Studying at York
Understanding How Young Learners Learn - EDU00019M
- Department: Education
- Credit value: 20 credits
- Credit level: Information currently unavailable
- Academic year of delivery: 2024-25
Module will run
| Occurrence | Teaching period |
|---|---|
| AU | Summer Semester 2023-24 to Semester 1 2024-25 |
Module aims
To lay the foundations of how children learn and develop, how they learn their first language and how they learn a foreign language.
Module learning outcomes
Subject content
On completion of this module students will have extended their understanding and awareness of:
- how children learn and develop
- affective factors in child learning and development
- the development of the child's mother tongue
- affective factors in mother tongue development
- second and / or foreign language learning with young learners
- an overview of recent developments in TEYL
- key principles and theoretical underpinnings of the subject
- the relationship between theory and practice
Academic and graduate skills
- critical thinking and reflection
- critical reading
- independent thinking
- academic writing
- critical analysis and evaluation of evidence
- managing learning
Indicative assessment
None
Special assessment rules
None
Indicative reassessment
None
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. (Examiners' report template available on request)
Indicative reading
Core Books:
Brewster, J., Ellis, G. and Girard, D. (2002). The Primary English Teacher's 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.
Materials:
CD ROM - Module One
Video Recording:
Wells, G. Section One, How Children Learn and Develop, extracts 1, 2, 3 and 4.
Aitchison, J. and Wells, G. How Children Learn their L1, extracts 1 - 6
Aitchison, J. and Wells, G. The Role of Adults and Peers, sections 1 - 8
Books:
Donaldson, M. (1978). Childrens Minds. London: Fontana.
Fisher, R. (2005). Teaching Children to Learn. Cheltenham: Stanley Thornes.
Vygotsky, L. S. (1978). Mind in Society. London: Harvard University Press.
Chapters, Articles and Extracts:
Aitchison, J. (1994). A Real Live Taking Machine. In JET, 4 (2), 6 - 7.
Bennett, N. and Dunne, E. (1994). How Children Learn, Implications for Practice. In B. Moon and A. Shelton Mayes (Eds.) Teaching and Learning in the Secondary School (pp. 50 - 56). London: Routledge.
Cameron, L. (1993). Lexis and Young Learners. In English Studies, 11, (14 - 18).
Chang, G. L. and Wells, G. (1988). The Literate Potential of Collaborative Talk. In M. Maclure, T. Phillips and A. Wilkinson (Eds.). Oracy Matters (pp. 95 - 109). Milton Keynes: The Open University.
Coleman, J. C. (1994). Adolescence. In B. Moon and A. Shelton Mayes (eds.) Teaching and Learning in the Secondary School (pp. 57 - 62). London: Routledge.
Fisher, R. (1990). Teaching Children to Think (p. 99 and p. 112). Cheltenham: Stanley Thornes.
Fisher, R. (1990). Teaching Children to Think (Chapter 1: What is thinking). Cheltenham: Stanley Thornes.
Gardner, H. (1994). The Theory of Multiple Intelligences. In B. Moon and A. Shelton Mayes (eds.) Teaching and Learning in the Secondary School (pp. 38 - 46). London: Routledge.
Garvie, E. (1990). Story as Vehicle (pp. 3 - 18). Clevedon: Multilingual Matters.
Halligan, D. (1988). Is There a Task in the Class? In M. Maclure, T. Phillips and A. Wilkinson (Eds.) Oracy Matters (pp. 82- 92). Milton Keynes: The Open University.
Howatt, A. P. R. (1991). Teaching languages to young learners: patterns of history. In C. Brumfit, J. Moon, and R. Tongue (Eds.) Teaching English to Children From Practice to Principle (pp. 289 - 301). London: Longman.
Hughes, A. (2001). The Teaching of Language to Young Learners: Linking Understanding and Principles with Practice. In M. Raya, J. P. Faber, W. Gewehr, and A. J Peck (Eds.)
Effective Foreign Language Teaching at the Primary Level (pp. 17 - 24). Frankfurt: Peter Lang.
Maybin, J., Mercer, N. and Stierer, B (1992). 'Scaffolding' Learning in the Classroom. In
K. Norman (Ed.) Thinking Voices (pp. 186 - 195). London: Hodder & Stoughton.
Riley, P. (1991). Whats your background? The culture and identity of the bilingual child. In C. Brumfit, J. Moon, and R. Tongue (Eds.) Teaching English to Children From Practice to Principle (pp. 275-288). London: Longman.
Rixon, S. (1992). English and Other Languages for Younger Children: Practice and Theory in a Rapidly Changing World. In Language Teaching (73 - 93).
Rosenberg, M. (1997). What is NLP? in The Teacher Trainer 11 (1), 20.
Shorrocks, D. (1991). The development of childrens thinking and understanding. In C. Brumfit, J. Moon, and R. Tongue (Eds.) Teaching English to Children From Practice to Principle (pp. 260-274). London: Longman.
Tough, J. (1991). Young children learning languages. In C. Brumfit, J. Moon, and R. Tongue (Eds.) Teaching English to Children From Practice to Principle (pp. 213-227). London: Longman.
Vouillemin, D. (1994). VAK again. In PET 14 (3), 22 - 23.
Williams, M. (1991). A framework for teaching English to young learners In C. Brumfit, J. Moon, and R. Tongue (Eds.) Teaching English to Children From Practice to Principle (pp. 203-212) London: Longman.
Wood, D. (1988). Images of childhood and their reflection in teaching. In How Children Think and Learn: The Social Contexts of Cognitive Development (pp14 - 36). Oxford: Blackwell.