Module EFPM787 for 2021/2
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM787: Teaching English to Young Learners
This module descriptor refers to the 2021/2 academic year.
Module Content
Syllabus Plan
The syllabus plan is subject to change but is anticipated to include the following:
An introductory overview of the teaching of English to young learners within the context of the growth of English as an international language; towards a definition of a young learner.
A critical introduction to the significance of age to learning English as a foreign or additional language; why start young?
Children as language learners: insights from theory on child development, learning and second language acquisition; Piaget and constructivism; Vygotsky and social constructivism.
An examination oflanguage based approaches versus activity based approaches.
A critical introduction to classroom management and the role of the primary language teacher.
A critical introduction to promoting Oracy: Teaching speaking and listening.
A critical introduction to promoting Literacy: Teaching reading and writing.
Student presentations and discussion of assignments.
Learning and Teaching
This table provides an overview of how your hours of study for this module are allocated:
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 30 | 120 | 0 |
...and this table provides a more detailed breakdown of the hours allocated to various study activities:
| Category | Hours of study time | Description |
|---|---|---|
| Learning and teaching activities | 15 | lectures, seminars and workshops |
| Learning and teaching activities | 15 | directed reading |
| guided independent study | 40 | assignment preparation |
| guided independent study | 80 | directed study |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
http://www.cambridgeesol.org/exams/teaching-awards/celtyl.html (Sample young learner EFL language tests)
http://www.countryschool.com/ylsig2/index.php ( IATEFL Young Learner SIG webpage)
Other Learning Resources
Young learner EFL course books.
How this Module is Assessed
In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.
Formative Assessment
A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Individual presentation of task cycle for teaching young learners | 5-10 minutes | ( 1-2 and 4-5) | Verbal comments and review |
Summative Assessment
A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
...and this table provides further details on the summative assessments for this module.
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| A presentation of a task cycle for teaching a specific group of young learners with a rationale informed by relevant literature. | 100 | 3,750 words | (1-7) | Written feedback |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
Re-assessment
Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.
