Teaching Foreign Languages to Younger Learners

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

• 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.
• Critical insights into language teaching methodologies for younger learners and their applicability in diverse contexts.
• 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.
• 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.
• An understanding of instructed, early FL Learning as a global phenomenon.
• Critical evaluation of policy, curricula and resources to support FL teaching and learning with young learners.
• An appreciation of the potential of reflective practice in teacher development.

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.

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.

Resources & Reading list

Textbooks

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

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.

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

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

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

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

Summative

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

Referral

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

Repeat Information

Repeat type: Internal & External