82727 - English Language Workshop V - (A)

Learning outcomes

At the end of the course students will have maintained their previous language abilities and will have acquired specialised lexis for the teaching of English in Italian primary schools and for introducing CLIL activities. Students will develop an awareness of culture and language skills in a prospect of lifelong learning with the aim of taking part in cultural exchanges and making contact with foreigner speaking partners, and developing awareness of culural tolerance and social harmony, and inclusion.

Course contents

The course consists of theoretical-practical workshops that have three main objectives:

1. Promote knowledge and skills regarding the teaching of English to pre-primary and primary learners. In particular, through reflective, practical and design activities, the focus will be on: introduction and consolidation of vocabulary, grammar and oral and written skills; approaches and strategies to acknowledge and promote students' plurilingual identity and to create a positive and inclusive learning environment; experiential methodologies (e.g. process drama, object-based, walking linguistic landscape); CLIL and global citizenship education;

2. Promote reflection and self-assessment as learners and (future) teachers.

3. Promote communication (oral and written), specific vocabulary (B2 level), pronunciation and 21st century skills (e.g. critical, creative, digital and multimodal) in English through different types of activities and texts (e.g. objects, literature, videos and podcasts) focusing on global issues (e.g. mental well-being, multilingualism, migration and environmental sustainability).

Readings/Bibliography

For practical suggestions:

• Phillips, S. (1993), Young Learners, Oxford: Oxford University Press.
• Puchta, H. & Elliott, K. (2017), Activities for very young learners, Cambridge: Cambridge University Press.
• Maley, A. & Peachey, N. (Eds.) (2017), Integrating global issues in the creative English language classroom: With reference to the United Nations Sustainable Development Goals, British Council. URL: https://www.teachingenglish.org.uk/sites/teacheng/files/PUB_29200_Creativity_UN_SDG_v4S_WEB.pdf

For theoretical-practical insights:

• Bland, J. (Ed.) (2015), Teaching English to Young Learners: Critical Issues in Language Teaching With 3-12 Year Olds, London: Bloomsbury.
• Valente, D., & Xerri, D. (Eds.) (2023), Innovative Practices in Early English Language Education, Cham: Springer International Publishing.
• Melo-Pfeifer, S. (Ed.). (2023), Linguistic Landscapes in Language and Teacher Education: Multilingual Teaching and Learning Inside and Beyond the Classroom, London: Springer Nature.
• Children’s Literature in English Language Education: https://clelejournal.org/

Teaching methods

online, plenary, group and pair work

Assessment methods

MULTIMODAL

The assessment consists in the creation of a short digital story (3-4 minute video) on a chosen topic addressed during the course. The topics may concern teaching approaches/methods/activities or a reflection on one's own learning/professional development experience of the course. The necessary support will be provided for the use of digital applications (simple and free) and for the digital storytelling process.

To take the exam, it is necessary to register via the electronic bulletin board (AlmaEsami), in compliance with the deadlines set. Those who fail to register due to technical problems by the scheduled date, are required to promptly notify the segreteria didattica of the problem (and in any case before the official closure of the registration lists). It will be up to the course lecturer to accept the enrollment. There is no jump of appeal.

The final evaluation is "pass" or "fail".

 

Teaching tools

online course, handouts

Office hours

See the website of Fabiana Fazzi