The present course, which has been designed for students of the Degree on Primary Education, belongs to the Minor in Foreign Languages and aims at confronting the various situations an EFL (English as a Foreign Language) teacher may face in a Primary and Infant classroom. With this aim in mind, in addition to working on the language skills, the course will focus on the development of teaching skills.

The competences of this subject are the following:

- To be able to plan and carry out the tasks of a foreign language teacher according to the C1 CEFR level.

- To analize, adapt and evaluate materials and resources for the early childhood and primary classroom.

- To describe and put into practice the principles of CLIL and oral interaction in the early childhood and primary classrooms.

- To identify and critically analyse the theories, processes and elements that are part of the teaching process and acquisition of foreign languages, focusing on the specific context of the BAC.

- To identify the characteristics of the very young learners and young learners and the pedagogical implications of such characteristics.

1) Foreign language teaching in early childhood and primary education. Theoretical background and contextualization. CLIL approach.



2) Characteristics of early childhood and primary learners and the pedagogical implications of such characteristics.



3) Resources for the early childhood and primary education.



-Material selection, evaluation, adaptation y creation.





4)Classroom interaction y communication.

- Teacher’s lectures on the theoretical content of the course.

- The students are expected to carry out a certain number of tasks including: oral presentations and written essays – both in groups and individually.

- Autonomous learning and self-assessment in group-dynamics.

- Learning by Teaching methodology, flipped classroom, project based learning

- Critically reflecting on the content of the course.

• Continuous Assessment System
• Final Assessment System
• Tools and qualification percentages:
  • Multiple-Choice Test (%): 20
  • Individual works (%): 5
  • Team projects (problem solving, project design)) (%): 45
  • Exhibition of works, readings ... (%): 30

The format of these tests, which might be written, oral, face-to-face or online, will be determined by the sanitary condition.



In order to pass this subject, language is required to be used accurately, coherently and adequately.



FIRST CALL:

CONTINUOUS ASSESSMENT

- Individual work, test, oral presentation: 35%

- Group tasks, presentations, class tasks and projects 65%

It is compulsory to pass the sum of the tasks of the individual and of the group tasks in order to pass the course.



The grades that correspond to the tasks of the continuous assessment will be saved should the alumni sit for the extraordinary call, in no case will the grades be saved for a following academic year.





FINAL ASSESSMENT

Students will be eligible for final assessment, even in the case of switching from continuous assessment into final assessment. To obtain the permission to sit for the final exam, students will have to state their decision to stop the continuous assessment in the first 9 weeks of the course.



The students who refuse to continuous assessment will have to hand the tasks during the official examination period.



Exam: 60%

Individual tasks 40%





Both parts have to be passed to pass the course. The grades that correspond to the tasks of the continuous assessment will be saved should the alumni sit for the extraordinary call, in no case will the grades be saved for a following academic year.



Renouncement:

According to article 12.2, not attending to the final examination will suffice to obtain the qualification “absent”.

Should the student fail any section of the course, he/she will have the right to sit for the extraordinary exam without having to repeat the sections of the course that have already been passed by him/her. However, this will only be applied to the first extraordinary call (June) the student will sit for.



The rules of the final assessment system apply in the extraordinary call.

- Reference books, textbooks and usual materials for Infant and Primary school learners, articles from magazines .
- CD and DVD player. Audio and video recordings. Computer, projector and screen.
***At the language laboratory : various resources.

Basic bibliography

EFL TEACHING IN THE BAC:

- Balza, I., Encinas Reguero, M. C., y Milla, R. (2021). La didáctica de la gramática desde el tratamiento integrado de lenguas en la CAPV: Análisis de materiales del proyecto EKI. Didacticae, 9, 139-156.

- Berritzegune Nagusia (n.d.). Dip Dip Dip.

http://nagusia.berritzeguneak.net/hizkuntzak/dipdipdip-1-1.php

- Berritzegune Nagusia. INEBI Lehen Hezkuntza.

http://nagusia.berritzeguneak.net/hizkuntzak/inebi-1-1.php

- Decreto 75/2023, de 30 de mayo, de establecimiento del currículo de Educación Infantil e implantación del mismo en la Comunidad Autónoma de Euskadi. In Boletín Oficial del Estado, nº 109. https://www.euskadi.eus/bopv2/datos/2023/06/2302727a.pdf

- Decree 77/2023. Decreto 77/2023, de 30 de mayo, de establecimiento del currículo de Educación Básica e implantación en la Comunidad Autónoma de Euskadi. In Boletín Oficial del Estado, nº 109. https://www.euskadi.eus/bopv2/datos/2023/06/2302729a.pdf

- Ikaselkar (n.d.). Proyecto EKI primaria. https://www.ikaselkar.eus/es/proyectos/eki-lh/ed-5/

- Ikastolen Elkartea (n.d.) Eleanitz English. https://eleanitz.eus/public/eleanitz_project_english

SLA THEORIES

- Gitsaki, C. (1998). Second Language Acquisition Theories: Overview and Evaluation. Journal of Communication and International Studies, 4(2), 89-98.

- Nor, N. M., & Rashid, R. A. (2018). A review of theoretical perspectives on language learning and acquisition. Kasetsart Journal of Social Sciences, 39, 161-167

SLA FACTORS

- Puteri, C. G., & Soleha, A. N. (2023). Factors influencing Second Language Acquisition: The perspectives of EFL learners. International Journal of Educational Studies in Social Sciences, 3(1), 19–26.

CLIL

- Coyle, D. (2005). CLIL: Planning tools for teachers. The University of Nottingham, School of Education.

- Escobar Urmeneta, C. (2019). An Introduction to Content and Language Integrated Learning (CLIL) for Teachers and Teacher Educators. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 2(1), 7-19.

Mehisto, P. (2012). Criteria for producing CLIL learning material. Encuentro, 21, 15-33.

- Cortina-Pérez, B., & Andúgar Soto, A. (2018). Didáctica de la lengua extranjera en Educación Infantil. Pirámide Ediciones.

MATERIAL SELECTION

- Ghosn, I. (2019). Materials for early language learning. In S. Garton and F. Copland (Eds.), The Routledge handbook of teaching English to young learners (pp. 374-388). Routledge.

TRANSLANGUAGING

- Cenoz, J., & Gorter, D. (2020). Teaching English through pedagogical translanguaging. World Englishes, 39(2), 300-311.

In-depth bibliography

- Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge University Press.
- Instituto Cervantes (2002). Marco común europeo de referencia para las lenguas: aprendizaje, enseñanza, evaluación. MECD-Anaya.
- Lightbown, P. M. & Spada, N. (1999). How languages are learned. Oxford University Press
- Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of
form in communicative classrooms. Studies in Second Language Acquisition 19, 37-66.
- Tomlison, B. (2011). Materials development in language teaching. Cambridge U. Press.
- VanPatten, B., & Williams, J. (2007). Introduction: The nature of theories. In B. VanPatten and
J. Williams (Eds.), Theories in second language acquisition: An introduction (pp. 1-16). Lawrence Erlbaum.

Web addresses

www.babelnet.sgb.ac.at/canalreve/bravo/module1.
www.bbc,co.uk./education/listenandwrite
www.britishcouncil.org
www.developingteachers.com
www.dltk-kids.com
www.dltk-teach.com
www.kotn.ntu.ac.uk
www.elkarrekin.org/elk/Lib/ingelesa.htm
www.isabelperez.com/workshops.htm
www.restena.lu/amifra/exos/index.htm