Educational guide

IDENTIFYING DATA

2023_24

Subject

Teaching English as a Foreign Language (Pre-K and Kindergarten level)

Code

01012033

Study programme

1012 - GRADO EN EDUCACIÓN INFANTIL

Descriptors

Credit.

Type

Year

Period

Compulsory

Third

Second

Language

Castellano

Ingles

Prerequisites

Department

FILOLOGIA MODERNA

Coordinador

LOBEJÓN SANTOS , SERGIO

E-mail

slobs@unileon.es
ebanf@unileon.es
bferng@unileon.es

Lecturers

BANDÍN FUERTES , ELENA

LOBEJÓN SANTOS , SERGIO

FERNANDEZ GUTIERREZ , BEGOÑA

Web

http://

General description

This course attempts to provide students with the necessary strategies to teach English as a foreign language in Pre-Kindergarten and Kindergarten levels.

Tribunales de Revisión

Tribunal titular
Cargo	Departamento	Profesor
Presidente	FILOLOGIA MODERNA	PEREZ DIEZ , MARIA DEL CARMEN
Secretario	FILOLOGIA MODERNA	GOMEZ CASTRO , CRISTINA
Vocal	FILOLOGIA MODERNA	DIEZ FERNANDEZ , MARIA DE LOS ANGELES

Tribunal suplente
Cargo	Departamento	Profesor
Presidente	FILOLOGIA MODERNA	RAMON GARCIA , NOELIA
Secretario	FILOLOGIA MODERNA	LABRADOR DE LA CRUZ , MARIA BELEN
Vocal	FILOLOGIA MODERNA	RABADAN ALVAREZ , ROSA

Competencias

Code
A8989
A8990
A8991
A8998
A8999
A9004
B972
B980
B981
B988
B989
B994
C2	CMECES2 That students know how to apply their knowledge to their work or vocation in a professional manner and possess the skills that are usually demonstrated through the development and defense of arguments and the resolution of problems within their area of study.
C4	CMECES4 That students can transmit information, ideas, problems and solutions to both a specialised and non-specialised audience
C5	CMECES5 That students have developed those learning skills necessary to undertake further studies with a high degree of autonomy

Learning aims

	Competences
By the end of the course, students will be able to demonstrate they have reached a B1 level in all communicative skills in English.	A8989	B972	C4
By the end of the course, students will be able to work in a group to create a lesson plan for very young learners of English and to carry out this lesson in a microteaching activity through team teaching.	A8989 A8998 A8999	B972 B988 B989 B994	C2 C4
By the end of the course, students will be able to outline key methodological principles, methods, techniques and strategies which should be taken into account when planning an EFL class for Kindergarten.	A8990 A8991 A8999 A9004	B972 B980 B981 B994	C2 C5

Contents

Topic	Sub-topic
A) Teaching methodology in English for Pre-Primary Education	In-class and online activities on previous teaching and learning experiences Foreign-language teaching-learning approaches for children aged 3-6
B) Designing online activities or in various formats and media for the pre-primary class. Evaluating teaching materials.	Presentation, design and evaluation of teaching materials. Design of the lesson plan.
C) Learning through play	Use of songs, rhymes, poems, stories and dramatization to learn a foreign language
D) Strategies to learn a foreign language	Oral and written skills in English Aspects of English pronunciation

Planning

Methodologies :: Tests
	Class hours	Hours outside the classroom	Total hours
Seminars	21	20	41

Practicals using information and communication technologies (ICTs) in computer rooms	5	20	25
Personal tuition	1	0	1

Lecture	30	30	60

Mixed tests	3	20	23

(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies

Methodologies ::

	Description
Seminars	Practical tasks and implementation of studied methodology.
Practicals using information and communication technologies (ICTs) in computer rooms	Practical tasks about methodology implementation using ICT.
Personal tuition	Problem solving and review of assessed and marked coursework.
Lecture	Theoretical and practical presentation of the course contents.

Personalized attention

Personal tuition

Description

Students may request a one-to-one with the lecturer to solve questions related to the course and its assessment.

Assessment

	Description	Qualification
Lecture	Formative assessment tasks	0%
Seminars	Submission of practical tasks on theoretical and methodological aspects of the course	30%
Practicals using information and communication technologies (ICTs) in computer rooms	Attendance to the sessions and submission of individual assignments	20%
Mixed tests	Written test Oral test	40% 10%

Other comments and second call
FIRST EXAMINATION PERIOD To pass the course, a minimum mark of 5 out of 10 on the continuous assessment is required, as well as a five out of 10 in the final test. SECOND EXAMINATION PERIOD Those students that have failed one of the tests in the first examination period will be allowed to repeat it during the second period. Only students who have passed the written test will be allowed to do the oral test. SPECIAL CASES Those students who cannot attend the B1 and B3 practicals must request a one-to-one with the course leader at the beginning of the semester.

Sources of information

Access to Recommended Bibliography in the Catalog ULE

Basic
	All the materials will be made available via Moodle or from the photocopying service.
Complementary
	Cortina-Pérez, Beatriz & Andúgar Soto, Ana. 2018. Didáctica de la lengua extranjera en Educación Infantil. Madrid: Pirámide Garton, Sue & Copland, Fiona. 2019. The Routledge Handbook of Teaching English to Young Learners. Abingon & New York: Routledge. Moon, Jayne. 2005. Children learning English. Oxford: Macmillan Education. Nunan, David. 2011. Teaching English to Young Learners. Anaheim: Anaheim University Press. Reilly, Vanessa & Ward, Sheila. 2000. Very young learners. 1st. edition, 5th impression. Oxford: Oxford University Press. Watcyn-Jones, Peter. 1993. Vocabulary games and activities for teachers. London: Penguin Books. Watkins, Peter. 2012. Learning to teach English. 1st published, repr. 2012. Peaslake (Surrey): Delta. Willis, Jane. 1996. A framework for task-based learning. Harlow (Essex): Longman, Pearson Education Limited.

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