LSMYL-Teaching Young Learners

Module Provider: English Language and Applied Linguistics
Number of credits: 20 [10 ECTS credits]
Level:7
Terms in which taught: Spring term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2019/0

Email: j.h.enever@reading.ac.uk

Type of module:

Summary module description:

This module aims to review the background and development of teaching English to Young Learners (YLs); examine how children learn languages; review approaches to the analysis of the YLs' needs; review approaches to the analysis of language for teaching English to YLs; examine the methodology, resources and materials used for teaching YLs; and review methods of evaluation and assessment used with YLs. Examples are drawn from policy and practice around the world.

Aims:

This module aims to review the background and development of teaching English to Young Learners (YLs); examine how children learn languages; review approaches to the analysis of the YLs' needs; review approaches to the analysis of language for teaching English to YLs; examine the methodology, resources and materials used for teaching YLs; and review methods of evaluation and assessment used with YLs.  Examples are drawn from policy and practice around the world.

Assessable learning outcomes:
By the end of this module, students should be able to:

• critically discuss key issues in the teaching of foreign languages to school-aged children and young teenagers;
• evaluate strengths and weaknesses in current materials and programmes, and justify these claims in relation to current debate;
• select and exploit materials for teaching foreign languages to young learners from a principled perspective

Additional outcomes:
Through small group discussion students will have the opportunity to develop skills of oral communication and collaboration.

Outline content:
This module covers the following topics: definition of a young learner and young learner contexts; how children learn and how they learn languages; classroom management; background to course planning; language analysis; skills development; feedback and evaluation practices; and resources and materials.

Global context:

The module draws on evidence of practices in a variety of contexts including: bilingual, CLIL and EMI classrooms -  in both mainstream and private language school contexts across the world.

Brief description of teaching and learning methods:
Teaching is a mixture of lecture and seminar discussion of tasks prepared before each class.

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

A 3,000-3,500 word assignment on a selected topic. 

Formative assessment methods:

Penalties for late submission:
Penalties for late submission on this module are in accordance with the University policy. Please refer to page 5 of the Postgraduate Guide to Assessment for further information: http://www.reading.ac.uk/internal/exams/student/exa-guidePG.aspx

Assessment requirements for a pass:
A mark of 50% overall.

Reassessment arrangements:
Re-examination by coursework to be submitted by 1st September.

Additional Costs (specified where applicable):
1) Required text books:
2) Specialist equipment or materials:
3) Specialist clothing, footwear or headgear:
4) Printing and binding:
5) Computers and devices with a particular specification:
6) Travel, accommodation and subsistence:

Last updated: 10 April 2019