching with 3-12 year olds. ProQuest Ebook Central https://ebookcentral.proquest.com
Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.
Garton, S., & Copland, F. (Eds.). (2018). The Routledge handbook of teaching English to young learners. ProQuest Ebook Central https://ebookcentral.proquest.com
Gottardi, G., & Gottardi, G. (2016). Il mio primo lapbook. Modelli e materiali da costruire per imparare a studiare meglio. Trento: Erickson. https://www.laboratoriointerattivomanuale.com
McGrath, I. (2008). Materials evaluation and design for language teaching. Edinburgh: Edinburgh University Press.
Pinter, A. (2006). Teaching young language learners. Oxford: Oxford University Press.
Proši-Santovac, D., & Rixon, S. (2019). Integrating assessment into early language learning and teaching. Bristol, Blue Ridge Summit: Multilingual Matters. https://doi-org.libproxy.unibz.it/10.21832/9781788924825
Richards, J. C., & Rodgers, T.S. (2001). Approaches and methods in language teaching. Cambridge: Cambridge University Press.
Scrivener, J. (2011) Learning teaching: The essential guide to English language teaching (3rd ed.). Oxford: Macmillan Education.
Shin, K. S., & Crandall, J. (2014). Teaching young learners English: From theory to practice. Boston: National Geographic.
Wiggins, G., & McTighe, J. (2014). The understanding by design guide set. Alexandria, VA: ASCD publisher.

Weiterführende Literatur

Articles from academic journals and relevant websites to be announced in due course.
Slattery, M., & Willis, J. (2001). English for primary teachers: A handbook of activities and classroom language. Oxford: Oxford UP.

Als PDF herunterladen

Ziele für nachhaltige Entwicklung
Diese Lehrtätigkeit trägt zur Erreichung der folgenden Ziele für nachhaltige Entwicklung bei.

Modules

Semester 1 · 12449A · Einstufiger Master in Bildungswissenschaften für den Primarbereich - Abteilung in deutscher Sprache · 3KP · EN

Module A — English Language Teaching-L3: Approaches, syllabuses, lesson plans, assessment and materials in TEYL. Theoretical foundations

Participants will consolidate, deepen, and expand skills, knowledge and competences acquired during the English courses attended in year 4, as well as move into new fields of study in TEYL. Students will be able to understand and participate in extended speech and lectures and follow complex lines of argument on course topics.

In particular, the course addresses theoretical and practical issues related to learning and teaching approaches, course design, lesson planning, assessment, and materials in TEYL. Current theories and key aspects of the acquisition of English by children at the pre-primary and primary education levels will be used to discuss several key teaching approaches and practices. Emphasis will be placed on contemporary approaches, including communicative language teaching, the lexical approach, total physical response (TPR), as well as holistic approaches to language, such as multimodal and story-based strategies. Participants will be shown how perspectives on language learning and teaching can be incorporated into syllabus design with reference to young learners (YLs). Underlying principles and elements of lesson planning will be described and discussed, focusing on structures and procedures that have been found to be particularly effective with young and very young learners of English as a second and further language. Furthermore, key principles underlying the evaluation, selection, adaptation, and supplementation of materials for YLs will be presented and reflected upon. Finally, principles of evaluation of English language teaching to YLs will be addressed, focusing in particular on teacher self-evaluation as an integral part of a teaching process.

Overall, participants will develop a concrete understanding of elements that inform best practice in TEYL.

Lehrende: Martina Irsara

Vorlesungsstunden: 30
Laboratoriumsstunden: 0

Themen der Lehrveranstaltung
Course topics will include theoretical notions on: - principles in YL teaching contexts; - key methods and approaches in TEYL; - practices in TEYL; - storytelling with YLs; - the contemporary classroom and language learner in a globalised world; - teaching materials for YLs; - teacher talk and discourse techniques in the YL classroom; - evaluation of teaching in YL contexts.

Unterrichtsform
Lecture

Pflichtliteratur

References will be made to extracts of these books during the course:

Bland, J. (Ed.). (2015). Teaching English to young learners: Critical issues in language teaching with 3–12 year olds. ProQuest Ebook Central. https://ebookcentral.proquest.com
Cameron, L. (2001). Teaching languages to young learners. Cambridge University Press.
Garton, S., & Copland, F. (Eds.). (2018). The Routledge handbook of teaching English to young learners. ProQuest Ebook Central. https://ebookcentral.proquest.com
McGrath, I. (2008). Materials evaluation and design for language teaching. Edinburgh University Press.
Pinter, A. (2006). Teaching young language learners. Oxford University Press.
Proši-Santovac, D., & Rixon, S. (2019). Integrating assessment into early language learning and teaching. Multilingual Matters. https://doi.org/10.21832/9781788924825
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching. Cambridge University Press.
Scrivener, J. (2011). Learning teaching: The essential guide to English language teaching (3rd ed.). Macmillan Education.
Shin, K. S., & Crandall, J. (2014). Teaching young learners English: From theory to practice. National Geographic Learning.
Wiggins, G., & McTighe, J. (2014). The understanding by design guide set. ASCD.

Weiterführende Literatur

Articles from academic journals and relevant websites to be announced in due course.

Slattery, M., & Willis, J. (2001). English for primary teachers: A handbook of activities and classroom language. Oxford University Press.

Semester 1 · 12449B · Einstufiger Master in Bildungswissenschaften für den Primarbereich - Abteilung in deutscher Sprache · 2KP · EN

Module B — English Language Teaching-L3: Approaches, syllabuses, lesson plans, assessment and materials in TEYL. Applications (Lab.)

The laboratory offers a space where teacher-trainees can operationalise the knowledge and competences gained through lectures in a hands-on fashion in order to practise instructed language learning in English as a foreign language (EFL) with young learners. The lab. adopts a project-based approach in which participants work on concrete tasks in order to plan and create a teaching unit (TU) suitable for preschool or primary school, applying strategies of macroplanning and microplanning. The TU comprises lesson plans, instructional activities, assessments, and materials aimed at helping young learners develop their knowledge of English lexis and grammar structures and their use of English for communication through the functional skills of speaking, listening, reading, and writing.

Lehrende: Cecilia Lazzeretti, Helen Victoria Forsyth

Vorlesungsstunden: 0
Laboratoriumsstunden: 20 Gruppe 1 und 2: Dr. Cecilia Lazzeretti Gruppe 3, 4 und 5: Dr. Helen Victoria Forsyth

Themen der Lehrveranstaltung
Planning and creating a Teaching Unit (TU) for the ELT classroom, including: - identifying language learning aims - planning instructional activities and materials - developing assessments to measure learning outcomes. The TU contains a series of lesson plans that take into account the following factors: age/stage of learners; suitable lexis and grammar structures; timing and sequencing of activities; classroom setting; teaching-learning approaches; selection and use of materials; CEFR in teaching English to YLs; provincial and national guidelines; plan-do-review cycle of learning; 3-H framework (head, heart, hands) for engaging young learners. The final assignment will be assessed according to the following criteria: - achievement of task; - suitability of TU content for language learning by YLs; - coherence of planned activities and tasks; alignment of learning aims, instruction and assessments; - application of child-centred learning theories and instructional ap-proaches; - design quality of the TU. A detailed assessment rubric will be made available to students during the lab. The final mark conflates all of the assessments relating to the lecture (60%) and the lab. activities and tasks (40%), and is decided collegially during the grading meeting between all teachers of the module on the basis of such assessments. In the case of a negative assessment, any positively assessed components of the module will be credited at the next module examination. Please note, however, that a negative assessment will also be included in the count of test attempts. According to the examination regulations, failing to pass three times results in a suspension from three examination dates. (See also Article 6, Paragraph 4 of the current examination regulations).

Unterrichtsform
Guiding students in hands-on laboratorial work (individual, pair, and group); providing instruction and ongoing feedback.

Pflichtliteratur

As well as the following, the lecture reading list will be referred to during the lab.

Shin, K. S., & Crandall, J. (2014). Teaching young learners English: From theory to practice. National Geographic Learning.