TEACHING YOUNG LEARNERS - 2022/3
Module code: ELAM019
In light of the Covid-19 pandemic the University has revised its courses to incorporate the ‘Hybrid Learning Experience’ in a departure from previous academic years and previously published information. The University has changed the delivery (and in some cases the content) of its programmes. Further information on the general principles of hybrid learning can be found at: Hybrid learning experience | University of Surrey.
We have updated key module information regarding the pattern of assessment and overall student workload to inform student module choices. We are currently working on bringing remaining published information up to date to reflect current practice in time for the start of the academic year 2021/22.
This means that some information within the programme and module catalogue will be subject to change. Current students are invited to contact their Programme Leader or Academic Hive with any questions relating to the information available.
This module provides a practical introduction to teaching ESOL to young learners. Starting from a discussion of the nature of child development, it will cover theoretical and practical issues involved in the design, delivery and assessment of curricula, course materials and tasks for use with young learners.
School of Literature and Languages
DAMPIER Wilma (Lit & Langs)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 7
JACs code: X220
Module cap (Maximum number of students): N/A
Overall student workload
Independent Learning Hours: 128
Lecture Hours: 11
Seminar Hours: 11
Prerequisites / Co-requisites
Indicative content includes:
- An overview of the theoretical background to how children develop and learn and, more specifically, how they learn languages.
- The theory and practice of teaching oral, written and literacy skills to young learners with reference to L1 development in these areas
- The theory and practice of teaching vocabulary and grammar skills to young learners
- Theme-based learning
- Curriculum design for young learners
- Assessing young learners’ progress
- Evaluation of materials & activities for young learners
|Assessment type||Unit of assessment||Weighting|
|Coursework||ESSAY (2,000 WORDS)||60|
|Oral exam or presentation||PRESENTATION (15 MINUTES)||40|
The assessment strategy is designed to provide students with the opportunity to demonstrate knowledge and understanding of second language acquisition in young learners and its implications for ESOL course design, delivery and assessment in this sector.
Thus, the summative assessment for this module consists of:
- a 2,000 word essay
- a 15 minute presentation
- Seminar tasks
- Homework tasks
- Plan and bibliography for assignment
- Group feedback on formative tasks will be provided during the input sessions
- Individual summative feedback will be provided online via SurreyLearn
- Provide an overview and understanding of current research, theories and methodologies surrounding the teaching of ESOL to young learners
- Enable participants to consider how these may be successfully applied in their own Young Learners’ classroom / learning environment
- Provide opportunities for participants to acquire the knowledge necessary to design, deliver and evaluate an ESOL programme for young learners
- Develop critical awareness of appropriate methods of monitoring progress
|001||Demonstrate knowledge and understanding of the key stages of child development from early childhood to the teenage years and how this impacts on second language acquisition and teaching||KC|
|002||Apply knowledge of key theoretical trends underpinning our knowledge of how children learn to the teaching of ESOL to young learners||KCPT|
|003||Design a curriculum for the teaching of ESOL to young learners||KCP|
|004||Select and evaluate methods of monitoring progress||KCP|
|005||Analyse and evaluate classroom activities and materials for use with young learners||CPT|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
- Enable students to acquire in-depth knowledge of theoretical issues in second language teaching and learning through attendance at classes and an exploration of scholarly writing in the field;
- Enable students to deepen their knowledge of the linguistic structures, grammar and stylistic registers of English through attending classes, engaging in extensive reading and completing exercises and assignments;
- Encourage student participation and independent learning, through small group classes, reading outside contact hours and participating in seminars;
- Enable students to engage in analytical and evaluative thinking, to analyse and evaluate concepts, theories and practices associated with English language learning and teaching through attending classes, and engaging in independent study.
- Acquire in-depth knowledge of theories of second language acquisition in young learners and the design and delivery of ESOL programmes to this demographic
The learning and teaching methods include:
- Two contact hours per week over the semester.
- Classes will include lectures and seminars;
- students are expected to engage in extensive reading of scholarly writing outside classes in order to follow lectures and participate in seminars.
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Upon accessing the reading list, please search for the module using the module code: ELAM019
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2022/3 academic year.