English in the Early Years I: Promoting Language in a Communicative Classroom

Course Code: KS193E

Institution:

Culture, Languages and Media

Revision:

2.2

For students admitted fall 2012   spring 2012   fall 2011  

Other set versions

Approval

The course was established 06 March 2009.
This course syllabus (version 2.2) was approved 05 July 2011 by the Education Commitee at School of Education.
The syllabus is valid from 01 September 2011. Replacement for course syllabus ratified 03 June 2010.

Education level

Course description

Advancement in relation to the degree requirements

Entry requirements

Learning outcomes

• express themselves in fluent, accurate oral and written English and consistently be able to use English as the classroom language
• explain and discuss basic theories of language learning
• plan lessons for English in the early school years, justify their choice of tasks and teaching materials, basing these in theories of language learning and the relevant school steering documents
• explain the importance of vocabulary learning for language development and the relationship between vocabulary and grammar
• explain basic linguistic rules with the help of appropriate terminology for English grammar and phonology and be able to apply these rules in their own oral and written production
• discuss the wider definition of texts and account for how this term is applied in English language teaching

Assessments

One part of the examination consists of an individual written grammar examination. Students also design and provide documentation for an individual series of lesson plans based on different kinds of texts and forms of expressions, grounded in relevant theoretical literature and the school’s steering documents. The students also create their own teaching material. Finally, the examination consists of an oral group presentation of English fiction.
The course examination forms and the criteria for Pass and Pass with Distinction are clarified by the examiner at the start of the course. A good level of language and presentation is required in both oral and written work.

The regulations for reexamination are described in Malmö University’s document ‘Studenternas rättigheter och skyldigheter vid Malmö högskola’ (‘Students’ rights and obligations’ - Swedish text). Students are informed of the reexamination dates at the start of the course.



Course content

The course is based on a variety of English language texts including children’s, teenage and adult fiction on a number of themes such as growing up, gender and ethnicity. The use of texts is connected to language development activities and examples of how texts can be used in a school context in the early school years. The course also provides an introduction to language learning theories and ways to view the relationship between language learning and language teaching. The school steering documents relevant to language learning are studied. Study of the basic rules for vocabulary building, syntax and pronunciation is related to the role that these areas play in language learning and language teaching. The role of vocabulary acquisition in language development is connected to the study of vocabulary and phrases.


Learning activities

The course contains a variety of learning activities, such as individual work, group work, seminars and lectures. These learning activities are developed from the course aims and learning outcomes in cooperation between the students and the course leader. Students are informed at the beginning of the course about which elements are compulsory.


Grading system

Fail (U), Pass (G) or Pass with Distinction (VG). ECTS grading system can be used on students demand.


Reading list and other media


Crebbin, June (2000). The Puffin Book of Fantastic First Poems. London: Puffin Books. (107 s)

Dahl, Roald (2007). Charlie and the Chocolate Factory. London: Puffin Books. (155 s)

Donaldson, Julia och Scheffler, Axel (1999). The Gruffalo. London: Macmillan Children’s Books. (32 s)

Ellis, Deborah (2002). Parvana’s Journey. Toronto:Groundwood Books. (197 s)

Pilcher, Jane (2010). What not to Wear? Girls, Clothing and ‘Showing’ the Body. Children & Society, 24:6 (s 461-470) (9 s)

Pinter, Annamaria (2006). Teaching young language learners. Oxford: Oxford University Press. (180 s)

Read, Carol (2007). 500 Activities for the primary classroom. Macmillan Education. (320 s)

Rosen, Michael (2009). Michael Rosen's A to Z. The best children's poetry from Agard to Zephaniah. (209). Puffin Books. (290 s)

Skolverket, Kommentarmaterial till kursplanerna. http://www.skolverket.se/sb/d/4371/a/23585

Skolverket, Läroplan före det obligatoriska skolväsendet, Lgr11. Stockholm: Utbildningsdepartementet.
http://www.skolverket.se/kursplaner/

Slattery, Mary & Willis,Jane (2001). English for Primary Teacher: A handbook of activities and classroom language.. Oxford: Oxford University Press. (146 s)

Unkrich, Lee (Director) (2010). Toy Story 3 [Motion Picture]. United States: Pixar Animation Studios and Walt Disney pictures.

West, Clare (2009). Recycling your language. With removable key. Fourth edition. Cambridge: Cambridge University Press. (167 s)

Referensböcker
Estling Vannestål, Maria (2007). University grammar of English with a Swedish perspective. Lund: Studentlitteratur. (539 s)

Gamble, Nikki & Yates, Sally. Exploring children's literature: Teaching the language and reading of fiction Senaste upplagan.

Gibbons, Pauline (2002). Scaffolding language, scaffolding learning. Teching second language learners in the mainstream school. Portsmouth: Heinle & Heinle. (165 s)

Longman dictionary of contemporary English. Senaste upplagan.

McCarthy, Michael & O'Dell, Felicity (2001). Vocabulary in use - upper-intermediate.

Norstedts engelsk-svenska ordbok. Senaste upplagan

Norstedts svensk-engelska ordbok. Senaste upplagan.



Course evaluation

Students are given opportunities to influence course content through continual reflections on the course. The course ends with an individual, written evaluation based on the course purpose and learning outcomes. This evaluation is used as a starting point for an oral evaluation which includes a discussion of measures to develop the course. The results of the evaluation are summarized and made available in a report to be used as a basis for future courses.