Subject name |
Advanced Didactics of the English Language |
Study |
Maestro en Educación Infantil |
ECTS Credits |
6 |
Type of subject | Optativa |
This course is a continuation of what you have revised in the subject Didáctica de la Lengua Inglesa. Some of the concepts would be expanded in order to give you a better perspective of how to apply previous knowledge in the field of pre-school education. We will also reflect on some important factors of teaching to young students, especially the notion of motivation in the foreign language classroom. After that, we will go on with a deep study of oral and written skills for a better application in the preschool classroom without forcing and promoting learning in an enjoyable and comfortable environment.
The second part of this subject will deal with some useful ideas to put into practise the skills revised in the previous units. First, we will start by stating the importance of cultural teaching and language diversity as a way of promoting respect and intercultural understanding. In order to do this, we will explore the concept of «Englishes» to better understand how this language works. As language cannot be separated from culture, we will revise a significant sample of customs and traditions and interesting historical facts of some English speaking countries that can complement your teaching and that will give you some foundations about the culture where the language belongs. Finally, we will revise some literature pieces and reflect upon the importance of music in the teaching of oral skills. All this theoretical background will help you in the building of significant learning experiences for your students promoting respect, imagination and cultural awareness.
The second part of this subject will deal with some useful ideas to put into practise the skills revised in the previous units. First, we will start by stating the importance of cultural teaching and language diversity as a way of promoting respect and intercultural understanding. In order to do this, we will explore the concept of Englishes” to better understand how this language works. As language cannot be separated from culture, we will revise a significant sample of customs and traditions and interesting historical facts of some English speaking countries that can complement your teaching and that will give you some foundations about the culture where the language belongs. Finally, we will revise some literature pieces and reflect upon the importance of music in the teaching of oral skills. All this theoretical background will help you in the building of significant learning experiences for your students promoting respect, imagination and cultural awareness.
Interesting facts, reflection upon the learning process and discussion about the several teaching aspects in the preschool stage conform Advanced Didactics of the English Teaching to help you stablishing grounded knowledge in the field of language teaching.
General competences
Instrumentales:
Personales:
Sistemáticas:
Specific competences
Comunes a todos los perfiles de Maestro:
Específicas de la mención de lengua inglesa:
UNIT 1. Motivation in the EFL pre-school classroom
Introduction and objectives
What is motivation?
Internal and external factors of motivation
Intrinsic and extrinsic motivationin the EFL pre-school classroom
UNIT 2. Motivational teaching practice
Introduction and objectives
Meaningful learning
Basic motivational conditions
UNIT 3. Oral skills: decoding
Introduction and objectives
Decoding messages
Decoding and meaning building
UNIT 4. Oral skills: Listening and speaking in the EFL pre-school classroom
Introduction and objectives
The listening lesson
Different types of listening and appropiate responses
Integrating speaking and listening
UNIT 5. Written skills: written materials for the EFL pre-school classroom
Introduction and objectives
Different ways of using texts in the EFL pre-school classroom
Combining oral and written skills
UNIT 6. The role of culture in EFL
Introduction and objectives
Englishes
Languages and culture
Interculturalism
How to promote intercultural competence in the EFL pre-school classroom
UNIT 7. Folklore and history as teaching resources: the British Isles
Introduction and objectives
Geographical and historical details
Customs and traditions of the British Isles
Interesting facts of the British Isles
UNIT 8. Folklore and history as teaching resources: the USA
Introduction and objectives
Geographical details
Customs and traditions of the USA
Interesting facts of the USA
UNIT 9. Folklore and teaching resources: Commonwealth
Introduction and objectives
Geographical details
Customs and traditions of Commonwealth countries
UNIT 10. Literature as a teaching resource
Introduction and objectives
Why using stories in the EFL pre-school classroom?
Types of books in the EFL pre-school classroom
UNIT 11. Music and rhymes as teaching resources
Introduction and objectives
The role of music in language learning
Popular songs and rhymes
Las actividades formativas de la asignatura se han elaborado con el objetivo de adaptar el proceso de aprendizaje a las diferentes capacidades, necesidades e intereses de los alumnos.
Las actividades formativas de esta asignatura son las siguientes:
En la programación semanal puedes consultar cuáles son las actividades concretas que tienes que realizar en esta asignatura.
Estas actividades formativas prácticas se completan, por supuesto, con estas otras:
Bibliografía complementaria
Black, J. A. (1996). A History of the British Isles . London, UK: MacMillan Press Ltd.
Boyce, P. J. (1971). The Bonds of Culture and Commonwealth in Southeast Asia. Journal of Southeast Asian Studies, 2 (1), pp. 71-77.
Bradshaw, B. & Roberts, P. (1998). British Consciousness and Identity . London, UK: Routledge.
Brogan, H. (1985). The Penguin History of the United States of America . London, UK: Penguin Random House.
Brown, G. & Yuke, G. (1983). Teaching the spoken language . Cambridge, UK: Cambridge University Press.
Cameron, L. (2006). Teaching Languages to Young Learners . Cambridge, UK: Cambridge University Publisher.
Carter, R. & McRae, J. (1996). Language, literature and the learner. Creative classroom practice . London, UK: Longman.
Collie, J. & Slater, S. (1987). Literature in the Language Classroom. A resource book of ideas and activities. Cambridge, UK: Cambridge University Press.
Colum, P. (1967). A Treasury of Irish Folklore. The Stories, Traditions, Legends, Humor, Wisdom, Ballads and Song of the Irish People . New York, USA: Crown Publishers.
Crystal, D. (1997). English as a Global Language . Cambridge: Cambridge University Publisher.
Crystal, D. (2000). Language Death . Cambridge: Cambridge University Publisher.
Dalyell, J. G. (1834). The Darker Superstitions of Scotland: Illustrated from History and Practice . Edinburgh, UK: Waug and Innes.
Dömyei, Z. (2001). Motivational Strategies in the Language Classroom . Cambridge, UK: Cambridge University Press.
Field, J. (2008) Listening in the Language Classroom. Cambridge, UK: Cambridge University Press.
Grellet, F. (2009). Developing Reading Skills . Cambridge, UK: Cambridge University Press.
Kearny, H. (1995) The British Isles. A History of Four Nations . Cambridge, UK: Cambridge University Press.
Kramsch, C. (1993). Context and Culture in Language Teaching . Oxford, UK: Oxford University Press.
Lafayette, R. C. (1978) Teaching Culture: Strategies and Techniques . Virginia, USA: Arlington.
Lennard, J. (2005) The Poetry Handbook . Oxford: Oxford University Publisher.
Moore, A. W. (1891). The Folklore of the Isle of Man . Douglas, UK: Brown & Son.
Morrison, S. (2013). Manx Fairy Tales . Ramsey, IOM: Lily Publications.
Pope, R. (1995). Textual Intervention . London, UK: Routledge.
Rost, M. (2002). Teaching and researching listening . New York, USA: Pearson.
Roud, S. (2008). The English Year . London, UK: Penguin Random House.
Vanderson, A. & Lynch, T. (1988). Listening . New York, USA: Oxford University Press.
El sistema de calificación se basa en la siguiente escala numérica:
0 - 4, 9 |
Suspenso |
(SS) |
5,0 - 6,9 |
Aprobado |
(AP) |
7,0 - 8,9 |
Notable |
(NT) |
9,0 - 10 |
Sobresaliente |
(SB) |
La calificación se compone de dos partes principales:
El examen se realiza al final del cuatrimestre y es de carácter PRESENCIAL y OBLIGATORIO. Supone el 60% de la calificación final (6 puntos sobre 10) y para que la nota obtenida en este examen se sume a la nota final, es obligatorio APROBARLO (es decir, obtener 3 puntos de los 6 totales del examen).
La evaluación continua supone el 40% de la calificación final (es decir, 4 puntos de los 10 máximos). Este 40% de la nota final se compone de las calificaciones obtenidas en las diferentes actividades formativas llevadas a cabo durante el cuatrimestre.
Ten en cuenta que la suma de las puntuaciones de las actividades de la evaluación continua es de 6 puntos. Así, puedes hacer las que prefieras hasta conseguir un máximo de 4 puntos (que es la calificación máxima que se puede obtener en la evaluación continua). En la programación semanal de la asignatura, se detalla la calificación máxima de cada actividad o evento concreto puntuables.
Obviamente, al tratarse de formación online puedes organizar tu tiempo de estudio como desees, siempre y cuando vayas cumpliendo las fechas de entrega de actividades, trabajos y exámenes. Nosotros, para ayudarte, te proponemos los siguientes pasos:
Recuerda que en el aula virtual de Lo que necesitas saber antes de empezar puedes consultar el funcionamiento de las distintas herramientas del aula virtual: Correo, Foro, Sesiones presenciales virtuales, Envío de actividades, etc.
Ten en cuenta estos consejos…
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