Metodología de la Lengua Inglesa Enrique Lafuente y Mª Pilar Mur

METODOLOGÍA DE LA LENGUA INGLESA

Number of Credits: 8 (5T+3P) First term (3rd year) Lessons: Wed 9-10h, Thu 9-10h y 12-13h; Fri 9-10h and 13-14h Tutorials: Mo 11.30-13h, Wed 16.30-18h and Fri 10-12h Profesores: Enrique Lafuente Millán 976 762805 (elafuen@unizar.es) (www.unizar.es/elafuen) Mª Pilar Mur Dueñas 976 761310 (pmur@unizar.es) INTRODUCTION This course focuses on the study, analysis and discussion of key aspects and principles related to the teaching and learning of a foreign language. A comprehensive review of the different theoretical and methodological approaches is undertaken with the aims of providing students with criteria on which to base their future teaching practice. Moreover, students will be asked to apply the principles studied in class to the design of activities for Primary English Teaching. OBJECTIVES At the end of the course, students should be able to:

• Identify the main principles established by the Education laws and regulations of our country for the teaching of foreign languages in Primary Education. These principles lay down a particular conception of the language and of the learning process upon which our methodology should be founded.

• Identify and evaluate critically the main principles and techniques of the different teaching methods used along the 20th century, with special emphasis on the methods which sprang from the communicative approach.

• Identify and explain coherently the key factors and theories which have motivated the evolution towards the current methodology, paying special attention to the different conceptions of the language, of the ability to use a language and to the different accounts of the language learning process.

• Describe and explain the various techniques available for the development of the four macro-skills in language learning. Students should also be able to apply these techniques to the planning and implementation of activities for the teaching of English at Primary level.

• Apply the criteria and techniques learned to the selection and elaboration of appropriate learning materials and activities.

• Identify and apply the most appropriate teaching techniques for each learning context. • Explain and implement the different alternatives for the evaluation of the contents and abilities

acquired by learners of a foreign language • Show a critical and reflective attitude towards the different methodological techniques and

strategies for the teaching of a foreign language. CONTENTS

1. Learning teaching: theoretical bases of foreign language teaching and learning. Legal framework for TEFL in Spain.

2. Historical and current approaches to the teaching of a second language. a. Language teaching methods: a critical analysis b. The Communicative approach: communicative principles, task-based learning,

content based learning

Metodología de la Lengua Inglesa Enrique Lafuente y Mª Pilar Mur

3. Criteria for selecting, adapting and evaluating ELT textbooks and materials. The nature of language learning activities

4. Teaching the language skills: a. reading b. listening c. speaking d. writing

5. Teaching the language systems: grammar, lexis, phonology. 6. Classroom dynamics.

a. Teacher and learner roles; classroom management b. Teachers’ language: language functions fulfilled by teacher talk. c. Learners’ language: error correction and feedback. d. Dealing with diversity: Instructional groups, adapting activities, etc. e. Cognitive and affective issues in the language classroom

7. Monitoring and evaluation of learners’ progress and performance. Language testing EVALUATION Students may choose continuous (ongoing) or final evaluation. In order to be assessed by means of ongoing evaluation students will be required to attend at least 80% of the classes and to submit several tasks or quizzes, as well as to make several presentations during the year. Active participation in classroom debates and discussions is also expected. Those students who have satisfactorily completed all their assignments will not need to sit the final exam. Students who do not wish or cannot follow an ongoing evaluation will be assessed by means of a final exam. The internet platform moodle (http://moodle.unizar.es) will be used in order to make available to students the assignments and tasks carried out in class. In addition, students may occasionally be required to complete online quizzes or to participate on forums or debates through the moodle platform. REFERENCES: ALDERSON, C. 2000. Assessing Reading. Cambridge: C.U.P. ANDERSON, A. and LYNCH, T. 1988. Listening. Oxford: Oxford University Press. BREWSTER, G, ELLIS, J. and GIRARD, D. 2002. The Primary English Teacher’s Guide. 2nd ed.

Harlow, Essex: Penguin. BREWSTER, J. 1991. “Listening and the young learner” (Chapter 12), in Brumfit, C, et al. (Eds.)

1991. Teaching English to Children: from Practice to Principle, London: Nelson. BROWN , H. D. 2001. Teaching by Principles: an Interactive Approach to Language Pedagogy,

White Plains, N.Y.: Longman. BRUNFIT C, MOON J. and TONGUE R. (Eds.) 1991. Teaching English to Children: from Practice

to Principle, London: Nelson. BYGATE, Martin. 1987. Speaking. A Scheme for Teacher Education series. Oxford: OUP. CAMERON, L. 2001. Teaching Languages to Young Learners. Cambridge University Press. DAVIES, F. 1995. Introducing Reading. London: Penguin. ELLIS, G. and BREWSTER, J. 2002. Tell it again! The New Storytelling Handbook, London:

Penguin. GRAHAM, Carolyn. Creating Chants and Songs. Oxford: OUP. HADFIELD, J. 1992. Classroom Dynamics, Oxford: OUP. HALLIWELL, S. 1994. Teaching English in the Primary Classroom, London, Longman

Metodología de la Lengua Inglesa Enrique Lafuente y Mª Pilar Mur

HANCOCK, M. 1995. Pronunciation Games. Cambridge: Cambridge University Press. HARMER , J. 2001 (1983). The Practice of English Language Teaching. London: Longman. HARMER, J. 1998. How to Teach English. Harlow, Essex: Longman. HARRIS, J. 1993. Introducing Writing. London: Penguin. HEDGE, T. 1988. Writing. Resource Books for Teachers series. Oxford: O.U.P. HEDGE, T. 2000. Teaching and Learning in the Language Classroom. Oxford: OUP. HOUSE, S. 1997. An Introduction to Teaching English to Children, Richmond. HUBBARD, P., JONES, H., THORNTON, B. and WHEELER, R. 1983. A Training Course for

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University Press. PHILLIPS, S. 1999. Drama with Children. Oxford: Oxford University Press. PHILLIPS, S. 1993. Young Learners. Oxford: Oxford University Press. REILLY, J. and REILLY, V. 2005. Writing with children. Oxford: Oxford University Press. REILLY, V. and WARD, S. 1997. Very Young Learners. Oxford: Oxford University Press. RICHARDS, J. and RENANDYA, W. 2002. Methodology in Language Teaching: An Anthology of

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English to children. Cambridge: Cambridge University Press. WALLACE, C. 1992. Reading. Oxford: O.U.P. WIDDOWSON, H. G. 1983. Learning Purpose and Language Use. Oxford: OUP. WOODWARD, T. 1991. Models and Metaphors in Language Teacher Training. Cambridge: C.U.P. WRIGHT , A. 1997. Arts and Crafts with Children. Oxford: OUP. WRIGHT, A. 1997. Creating Stories with children. Oxford: OUP. ZARO , J. y SALABERRI, S. 1993. Contando cuentos. Oxford: Heinemann.