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Session: 2022/23
Last modified: 09/03/2022 15:41:32
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Title of Module: Teaching English to Young Learners |
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Code: LING11005 |
SCQF Level: 11
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | S
Brown |
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| Summary of Module |
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This module is designed to extend participants’ knowledge and develop good classroom pedagogy while encouraging critical analysis and evaluation of relevant theory and research within the field of Teaching English to Younger Learners.
Participants will discuss and analyse the ways in which young learners acquire and learn a second language and will be encouraged to evaluate current approaches to teaching English to young learners. They will evaluate, critically, different approaches to assessment, material selection and curriculum design and will be encouraged to apply skills developed to their own professional practice.
Participants will be encouraged to explore issues specific to their own language background while reflecting upon and critically analysing practices within their own professional environment. Students will, throughout, engage with relevant textual and audiovisual resources and will be encouraged to further, independently, their knowledge with the support of e-learning material.
Skills developed will be enhanced in class through presentations, pair and group work exercises, written assignments and other interactive activities whose topical content will be current and culturally situated; in addition, work-related and workplace opportunities will be explored, where appropriate, to enable learners to develop global citizenship skills, foster inclusivity and an appreciation of the wellbeing of others in order to enable them to be ready for work in local and global contexts.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Select and interpret critically main theories and concepts of current research into Teaching English to Young Learners
L2.
Recognise and analyse, with critical understanding, common issues, challenges and solutions to practical issues within the area of Teaching English to Young Learners and related to the student's own professional experience
L3.
Select, discuss and analyse critically current approaches to assessment, material selection and curriculum design appropriate to his/her professional context
L4.
Present reasoned arguments and express ideas in a clear, coherent, and grammatically sound academic style drawing on academic literature relating to the themes explored during the module |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 11.
• Knowledge that covers and integrates areas of the teaching of English for young learners
• A critical understanding of the principal theories and concepts used in the teaching of English for young learners
• A critical understanding of a range of specialised theories, principles and concepts that concern language learning and age within the teaching of English for young learners
• Extensive, detailed and critical knowledge and understanding in subject or discipline, much of which is at or informed by developments at the forefront of English for young learners
• Critical awareness of current issues associated with English for young learners
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| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
• Use a range of specialised skills, techniques, practices which are informed by research in English for young learners
• Apply a range of standard and specialised research or equivalent instruments and techniques of enquiry to the study of English for young learners.
• Demonstrate originality or creativity in the application of knowledge, understanding and practices which relate to the teaching of English for young learners
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| Generic Cognitive skills |
SCQF Level 11.
• Apply critical analysis, evaluation and synthesis to issues which are at the forefront or informed by developments in the area of the teaching of English for young learners
• Identify, conceptualise and define new and abstract concepts and issues for the support of language users in different contexts
• Develop original and creative responses to concepts and issues which relate to the teaching of English for young learners
• Critically review, consolidate and extend knowledge, skills, practices and thinking in the area of the teaching of English for young learners
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| Communication, ICT and Numeracy Skills |
SCQF Level 11.
• Communicate, using appropriate methods, to a range of audiences with different levels of knowledge/expertise
• Communicate with a range of audiences (as appropriate) and fellow professionals acting as a source of advice on particular aspects of language diversity in education
• Use a range of software to support and enhance work at this level
• Contribute to the literature on, and public discussion of the teaching of English for young learners
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| Autonomy, Accountability and Working with others |
SCQF Level 11.
• Exercise substantial autonomy and initiative in professional and equivalent activities
• Demonstrate responsibility for own work and/or significant responsibility for the work of others (as appropriate)
• Demonstrate leadership and initiative and contribute to change and development
• Demonstrate critical reflection on own and others’ roles and responsibilities
• Demonstrate the management of complex ethical and professional issues and make informed judgements on issues not addressed by current professional and/or ethical codes or practices
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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| This module is delivered via practical and communicative classes, and via Moodle. Students will be active participants in class and will work in pairs and /or groups to discuss issues and analyse research related to young people as language learners. Independent learning is an integral part of this course and students will be given written and oral tasks to be completed outside class in preparation for, and consolidation of, classroom work. Students will develop critical thinking and research skills to enhance their current studies and future careers. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 24 |
| Asynchronous Class Activity | 152 |
| Tutorial/Synchronous Support Activity | 18 |
| Asynchronous Class Activity | 6 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Cameron, L. (2001) Teaching Languages to Young Learners, Cambridge University Press
Halliwell, S. (1993)Teaching English in the Primary Classroom, Longman
Johnstone, R. (2002). Immersion in a Second or Additional Language at School: A Review of International Research. [online] Available via SCILT. p.2
Marinova-Todd, S.H., Bradford Marshall, D., Snow, C. E. (2000) Three Misconceptions about Age and L2 Learning, TESOL Quarterly vol.34, No 1.
Singleton D., Ryan L., (2004) Language acquisition: The age factor, SLA.
Age effects on L2 learning
http://www.wiley.com/bw/journal.asp?ref=0023-8333
In-house learning materials to be made available on Moodle and in class*
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
All fulltime students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/ |
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Career-Long Professional Learning |
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| Moderator | tbc |
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| External Examiner | H Kuchah |
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| Accreditation Details | |
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| Version Number | 1.03 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Formative assessment is central to the delivery of this module. This is primarily developmental and is designed to give feedback to students on both their receptive and productive language skills and how they can be improved. The lecturer will give formative feedback in the preparation, and development of all aspects of the assessment.
There are two formal components:
Summative assessment 1 –
Coursework (40%) will consist of a practical assignment comprising action research leading to a presentation, with follow-up discussion and notes, pertaining to an area of the student’s professional context.
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Summative assessment 2 –
An independent portfolio of work (3000 words +/- 10%) (60%)
synthesizing students’ response to, and analysis of, reading and research around English for Young Learners in the individual’s learning and teaching context.
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(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distant learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/
Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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