ALC8029 : TESOL for Young Learners
- Offered for Year: 2024/25
- Module Leader(s): Dr Christopher Leyland
- Owning School: Education, Communication & Language Sci
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 2 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Aims
• To develop participants' understanding of the principles of how children learn a second language.
• To develop participants’ abilities to evaluate the nature and/or effectiveness of teaching methods for young learners, in light of the above principles.
• To develop participants’ abilities to evaluate the nature and/or effectiveness of ELT materials, in light of recent literature.
• To develop the participants' critical awareness of global trends in language teaching.
This module is designed for those involved in TESOL for young learners in a range of contexts and focuses on developing knowledge and expertise of direct use to teachers. In addition to reviewing relevant theoretical aspects of TESOL for young learners, it provides an opportunity to consider ways of providing support for teachers to enable learners to develop their cognitive and linguistic abilities in English. These include analyzing the specific needs of learners from a non-English speaking background (NESB), developing effective language education programmes, evaluating and developing materials and tasks for teaching, and assessing and evaluating recent trends in language teaching worldwide. The module provides an overview of current approaches to working with young learners, which participants relate to their own contexts. Participants explore and critique curriculum frameworks for teaching English to young learners, consider criteria for evaluating a range of teaching/learning materials and adapt and design teaching materials.
Outline Of Syllabus
This syllabus is designed as such to provide students with a strong understanding of key theories on child development and second language learning). The module then progresses to the practical application of these theories, with sessions focusing on teaching three key skills: speaking, vocabulary, and grammar. The module will then examine novel approaches to teaching English to young learners, with a session on storytelling and other global trends. The module concludes with a session preparing students for their assignment.
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Scheduled Learning And Teaching Activities | Lecture | 10 | 2:00 | 20:00 | N/A |
| Guided Independent Study | Assessment preparation and completion | 1 | 50:00 | 50:00 | N/A |
| Structured Guided Learning | Lecture materials | 10 | 1:00 | 10:00 | N/A |
| Guided Independent Study | Directed research and reading | 1 | 30:00 | 30:00 | N/A |
| Structured Guided Learning | Structured non-synchronous discussion | 10 | 0:30 | 5:00 | N/A |
| Guided Independent Study | Reflective learning activity | 5 | 1:00 | 5:00 | N/A |
| Scheduled Learning And Teaching Activities | Drop-in/surgery | 1 | 2:00 | 2:00 | N/A |
| Guided Independent Study | Independent study | 1 | 78:00 | 78:00 | N/A |
| Total | 200:00 |
Teaching Rationale And Relationship
Lecture videos provide an introduction to the weekly content, establish a basic level of understanding of the topic, and signal areas for individual further study and essential and further reading.
Follow-up classes provide students with the opportunity to raise questions related to lecture videos, and to discuss material in more depth. Group activities and discussions also allow students to share and engage personal reflections. Group activities are often linked to weekly reading.
Structured Guided Learning activities provide students with weekly opportunities to consolidate learning through guided tasks linked to the weekly topic.
Independent study will enable wider reading, further personal self-reflection and assignment preparation.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Essay | 2 | A | 100 | A written assessment of 3,500 words (+/- 10%, excluding references) |
Assessment Rationale And Relationship
All skills and knowledge will be assessed through and end of module essay, in which students will produce a critical evaluation of some aspect of thinking skills theory and how this relates to teaching practice.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- ALC8029's Timetable