TEACHING ENGLISH TO YOUNG LEARNERS
Course Title
Course Code
Credit
Prerequisite
Coordinator
Program Level
Program
Instruction Language
Applicable for TESOL Program
Requirement in TESOL Program
Semester in TESOL Program
Overview
This intensive course is designed to provide TESOL students with a deeper insight into characteristics of young learners and adolescents regarding learning styles, attitude, and needs. This knowledge enables them to choose suitable teaching approaches, methods, strategies and technique for different groups of learners. Students have a opportunity to design lesson plans and sharpen their teaching skills during the micro-teaching session. The course also fosters students’ competence in communication, collaboration, critical thinking and reflection through a wide range of teaching and learning activities.
Objectives
| Goals | Goal description |
|---|---|
| G1 |
Knowledge of characteristics of young learners, teaching methods for teaching young learners and language in teaching and assessment |
| G2 |
The skills of teaching English to young learners |
| G3 |
The ability of cooperating in teams, making presentations, communicating with learners, colleagues and using English effectively in a variety of social contexts |
| G4 |
The ability of articulating ideas, designing, developing and applying new knowledge and technology in teaching English to young learners |
Learning Outcomes
|
CLOs |
Descriptions After finishing this course, students are able to |
ELO(s) /PI(s) |
Course Competency Level |
|
CLO1 |
Identify characteristics of of young learners and adolescents regarding learning styles, attitude, and needs. |
PI 3.1 |
3 |
|
CLO2 |
Distinguish teaching English to young and adolescent learners from teaching English to adult learners. |
PI 3.1 |
3 |
|
CLO3 |
Apply suitable classroom management techniques. |
PI 6.2 |
3 |
|
CLO4 |
Evaluate situations to choose suitable teaching approaches, methods, techniques and activities. |
PI 5.2 PI 7.3 |
3 4 |
|
CLO5 |
Design suitable teaching activities and lessons for young and adolescent learners. |
PI 5.2 |
3 |
|
CLO6 |
Solve problems in lesson planning and teaching in groups through cooperation, collaboration, and discussion. |
PI 8.3 |
4 |
Materials
- Main coursebooks:
Erlam, S., Philp, J. & Feick, D. (2021). Teaching languages to adolescent learners: From theory to practice. Cambridge University Press.
Garton, S. & Copland, F. (Eds.). (2019). The Routledge handbook of teaching English to young learners. Routledge.
- References
Gentile, P. & Orué, A. (2012). Getting teens to really work in class. English teaching forum, 4, 16-21.
Harmer, J. (2012). Essential teacher knowledge: Core concepts in English language teaching. Pearson Longman.
Harmer, J. (2015). The practice of English language teaching (5th edition). Pearson Education
Pinter, A. (2017). Teaching young language learners (2nd ed.). Oxford University Press.
Scrivener, J. (2012). Classroom management. Cambridge University Press.
Shin, J.K. & Crandall, J. (2013). Teaching young learners English: From theory to practice. Heinle ELT.
Assessment
|
No. |
Content |
CLOs |
Course Competency Level |
Assignment |
Evaluation criteria |
Weighting |
|
Formative assessment |
50% |
|||||
|
1 |
Classify and differentiate learners and relevant teaching principles and approaches. |
CLO1,2 |
3 |
Quiz |
Multiple choice questions |
10% |
|
2 |
Analyze pedagogical situations and select suitable teaching methods, techniques and activities as well as classroom management techniques. |
CLO3,4 |
3 |
Written test |
Rubric |
10% |
|
3 |
Teaching practice |
CLO5,6 |
3 |
Teaching practice |
Rubric |
20% |
|
4 |
Reflective journal |
CLO1-6 |
3 |
Reflective journal |
Rubric |
10% |
|
Summative assessment |
50% |
|||||
|
5 |
Theories about teaching English to young and adolescent learners. Design teaching activities. |
CLO1-5 |
3 |
Test |
Multiple choice questions Rubric |
|
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