Teaching Foreign Languages to Younger Learners | LING6044

Module overview

This module will address the implementation and adaptation of language teaching methodologies to address the unique challenges inherent in instructed, early foreign language (FL) learning. The novel aspect of the module will lie in its systematic exploration of emerging theoretical issues and their links to developing practice. Theoretically and empirically early classroom FL learning is an emerging field. It has been problematized by both limited evidence and global assumptions which are grounded in existing evidence relating to L1 acquisition in naturalistic settings (e.g. the critical period hypothesis). However, field-specific evidence is accumulating which suggests that early FL learning is a vastly different process and therefore requires reconceptualization. Regardless of theoretical challenges, early FL classroom learning (and more specifically, English language in the primary school) is a global phenomenon. This module which combines the latest empirical evidence with regular opportunities to develop context-specific teaching skills alongside critical analysis and evaluation of existing global language education policies, curricula and resources will complement and extend current ELT postgraduate provision.

Aims and Objectives

Learning Outcomes

Subject Specific Intellectual and Research Skills

Having successfully completed this module you will be able to:

An appreciation of the potential of reflective practice in teacher development.
The ability to make links between theory and practice alongside the opportunity to explore and devise in-class practical and practicable language teaching (and assessment) opportunities.

Knowledge and Understanding

Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:

An understanding of the potential for integrated skills instruction and cross-curricular links in younger learner settings and the opportunity to explore related pedagogic skills and materials.
Knowledge of the applications of applied linguistics concepts to the teaching of languages to younger learners. For example, the role of the Critical Period Hypothesis and psycholinguistic accounts of language processing as well as emerging conceptualisations of language transfer (especially in L2 literacy) as cross-linguistic influence.
Critical evaluation of policy, curricula and resources to support FL teaching and learning with young learners.
Critical insights into language teaching methodologies for younger learners and their applicability in diverse contexts.
An understanding of instructed, early FL Learning as a global phenomenon.

Transferable and Generic Skills

Having successfully completed this module you will be able to:

Communicate language teaching, applied linguistics and educational work in a variety of written formats.
To express, support (using researched literature) and position your views through a written assignment.
Identify and use a wide range of reference resources, printed and electronic.

Syllabus

This module will focus on developing real understanding of relevant applied linguistics theories and relating these directly to pedagogy. Topics dealt with will include: -Problematizing the teaching and learning of FLs with younger learners. Does younger really = better? Are there inherent assumptions in younger learner policies and curricula? How realistic are the expectations for progression in younger learner contexts and what are the factors which may impact upon this? -Considering rationales behind younger FL learning and designing culturally appropriate pedagogy including the exploration of technology use in the classroom, exploiting cross-curricula links, FL teaching and learning in mixed ability classes, FL teaching and learning in large classrooms and multimodal learning. -Investigating learner-related issues in younger learner contexts which will include consideration of aptitude in the form of verbal working memory, working memory and first language literacy skills including sub-lexical constructs such as: phonological recoding and phonological awareness. -Exploring ways to develop learner autonomy and integrated skills instruction within the younger learner classroom. This will align with a renewed theoretical debate concerning the introduction of the written word to younger FL learners. -Developing ways to conduct formative, in-class assessment with younger learners to guide the development of programmes (or schemes of work) and planning. Opportunities to conduct both self- and peer-assessment will also be explored.

Learning and Teaching

Teaching and learning methods

Teaching methods will include: • Lectures • Workshops • Interactive group sessions. Learning activities include: • Individual study • Preparing presentations and discussions in small groups • Giving group or individual presentations on classroom issues • Developing and presenting practical classroom materials. Innovative or special features of this module: • Weekly practical tasks which will relate to theoretical issues explored • Practical evaluation of materials designed for younger FL teaching and learning. • Workshop exploring the use of ICT in the FL classroom.

Study time
Type	Hours
Wider reading or practice	30
Follow-up work	20
Completion of assessment task	36
Preparation for scheduled sessions	40
Practical classes and workshops	12
Seminar	12
Total study time	150

Resources & Reading list

Textbooks

Cameron L. (2001). Teaching English to Young Learners. Cambridge: Cambridge University Press.

Spolsky B. & Moon Y.I. (2012). Primary School English Language Education in Asia. NY & London: Routledge.

Pinter, A (2006). Teaching Young Learners. Oxford: Oxford University Press.

Enever J., Moon, J. & Raman, U. (2009). Young Learner English Language Policy and Implementation: International Perspectives. Reading: Garnet Education.

Murphy, V. (2014). Second Language Learning in the Early School Years: Trends and Contexts. Oxford: Oxford University Press.

Nikolov, M. (2009). Early Learning of Modern Foreign Languages: Processes and Outcomes. Clevedon: Multilingual Matters.

Brumfit C., Moon J. & Tongue, R. (1991). Teaching English to Children: From Practice to Principle. London: Collins ELT.

Assessment

Summative

This is how we’ll formally assess what you have learned in this module.

Breakdown
Method	Percentage contribution
Essay	100%

Referral

This is how we’ll assess you if you don’t meet the criteria to pass this module.

Breakdown
Method	Percentage contribution
Essay	100%

Repeat

An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.

Breakdown
Method	Percentage contribution

Repeat Information

Repeat type: Internal & External