Current Approaches to Teaching English to Young Learners - EDU00020M

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Module will run

None

Module aims

To reflect on past and present approaches to EFL and TEYL and to encourage students to investigate the strengths and weaknesses of a range of perspectives and approaches

Module learning outcomes

Subject content

• definitions and interpretations of the terms approach and method within ELT
• major movements in the field of ELT
• a range of approaches and methods within ELT
• major movements in the field of TEYL
• a range of approaches and methods within TEYL
• the socio-cultural dimension within ELT and TEYL
• key principles and theoretical underpinnings on the subject
• the relationship between theory and practice

Academic and graduate skills

• critical thinking and reflection
• critical reading
• independent thinking
• academic writing
• critically analysing and evaluating evidence
• managing learning

Indicative assessment

Task	% of module mark
Essay/coursework	100.0

Special assessment rules

None

Indicative reassessment

Task	% of module mark
Essay/coursework	100.0

Module feedback

Formal written feedback on each of the assignment criteria from two markers following anonymous marking, plus informal (formative) written feedback from the students supervisor to aid student progression in subsequent modules

Indicative reading

Brewster, J., Ellis, G. and Girard, D. (2002). The Primary English Teachers Guide (New Edition). Harlow: Pearson Education Limited.
Cameron, L. (2001). Teaching Languages to Young Learners.  Cambridge: Cambridge University Press.
Ellis, R. (1985). Understanding Second Language Acquisition. Oxford: Oxford University Press.
Lightbown, P. and Spada, N. (2013). How Languages are Learned (4th ed). Oxford: Oxford University Press.
Richards, J. C. and Rodgers, T. (2014). Approaches and Methods in Language Teaching (3rd ed). Cambridge: Cambridge University Press.
Stern, H. H. (1983). Fundamental Concepts of Language Teaching. Oxford: Oxford University Press.
Wells, G. (2009). The Meaning Makers: Learning to Talk and Talking to Learn (2nd edition). London: Multilingual Matters.
Williams, M. and Burden, R.L. (1997). Psychology for Language Teachers. Cambridge: Cambridge University Press.