IDENTIFYING DATA

2021_22

Subject (*)

STRATEGIES FOR TEACHING ENGLISH TO CHILDREN

Code

12865201

Study programme

Teaching and Learning English as a Foreign/Second Language (2015)

Cycle

2nd

Descriptors

Credits

Type

Year

Period

Optional

Language

Anglès

Department

English and German Studies

Coordinator

MANEGRE , MARNI LYNNE

E-mail

marnilynne.manegre@urv.cat

Lecturers

MANEGRE , MARNI LYNNE

Web

General description and relevant information

<p> Exact details and requirements for this subject will be provided on the first day of classes. </p><div><br /></div><div>This subject will be taught face-to-face as far as is possible within the instructions of the health authorities. At the start of the academic year, the calendar containing all teaching activities (with timetables and classrooms) will be available in the subject's Moodle area.</div>

Competences

Type A	Code	Competences Specific
	A6	Plans, structures, and designs didactic units; programs and organizes the contents of the discipline in diverse contexts bearing in mind the different rhythms in learning English
Type B	Code	Competences Transversal
	CT4	Work in multidisciplinary teams and in complex contexts
	CT6	Develop abilities to manage their professional career
Type C	Code	Competences Nuclear

Learning outcomes

Type A	Code	Learning outcomes
	A6	Plans effective educational tasks bearing in mind the specificity of English teaching Programs and organises the contents of the subject in diverse contexts bearing in mind different learning rhythms
Type B	Code	Learning outcomes
	CT4	Understand the team’s objective and identify their role in complex contexts Communicate and work with other teams to achieve joint objectives Commit and encourage the necessary changes and improvements so that the team can achieve its objectives Trust in their own abilities, respect differences and use them to the team’s advantage
	CT6	Raise their professional self-awareness Develop a professional attitude Analyse the professional environment of their speciality Design specific professional tracks
Type C	Code	Learning outcomes

Contents

Topic	Sub-topic
Developmental Theory	Introduction to Child Language, the Nature-Nurture Debate, the Critical Period Hypothesis Developmental Stages (Piaget, Erikson) The bilingual brain and foreign language acquisition in childhood
Class Design and Structure	Structuring the EFL Class (The Warm-up, Acquisition, Guided Application, Independent Application, Activation, Feedback & Assigning Homework) Language Teaching at Different Developmental Stages Online vs. Classroom Teaching
Intercultural Competence in the Classroom	The importance of setting up a multicultural environment and introducing culture into the EFL lesson
identifying Problem Areas	Handling miscommunications Providing effective feedback Teaching and Coaching

Planning

Methodologies :: Tests

Competences

(*) Class hours

Hours outside the classroom

(**) Total hours

Introductory activities

Assignments

Lecture

Personal attention

Mixed tests

(*) On e-learning, hours of virtual attendance of the teacher.
(**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies

Methodologies

	Description
Introductory activities	Course presentation, introductions.
Assignments	The students will be involved in group discussions and whole class discussions related to the topic.
Lecture	Each lecture will introduce important developmental theory and how to work with children in various developmental stages. The classes will be interactive and will include both teacher-centric and student-centered.
Personal attention	Students are welcome to discuss class-related issues with the instructor during her office hours

Personalized attention

Description

During the 2021-22 academic year, students will be assisted in individual and / or group tutoring in order to resolve possible questions, queries and other issues related to the subject. Tutoring can be face-to-face and / or virtual. At the beginning of the course, students will be informed about how this personalized attention will be carried out (timetables, if present, by e-mail, Moodle ...).

Students can arrange tutoring sessions with the instructor to discuss class-related issues. Prior notification via email is indispensable for the correct arrangement of tutoring sessions. Additionally, there will be time in class for the students to ask questions and request further explanations.

Assessment

Methodologies

Competences

Description

Weight

Assignments

There will be two written assignments.
Written Assignment 1: Explaining hybrid-identity. 30%
Written Assignment 2: Situational questions . 30%

Mixed tests

Final Exam - The exam will be on the final day of classes and will consist of multiple-choice, matching, and long answer questions based on the content covered in class.

Others

Other comments and second exam session

Ift he public health situation requires a reduction in physical attendance, examination will be adapted to comply with the directives issued by the relevant organisations. Any changes will be notified via the news forum on Moodle.

This course is based on a continuous assessment, which involves two written assignments, and one exam. I've put together a schedule for each class, which is attached.

The second call exam will be one exam that will account for 100% of the grade.

Sources of information

Basic	Nicoladis, E., & Montanari, S. (Eds.), Bilingualism across the lifespan: Factors moderating language proficiency., , 2018 Berk, L. E, Child Development., Seventh, 2006 Paradis, J. & Crago, M. B., ual Language Development & Disorders: A Handbook on Bilingualism & Second Language Learning., Second, 2011

Complementary

Recommendations

(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.