Resources for Teaching and Learning English in Infant and Primary Education
|Number of ECTS: 6||Price: 720 €|
|Teaching Language: English||
Place: Building J
Bellaterra Campus, 08193 Bellaterra
Teaching Period: 26 June to 14 July
Teachers are bombarded with proposals to innovate in their lessons but teaching English is sometimes a rather solitary task. The course's main purpose is to offer people interested in the field of foreign language teaching “food for thought” and resources to make children’s learning experiences much more updated, fun, simple, dynamic and adapted to the 21st century competencies and skills they need to master.
The course is divided into 15 three-hour thematic sessions. Each session will evolve around one particular relevant topic related to the teaching of English to young and very young learners (students aged 3-12), but connections will be made between one session/topic and the others. All sessions will combine brief theoretical explanations with a broad array of practical activities in which participants are expected to engage. Attendees will also be asked to participate and/or lead group discussion to share (and contrast) their opinions, ideas, knowledge, beliefs, doubts, and experiences upon the implementation of the practical activities done in class.
No prior experience in teaching English to children and very young children is required. Yet, the course is designed to suit the needs of in-service teachers, too. The lessons will be carried out entirely in English; consequently, participants are expected to have a good command of the target language.
Given the practical nature of the course, attendance is compulsory.
Where do we come from when we teach children English?
1.1. Brief historical overview of teaching methods and approaches
1.2. To CLIL or not to CLIL, that is the question
1.3. Teaching integrating skills
1.4. The role of culture in foreign language classrooms
What are we doing in the English class?
2.1. Tips for great classroom management
2.2. Folklore & Children’s literature as learning resources
The challenges in teaching digital natives
Where should we go from here?
3.1. Drama techniques as a resource for learning English
3.2. Singing along while learning
3.3. ICT resources for teachers
3.4. Exploring materials and relia
3.5. Getting ready to flip our classrooms
Teaching / learning activities
This is a PRACTICAL COURSE, therefore listing here all the teaching/learning activities we will present in class is far from being a worthy task.
Theory will be constructed while participants reflect upon the proposals presented by the trainers and while they engage in the process of discovering and exchanging educational materials. Once the course is completed, trainees will have a pool of resources and materials all organized in a shared Google Drive.
In order to get a passing mark in this course, participants will be asked to complete four tasks, each of which is compulsory and contributes 25% to the total assessment mark.
TASK ONE: Active participation in class activities and discussions. Deadline: End of session 12.
As the course is very experiential, a minimum of 80% attendance is required, yet, it is not enough. Participants are expected to demonstrate critical thinking when participating in class discussions. They should also display a positive attitude when asked to accomplish practical activities in class.
TASK TWO: Elaboration of a short reflective essay to be submitted at the end of session 6.
Participants should delve into the study of one of the issues linked to the course contents and produce a five-page reflective paper. First they should read three articles on the topic chosen, then they should briefly present the theoretical considerations made in the selected articles, and finally they should present a methodological proposal illustrating how to incorporate the theoretical postulates contained in the articles into the classroom. More detailed instructions will be given in due course.
TASK THREE: Micro-teaching simulation. Deadline: One day (to be determined at the beginning of the course) during week 2.
Participants will be provided with a pool of resources, practical tools and teaching strategies. In return, they are expected to contribute to this pool by designing and implementing a practical class activity in our course.
TASK FOUR: Deadline. End of session 11.
A special effort will be given in having time to share. Attendees will be asked to create and share with all course participants and the two trainers a list of 4 online resources to be used for teaching English to young and very young children.
Links and references
Argondizzo, C. (1992). Children in action: A resource book for language teachers of young learners. New York: Prentice Hall.
Brumfit, C., Moon, J., & Tongue, R. (1991). Teaching English to children: from practice to principle. London: CollinsELT.
Ellis G., & Brewster, J . (2002). Tell it again! The new story-telling handbook for teachers. London: Penguin.
Clandfield, L., & Prodromou, L. (2007). Dealing with difficulties: Solutions, strategies and suggestions for successful teaching. Peaslake, Surrey, United Kingdom: Delta Publishing.
Copland, F.( 2012). Crazy animals and other activities for teaching English to young learners. London: British Council. Available at:
Copland, F. (2014). ELT Journal: Special Issue: Teaching English to Young Learners, 68(3).
Dooly, M., & Masats, D. (2015). A critical appraisal of foreign language research in CLIL, YLL and TELL in Spain (2003-2012). Language teaching: surveys and studies, 48(3): 1-30.
Dooly, M., Mont, M., & Masats, D. (2014). Becoming little scientists: A case study of technologically-enhanced project-based language learning. APAC Journal, 78: 34-40.
Ellis, G., & Brewster, J. (1991). The storytelling handbook: A guide for primary teachers of English. London: Penguin.
Halliwell, S. (1992). Teaching English in the primary classroom. Harlow: Longman.
House, S. (1997). An introduction to teaching English to children. London: Richmond.
Moon, J. (2005). Children learning English. Oxford: Macmillan Heinemann.
Murphy, V. A. (2014). Second language learning in the early school years: trends and contexts. Oxford: Oxford University Press.
Phillips, S. (1993). Young learners. Oxford: Oxford University Press.
Pinter, A. (2009). Teaching young language learners. Oxford: Oxford University Press.
Richards, J. C. (2006). Communicative language teaching today. Oxford: Oxford University Press. Available at:
Reilly, V., & Ward, S.M. (1997).Very young learners. Oxford: Oxford University Press.
Slattery, M., & Willis, J. (2001). English for primary teachers: A handbook of activities and classroom Language. Oxford: Oxford University Press.
Wright, A. (2011). Storytelling with children. Oxford: Oxford Univerity Press.