Course Topics
See the individual course modules.

Teaching format
Lecture

Educational objectives
The course aims to provide participants with knowledge, competences, and professional skills regarding the phonetic, lexical, grammatical, and syntactic aspects of the English language within the context of primary and pre-primary education and pedagogy. It seeks to expand participants’ knowledge of the language system for the teaching of English as an international language (EIL) to young learners (YLs) and very young learners (VYLs). The course addresses various features of English phonetics and prosody, morphology and syntax, and their role in promoting effective language acquisition processes with preschool and primary school learners. Participants will practice analysing features of the language system and modelling their use for effective English language teaching (ELT) with YLs and VYLs. Overall, the course seeks to expand and deepen the participants’ knowledge, awareness and competences of the English language in relation to receptive and productive communication skills practised by YLs and VYLs (listening, speaking, reading and writing), with specific regard to listening and speaking communication skills. Learning outcomes: As regards knowledge and understanding, on completion of the course participants are expected to: - have expanded their knowledge and understanding of the English language system, including key aspects of phonetics, prosody, morphology, syntax, contrastive analysis, interlanguage; - have deepened their knowledge of the language acquisition process; - have developed their understanding of the importance of oral language in children’s language acquisition and instructed learning - be able to understand lecturer input and secondary sources on topics addressed in the course; - be able to understand sources/materials on contemporary educational issues and identify items of factual professional information. As regards applying knowledge and understanding, on completion of the course participants are expected to: - have expanded their ability to apply their knowledge and understanding of key language features in their listening comprehension in professional contexts as well as their reading comprehension of texts relevant to the teaching profession; - have expanded their ability to apply their knowledge and understanding of key aspects (at the phonological, lexical and grammatical level) of the English language system through the principled selection, adaptation, and creation of YL and VYL suitable (mainly oral) resources in specific instructional con-texts. - apply their knowledge of contrastive analysis and interlanguage features to guide learners in developing their language competences in English. As regards making judgments, on completion of the course participants are expected to: - have reinforced their independent and critical skills so as to enable them to make principled judgements as regards linguistic issues in the context of ELT to YLs and VYLs; - be able to evaluate, select, adapt and create suitable resources for ELT activities with YLs and VYLs and provide a rationale based on sound pedagogical and linguistic grounds; - be able to assess YLs’ and VYLs’ language competence and provide corrective feedback and scaffolding to support their ongoing development. As regards communication skills, on completion of the course participants are expected to: - have developed key aspects of their spoken English competence (accuracy, fluency, and complexity) as a future English language teacher with YLs and VYLs; - have developed fundamental aspects of spoken English in interactions through making active use of course-related princ-ples and strategies, thus reinforcing their communication skills, and demonstrating competence in classroom oral practice; - be able to recognise, understand and reproduce key communicative features of English phonetics and prosody, especially as these relate to ‘teacher talk’ and classroom language with YLs and VYLs. As regards learning skills, on completion of the course participants are expected to: - be able to understand the overall meaning of course-related materials; - be able to identify key concepts; - consult reference materials and cite them effectively; - organise their time and their course materials effectively; - draw on their evolving language awareness in their own oral production; - have extended their awareness and principled use of key lifelong learning strategies and resources to continue furthering their own English as an international language used for professional as well as personal purposes.

Assessment
Formative assessment: - peer teaching simulation (lab.). Summative assessment: written exam

Evaluation criteria
The final mark will be based on participants’ ability to: - demonstrate their knowledge and understanding of the English language system, including key aspects of phonetics, prosody, morphology, syntax, contrastive analysis, interlanguage to guide multilingual learners in developing their language competences in English; - demonstrate their knowledge and understanding of key notions in the language acquisition process; - apply their knowledge and understanding of key phonological, lexical and grammatical features in the teaching of English as a foreign language to YLs and VYLs; - evaluate, select, adapt and create suitable resources for ELT activities with YLs and VYLs; - assess YLs and VYLs language competences, and provide corrective feedback and scaffolding to support their ongoing development; - recognise, understand and reproduce key communicative features of English phonetics and prosody, especially as these relate to ‘teacher talk’ and classroom language with YLs and VYLs. According to the examination regulations of the Faculty, for a positive assessment of the overall examination, the assessment must be positive for each individual part that make up the overall examination (lecture and laboratory). In the case of a negative assessment of one of the parts, if the other part has been assessed positively, it will be counted as such in the next examination. Please note, however, that a negative assessment in this case also counts for the number of examination attempts. According to the examination regulations, failing to pass three times will result in a suspension for three examination dates. (see also Article 6, Paragraph 4 of the current examination regulations).