- Students should be able to demonstrate basic knowledge of the selected approaches to foreign/other language teaching and learning: e.g. task-based approach, lexical approach, theme teaching, project-based teaching, communicative approach, teaching integrated skills, teaching through stories, content-based approaches.
- Students should be able to demonstrate knowledge of methods and techniques, including ICT-based methods, of teaching various language skills and language areas: reading, writing, listening, speaking, vocabulary, pronunciation, grammar.
- Students should also know how to present and practise the new language during a lesson.
- Students should be able to evaluate critically coursebook packages (CBPs) and other teaching materials.
- After the course students should be able to make a period and lesson plan, appropriate to age and curriculum, based on a CPB or a theme.
- Students should be able to assess and evaluate pupils’ learning and progress by applying traditional assessment methods (e.g. test, observations) and other assessment methods (e.g. the language portfolio, assessment through projects, profiling and self-assessment).
The course consists of two parts:
3 op/cr/ects and 1 op/ cr/ects, which are complementary.
- The 3 op/ects (English) part of the course covers in a brief but comprehensive way the major aspects of foreign/other language teaching.
- The basics of the following themes and topics will be addressed during the course:
- children vs adults in learning foreign languages; current concepts in language education; different methods and approaches to teaching other languages; typical foreign language lesson structures and other types of foreign language lessons; teaching various language skills and areas (the four skills: speaking, listening, reading, writing, and grammar, vocabulary and pronunciation),
- teaching integrated skills; planning: based on CEFR levels, the European Language Portfolio, OPS 2016; making a period plan and a lesson plan; planning instructional sequences for the presentation and practice of the new language; approaches to correction; motivating young learners; assessment and evaluation: traditional assessment methods (e.g. tests, observation), other assessment methods (e.g. projects, the language portfolio, self-assessment, profiling);
- ICT in foreign language teaching; evaluating coursebook packages (CBPs) as teaching materials; classroom management.
- The 1 op (Swedish) part will include the role of foreign languages in phenomenon or topic/project based learning.
- Students will design and present a relevant project. They will also prepare and deliver micro-teaching sessions focusing on the content of the Swedish curriculum for grade six.
International students: CEFR level B2 of English is recommended to follow classes and complete course assignments. A very general assessment of one’s CEFR level can be found here.
|Toteutus ja työmuodot
40 contact teaching hours (kontaktiopetus) and 66 hours of independent work (in groups / itsenäinen pienryhmätyöskentely and individually / itsenäinen yksilötyöskentely).
International students (the English part of the course):
30 contact teaching hours and 50 hours of independent work (3 ects).
Contact teaching includes: teacher presentations, tutorials, individual, pair-, and group-work, student-prepared and delivered presentations, “teaching tasters” for students (micro-teaching).
Independent work includes: work out-of-class, pre-class and post class activities, written assignments / written course work. Methods and approaches underpinning course implementation: tertiary CLIL (Content and Language Integrated Learning) / EMI (English-medium instruction).
Relevance to working life and OPS 2016: Primary/ class teachers have a unique opportunity of combining foreign / other language teaching with subject / content teaching as they teach all, or at least most, of the school subjects. The structure and content of the course promotes language proficiency, thinking skills, a holistic approach to school teaching through combining languages, multicultural awareness, plurilingualism and pluriliteracies (Refs: OPS 2016, pp.218-219).
The course content reaches beyond the course by preparing prospective primary teachers to face current and future challenges of language and subject education.
ICT presentations, period and lesson plans, micro-teaching project design presentations. Full attendance and active participation is expected of each student, so students should make every effort to attend every class. In addition to in-class participation students are also expected to work independently ( see” Toteutus / Implementation” section).
International students: if a grade is required by the home university, additional (written or oral) assignments (e.g. a test, a reflective journal) may be requested.
Active participation in seminars, and making a period and a lesson plan 2 ects Pass/fail
ICT presentation / making ICT language teaching materials and designing a language learning project 1 ects Pass/fail
Micro-teaching (English and Swedish) 1 ects Pass/fail
Without grading (pass / fail):
Active participation in seminars and making a period and a lesson plan 2 ects Pass/fail
Micro-teaching (English) and ICT presentation 1 ects Pass/fail
With grading (5-1 / fail):
Active participation, making a period and a lesson plan,
additional assignments 2 ects 5-1/fail
Micro-teaching (English) and ICT presentation 1 ects 5-1/fail
|Lisätietoja kirjallisuudesta ja muusta materiaalista
Brewster, J., Ellis, G., & Girard, D. (2002) . The Primary English Teacher’s Guide. Harlow: Penguin English Guides.
Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: Cambridge University Press.
Ioannou-Georgiou, S., & Pavlou, P. (2003). Assessing Young Learners. Oxford: Oxford University Press.
Larsen-Freeman, D. (2000). Teaching Techniques and Principles in Language Teaching. Oxford: Oxford University Press.
Moon, J. (2005) . Children Learning English: A guidebook for English language teachers. Oxford: Macmillan.
OPS 2016: Perusopetuksen opetussuunnitelman perusteet 2014. [The Finnish National Core Curriculum for Basic Education 2014]. (2014). Helsinki: National Board of Education.
Read, C. (2007) . 500 Activities for the Primary Classroom. Oxford: Macmillan.
Ur, P. (2012). A course in English language teaching. Cambridge: Cambridge University Press.
Vale D., & Feunteun A. (1995). Teaching Children English - A Training Course for Teachers of English to Children. Cambridge: Cambridge University Press. 10th printing 2003.
Woodward, T. (2001). Planning lessons and courses. Designing sequences of work for the language classroom. Cambridge: Cambridge University Press.
The basic course materials will be prepared by the lecturers, e.g. presentation slides, handouts, webpages. In addition: documents about language teaching and learning issued by the Council of Europe and UNESCO, the UL TTS (harkkari) English and Swedish language curriculum, journal articles and other resources recommended during the course, coursebook packages (CBPs), Internet resources, other materials selected by the lecturers.
Continuous assessment. Pass/fail based on requirements.
International students: pass/fail based on requirements.
However, if the home university of a student requires a grade, it can be granted on request. Grading scale (5-1/fail). If grading is needed, the lecturer should be informed by the second session of the course at the latest.
Period 1 (and partly 2)
2nd year Finnish students, international students (undergraduate, graduate)
Information on compensatory assignments will be provided at the first session of the course.
Elizabeth Alssen, university lecturer, English and teaching of other / foreign / additional languages
3 op/ects part - English (Finnish can be used in some assignments)
1 op/ects part - Finnish/ Swedish / English
Detailed information regarding the course will be provided at the first session.