Category:10. semestar – NASTAVNIČKI SMJER – jednopredmetni

Course title: LEARNING ENGLISH AT AN EARLY SCHOOL AGE
Instructors: Asst. Prof. Renata Geld, Mihajla Ćavar Portolan
ECTS credits: 5
Semester: IX
Status: elective
Enrollment requirements: none
Course description: Rationale for early learning of a foreign language; overview of research in the field; child abilities and limitations with respect to acquiring a foreign language at that stage (age 6-10) of linguistic, cognitive, affective and motorical development; overview and analysis of classroom teaching strategies that have been shown to be successful in teaching English to young learners.
Objectives: Students will get an insight into the main concepts of the age factor and early FL learning. They will be prepared to start teaching English to young learners and to develop a reflective approach to their teaching.
Course requirements: Students are expected to do the readings selected by the course instructor. High level of participation, especially in seminars, is expected. If students pass two revision tests, they do not have to sit for the final oral exam.
Week by week schedule:

Required reading:
– Brewster, J., Ellis, G., Girard, P. (2002). The Primary English Teacher’s Guide. Harlow, UK: Pearson Education Limited.
– Enever, J. (ur.) (2011). ELLiE. Early language learning in Europe. London: British Council. [selected chapters]
– Enever, J., Moon, J. & Raman, U. (ur.) (2009). Young Learner English Language Policy and Implementation: International Perspectives. Reading, UK: Garnet Publishing Ltd. [selected chapters]
– Mihaljević Djigunović, J. (2009). Individual differences in early language programmes. In: M. Nikolov (ur.),The age factor and early language learning, 199-225. Berlin-New York: Mouton de Gruyter
– Mihaljević Djigunović, J. (2012). Early EFL learning in context – Evidence from a country case study. London: The British Council.
– Moon, J. i Nikolov, M. (ur.) Research into Teaching English to Young Learners. Pecs: University Press PECS. [selected chapters]
– Nikolov, M. (ur.) (2009). Early learning of modern foreign languages. Processes and outcomes. Bristol, UK: Multilingual Matters. [selected chapters]
– Nikolov, M. (ur.) (2009). The age factor and early language learning. Berlin-New York: Mouton de Gruyter. [selected chapters]
– Nikolov, M. i Mihaljević Djigunović, J. (2006). Recent research on age, second language acquisition, and early foreign language learning, ARAL 26: 234-260.
– Nikolov, M. & Mihaljević Djigunović, J. (2011). All shades of every color: An overview of early teaching and learning of foreign languages. ARAL, 31: 95-119.
– Vilke, M., Vrhovac, Y. (ur.) (1995). Children and Foreign Languages II. Zagreb: Filozofski fakultet. [selected chapters]

Recommended reading:
– Berk, L. E. (2010). Exploring lifespan development. Boston, MA: Pearson Education, Inc. [selected chapters]
– Mihaljević Djigunović, J. (2009). Impact of learning conditions on young FL learners’ motivation. In M. Nikolov (ur.), Early learning of modern foreign languages. Processes and outcomes, 75-89. Bristol, UK: Multilingual Matters
– Nikolov, M., Curtain, H. (ur.) (2000). An early start: Young learners and modern languages in Europe and beyond. Strasbourg: Council of Europe.
– Nikolov, M. (2002). Issues in English Language Education. Wien: Peter Lang.
– Pinter, A. (2011). Children learning second languages. Basingstoke, UK: Palgrave MacMillan. [selected chapters]
– Szulc-Kurpaska, M. (2007). Teaching and researching very young learners: “They are unpredictable”. In M. Nikolov, J. Mihaljević Djigunović, M. Mattheoudakis, G. Lundberg, & T. Flanagan (ur.), Teaching modern languages to young learners: Teachers, curricula and materials, 35-46. Strasbourg: Council of Europe.
– Vilke, M. (1991). Vaše dijete i jezik. Zagreb: Školska knjiga.
– Vilke, M., Vrhovac, Y. (ur.) (1993). Children and Foreign Languages I. Zagreb: Filozofski fakultet. [selected chapters]
– Vrhovac, Y. (ur.) (1999). Strani jezik u osnovnoj školi. Zagreb: Naprijed.
– Vrhovac, Y. (ur.) (2001). Children and Foreign Languages III. Zagreb: Filozofski fakultet. [selected chapters]

Course title: LEARNING ENGLISH AT AN EARLY SCHOOL AGE
Instructor: Professor Jelena Mihaljević Djigunović, PhD.
ECTS credits: 5
Semester: IX
Status: elective
Enrollment requirements: none
Course description: Rationale for early learning of a foreign language; overview of research in the field; child abilities and limitations with respect to acquiring a foreign language at that stage (age 6-10) of linguistic, cognitive, affective and motorical development; overview and analysis of classroom teaching strategies that have been shown to be successful in teaching English to young learners.
Objectives: Students will get an insight into the main concepts of the age factor and early FL learning. They will be prepared to start teaching English to young learners and to develop a reflective approach to their teaching.
Course requirements: Students are expected to do the readings selected by the course instructor. High level of participation, especially in seminars, is expected. If students pass two revision tests, they do not have to sit for the final oral exam.
Week by week schedule:

Required reading:
– Brewster, J. & Ellis, G., Girard, P. (2002). The Primary English Teacher’s Guide. Harlow, UK: Pearson Education Limited.
– Enever, J. (ed) (2011). ELLiE. Early language learning in Europe. London: British Council. [selected chapters]
– Enever, J., Moon, J. & Raman, U. (eds) (2009). Young Learner English Language Policy and Implementation: International Perspectives. Reading, UK: Garnet Publishing Ltd. [selected chapters]
– Mihaljević Djigunović, J. (2009). Individual differences in early language programmes. In: M. Nikolov (ed.), The age factor and early language learning, 199-225. Berlin-New York: Mouton de Gruyter.
– Mihaljević Djigunović, J. (2012). Early EFL learning in context – Evidence from a country case study. London: The British Council.
– Moon, J. & Nikolov, M. (eds) Research into Teaching English to Young Learners. Pecs: University Press PECS. [selected chapters]
– Nikolov, M. (ed) (2009). Early learning of modern foreign languages. Processes and outcomes. Bristol, UK: Multilingual Matters. [selected chapters]
– Nikolov, M. (ed) (2009). The age factor and early language learning. Berlin-New York: Mouton de Gruyter. [odabrana poglavlja]
– Nikolov, M. & Mihaljević Djigunović, J. (2006). Recent research on age, second language acquisition, and early foreign language learning, ARAL 26: 234-260.
– Nikolov, M. & Mihaljević Djigunović, J. (2011). All shades of every color: An overview of early teaching and learning of foreign languages. ARAL, 31: 95-119.
– Vilke, M. & Vrhovac, Y. (eds) (1995). Children and Foreign Languages II. Zagreb: Filozofski fakultet. [selected chapters]

Course title: PRACTICUM 4
Instructor: Asst. Prof. Renata Geld
ECTS credits: 2 credits
Status: mandatory
Semester: X
Enrollment requirements: none
Course description: Practical insights into language development of learners of different ages. Development of teacher rapport. Awareness of teaching impact on learning. Classroom management. Self-observation. Designing teaching activities for different ages and proficiency levels of learners. Analyzing and adapting teaching materials. Post-teaching reflection. Self-assessment of teaching. Reacting to mentor and peer feedback. Team teaching.
Objectives: Students will further develop competence in assessing effectiveness of different teaching strategies that they will employ in their own teaching during school-based teaching practice. They will develop skills in identifying learner language needs, arousing and maintaining learner motivation, giving feedback and assessing learner competence. They will develop own self-reflection skills and a feeling of professional responsibility.
Course requirements: During practicums student will be prepared for independent teaching in schools they will be assigned to. They will be expected to develop lesson plans and required teaching materials for every lesson they will be teaching. Students will also keep a teaching practice diary. Their final mark will depend on the evaluation of the part of the portfolio collected during the 9th semester and the evaluation of students’ independent teaching.
Week by week schedule:

Required reading:
– Crookes, G. (2003). A Practicum in TESOL: professional development through teaching practice. Cambridge: CUP.
– Newby, D. et al (2008). European portfolio for student teachers of languages. Graz: ECML. [selected chapters]
– Wajnryb, R. (1992). Classroom observation tasks. Cambridge: CUP. [selected chapters]

Recommended reading:
– Allwright, D. (1988). Observation in the language classroom. New York: Longman. [selected chapters]
– Costas i Costa et al. (eds.) (2001) Student teaching in Europe. Freiburg im Breisgau: Fillibach-Verl.
– Gebhard, J.G. & Oprandy, R. (1999) Language teaching awareness. Cambridge: CUP. [selected chapters]

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