Studying at York
Curriculum in Practice - EDU00026M
- Department: Education
- Credit value: 20 credits
- Credit level: Information currently unavailable
- Academic year of delivery: 2024-25
Module will run
| Occurrence | Teaching period |
|---|---|
| B1O | Summer Semester 2023-24 to Semester 1 2024-25 |
Module aims
To link understanding of how young learners learn with classroom sequences and procedures through observing and investigating language learning in the classroom. To lay the foundations for transcription of classroom interaction and Action Research data collection, analysis and interpretation
Module learning outcomes
Subject content
- the term 'language' in the context of language learning within TEYL
- the role of classroom discourse and classroom management in promoting effective learning
- a range of classroom sequences and procedures and their effects upon learning
- a range of classroom activities and tasks and their effects upon learning
- the role of non-evaluative classroom observation as a means of gathering empirical data
- techniques and procedures for carrying out limited classroom investigations
- conventions for the transcription of classroom interaction
- the relationship between theory and practice
Academic and graduate skills
- the collecting, analysing and interpreting of data
- ethical issues involved in data collection, storage and reporting
- critical analysis and evaluation of evidence
- independent thinking and reflection
- academic writing
- 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
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 (3 rd 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:
Video recording of classrooms round the world.
Audio recording:
Aitchison, J. Vocabulary and Schemata, extract one
Wells, G. Storying and Macro and Micro Levels of Training, extract two
Fourth year trainee teachers, Mixed Ability Teaching, extract three
Fourth year trainee teachers, Discipline and Motivation, extract four
Books:
Puchta, H. and Schratz, M. (1993). Teaching Teenagers. London: Longman (optional)
Richards, J. and Lockhart, C. (1996). Reflective Teaching in Second Language Classrooms. Cambridge: Cambridge University Press.
van Lier, L. (1988). The Classroom and the Language Learner. London: Longman.
Chapters and Articles:
Bloor, M., (1991) The role of informal interaction in teaching English to young learners. In C. Brumfit, J. Moon, and R. Tongue (Eds.), Teaching English to Children from Practice to Principle. (pp 127-141) London: Longman.
Cook, G. (1997) Language Play, Language Learning, ELTJ 51 (3), 224-231.
McIlvain, A. (1993) Feedback: Improving the Quality of Teachers' Listening, MET 2 (1) (52-54)
Rixon, S., (1991) The role of fun and games activities in teaching young learners. In C. Brumfit, J. Moon, and R. Tongue (Eds.), Teaching English to Children from Practice to Principle. (pp 33-48) London: Longman.