IDENTIFYING DATA

2023_24

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

First

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 class="MsoNormal">This course is designed to introduce and discuss the theories related to child development and strategies for effectively teaching foreign languages (specifically EFL and ESL) to children. The classes will be interactive and will include both teacher-centric and student-centered discussions. It will provide students with both theoretical and practical sessions that would enhance their knowledge on understanding children’s thinking and class design when working with children of varying age groups and developmental stages. </p><div><br /></div><div><br /></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

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 parts to the written assignments.
Written Assignment 1: Essay on Developmental Theories. 30%
Written Assignment 2: Lesson Plan . 30%

Mixed tests

Final Exam - The exam will be on the final day. It is an oral presentation where you will be required to teach the class.

Others

Other comments and second exam session

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.

Students enrolled at the URV follow the ECTS system and are entitled to the calls for assessment indicated in the current undergraduate and master's degree regulations.

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

Subjects that are recommended to be taken simultaneously

RESEARCH METHODS AND TOOLS IN ELT/12865107

METHODOLOGY OF SECOND LANGUAGE TEACHING/12865109

(*)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.