Englannin kielen opetus 1. – 2. luokille (2op)

Arviointiasteikko

H-5

Tavoitteet

By the end of the course students should:
-know the characteristics of young children as foreign language learners
-gain knowledge on how to teach foreign languages in early primary school years (grades 1-2)
-apply knowledge and practical guidance to teaching
-demonstrate understanding FL learning from the perspective of young learners
-be able to analyse and critically evaluate methods, techniques and teaching materials (including ICT) intended for young learners
-demonstrate familiarity with a range of assessment methods for young learners (e.g. the European Language Portfolio)
-be able to plan and execute learning sequences for young FL learners

Toteutustavat

Teacher presentations, group- and pair work, discussions, micro-teaching prepared by the participants out-of-class and its implementation in-class followed by evaluation and discussion

Contact teaching 20h and 33 h of independent work

Suoritustavat

Required attendance, ative participation, successful delivery of microteaching

The following is a breakdown of credits students earn for the course, for administrative purposes only. So, please note that the course is for 2ects/op. Therefore one cannot just attend the course for 1 ects/op and not participate in microteaching.

Active participation 1 ects / op pass/fail
Microteaching 1 ects /op 5-1/fail

Sisältö

-- a brief overview of brain plasticity and brain development at ages (6)/ 7 -8 and application to FL learning at that age
-- current theories and approaches to foreign language teaching, teaching different aspects of language and culture as applied to young learners, activities and practical ideas suitable for young children, supporting speaking and interaction
-- enhancing confidence and motivation in young FL learners
-- creating language-rich classroom environment conducive to FL learning at that age
-- promoting children’s creativity and imagination
-- creating natural and holistic environment for FL learning at that age, applying cross-disciplinarity
-- age-appropriate methods and techniques for introducing / meeting new language and establishing new language (practice, recycling), including ICT
-- differentiation and special needs pupils at that age, implications for FL learning
-- assessment of young learners (e.g. the European Language Portfolio)
-- evaluating course book packages (CBPs); books and accompanying materials (e.g. digi materials) in grades 1-2. For example, Come with Me 1, Come with Me 2 (SanomaPro), High Five 1-2 (Otava)
-- microteaching English for pupils in grades 1-2
 

Oppimateriaalit

Course materials prepared by the lecturer and other resources recommended during the course, coursebook packages (CBPs), Internet resources, other materials selected by the lecturer and distributed during contact teaching
 

Materials available on the webpages of the European Language Portfolio, Council of Europe (https://www.coe.int/fr/web/portfoli o).

Perusopetuksen opetussuunnitelman perusteiden 2014 muutokset ja täydennykset koskien A1-kielen opetusta vuosiluokilla 1–2 [Amendments and additions to the National Core Curriculum for Basic Education 2014 regarding the instruction of the A1 language in grades 1-2]. (2020). Helsinki: Opetushallitus [Finnish National Agency for Education (EDUFI)].
pp. 25-30
https://www.oph.fi/sites/default/files/documents/perusopetuksen_vuosiluokkien_1-2_a1-kielen_opetussuunnitelman_perusteet.pdf

Arviointikriteerit, tyydyttävä (1)

Fail (0)
MICROTEACHING
The methods, techniques and materials are not adequate. Materials copy models of activities from resources but they are not adapted to the teaching situation, age and language learning level of the pupils. Instructions are mostly or always unclear.
There is no differentiation in teaching. Activities are predominantly teacher-centred.

Satisfactory (2) and Sufficient (1)

MICROTEACHING

The methods, techniques and materials are sometimes not adequate enough.
 
Some but not all materials are interesting, motivating and related to real life and pupils’ interests.
Some of the instructions are clear, some too verbose or complicated. Differentiation and different learning styles are not always taken into consideration. Activities are mostly teacher-centred.

Arviointikriteerit, hyvä (3)

Very good (4) and Good (3)

MICROTEACHING
Mostly appropriate methods, techniques and materials are used.
Materials are interesting, motivating and related to real life and pupils’ interests. Instructions are mostly clear. Teaching engages pupils in the learning process. Differentiation and different learning styles are taken into consideration.
Some activities are pupil-centred but others can be teacher-centred.

Arviointikriteerit, kiitettävä (5)

Excellent (5)

MICROTEACHING
Appropriate methods, techniques and materials are used.
Materials are interesting, motivating and related to real life and pupils’ interests. Instructions are clear. Teaching engages pupils in the learning process. Differentiation and different learning styles are taken into consideration.

Arviointikriteeri, hyväksytty/hylätty

pass / approved
Active participation: the student shows required attendance, demonstrates cognitive involvement, asks questions, gives comments, feedback, and participates in group discussions and pair work.
 
Fail (0)
Active participation: the student attends less than required hours of contact teaching, does not engage in learning, does not participate in group discussions or pair work; the student is predominantly occupied by some other activities than course work.

Esitietovaatimukset

Finnish students: completed lape1623 Englannin ja ruotsin kielen pedagogiikka (Pedagogy of English and Swedish languages), 3 op

International students: recommended completion of lape 1623 Pedagogy of English and Swedish languages (only the English part for 2ects/op) in the autumn semester, or IEDU0007 Teaching English as a foreign language (EFL), 2 ects/op in the spring semester, or courses  with the corresponding content

CEFR level B2 of English is recommended to follow the classes and complete course assignments, e.g. preparation and delivery of microteaching.