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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Course title: BILINGUALISM AND MULTILINGUALISM
Instructors: Professor Jelena Mihaljević Djigunović, Marta Medved Krajnović, PhD., Renata Geld, Stela Letica Krevelj
ECTS credits: 5
Status: elective
Semester: IX
Enrollment requirements: none
Course description: Definitions of bilingualism; overview of research in the field; relationship between individual and social bilingualism; dynamics of bilingual development (in natural and institutionalized contexts); language processing in bilingual individuals; cross-linguistic interaction within the bilingual system; communicative competence of bilinguals; monolingual and bilingual modes; code switching; language attrition; bilingualism and cognition; bilingualism and education.

Objectives: Students will gain an insight into the complexity and diversity of psycholinguistic, socio-cultural and emotional processes in bilingual and multilingual development. They will develop an understanding of the issues specific to bilingual and multilingual education.

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:

Altarriba, J., Herredia, R.R. (ed.) (2008). An Introduction to Bilingualism: Principles and Processes. New York, London: Lawrence Erlbaum Associates.

Auer, P., Wei, L. (ed.) (2007). Handbook of Multilingualism and Multilingual Communication. Mouton de Gruyter.

Baker, C. (2000). The Care and Education of Young Bilinguals: An Itroduction for Professionals. Clevedon: Multilingual Matters Ltd.

Hamers, J., Blanc, M. (2000). Bilinguality and Bilingualism. 2^nd edition. Cambridge: Cambridge University Press.

Bialystok, E. (2001). Bilingualism in Development: Language, Literacy and Cognition. Cambridge: Cambridge University Press.

Herdina, P., Jessner, U. (2002). A Dynamic Model of Multilingualism: Perspectives of Change in Psycholinguistics. Clevedon, Buffalo, Toronto, Sydney: Multilingual Matters Ltd.

Recommended reading:

Bhatia, T. K., Ritchie, W. C. (2007). The Handbook of Bilingualism. Blackwell Publisihing Ltd.

Kroll, J. F., De Groot, A. M. B. (2005). Handbook of Bilingualism: Psycholinguistic Approaches. Oxford: OUP

Journals: Bilingualism: Language and Cognition; International Journal of Bilingualism; International Journal of Multilingualism

Course title: PRACTICUM 3
Instructors: Asst. Prof. Renata Geld
ECTS credits: 3 credits
Status: mandatory
Semester: IX
Enrollment requirements: none
Course description: Practical aspects of teaching learners of different ages. Practical aspects of teaching very young learners. Practical aspects of teaching lower primary learners. Practical aspects of teaching upper primary learners. Practical aspects of teaching secondary school learners. Practical aspects of teaching adult learners. Practical aspects of teaching ESP. Designing teaching activities for different age and proficiency of learners. Analyzing and adapting teaching materials. Using media in teaching. Using ICT in EFL teaching. Assessing effective teaching. Post-teaching reflection. Self-assessment of teaching. Reacting to feedback. Cooperation with mentors.
Objectives: Students will develop competence in assessing effectiveness of different teaching strategies that they will observe. They will develop further their lesson planning skills and the ability to evaluate others’ and self-evaluate own ELT competence. They will get extensive classroom teaching experience in different teaching contexts. Students will develop a feeling of professional responsibility.
Course requirements: During practicums students will be prepared for independent teaching in schools they’ll 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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Course title: PRACTICUM 2
Instructors: Asst. Prof. Renata Geld
ECTS credits: 3
Status: mandatory
Semester: VIII
Enrollment requirements: none
Course description: Elements of the lesson plan for an EFL class. Designing teaching activities. Using textbooks. Adapting teaching materials. Effects of the media on teaching. Using ICT in EFL teaching. Assessing effective teaching. Post-teaching reflection. Self-assessment of teaching. Reacting to feedback. Cooperation with mentors.
Objectives: Students will develop competence in assessing effectiveness of different teaching strategies. They will develop lesson planning skills and the ability to evaluate others’ and self-evaluate own ELT competence.
Course requirements: During practicums student will become prepared for observing their mentors’ teaching and for their own independent teaching. They will develop a lesson plan 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 8th 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. [selected chapters]
– 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. [selected chapters]
– Gebhard, J.G. & Oprandy, R. (1999). Language teaching awareness. Cambridge: CUP. [selected chapters]

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Course title: TEFL METHODOLOGY
Instructors: Asst. Prof. Renata Geld
ECTS credits: 5
Status: mandatory
Semester: VIII
Enrollment requirements: none
Course description: Contrastive teaching of English pronunciation to three basic age groups of learners; teaching English morpho-syntactic structures to three basic age groups of learners; teaching English lexis to three basic age groups of learners; contrastive teaching of English graphics to three basic age groups of learners; analysis of interlanguage at the three age group levels; analysis of Croatian EFL learners’ errors and error correction; teaching culture and civilization of English language speaking countries; selection and teaching of literature written in English; criteria for selection of teaching materials in TEFL.
Objectives: To enable students to effectively use their knowledge of English and about the English language, their knowledge from educational sciences and their knowledge and understanding of glottodidactic principles during their English language teaching.
Students will develop skills and competencies for teaching English to learners of different proficiency levels, different age groups and in different teaching environments.
Course requirements: Students will be expected to read the literature assigned by the course instructor. High level of participation, especially in seminars, is expected. Students who pass the three revision tests do not have to sit for the final oral exam.

Week by week schedule:

Required reading:
– Brown, H.D. (2000). Principles of language teaching and learning. White Plains, Ny: Addison Wesley Longman Inc. [selected chapters]
– Carter, R. & Nunan, D. (2001). Teaching English to Speakers of Other Languages. Cambridge: CUP. [selected chapters]
– Cummins, J. & Davison, Ch. (2007). International handbook of English language teaching. Springer. [selected chapters]
– Harmer, J. (2001). The Practice of English Language Teaching. London: Longman.
– McDonough, J. & McDonough, S. (1997). Research Methods for English Language Teachers. London: Arnold.
– Carter, R. & Nunan, D. (2001). Teaching English to Speakers of Other Languages. Cambridge: CUP.
– Ur, P. (1996). A Course in Language Teaching: Practice and Theory. Cambridge: CUP.
– Uso-Juan, E. & Martinez-Flor, A. (2006). Current trends in the development and teaching of the four language skills. Berlin: Walter de Gruyter. [selected chapters]

Recommended reading:
– Carter, R. & McCarthy, M. (1988). Vocabulary and Language Teaching. London: Longman.
– Odlin, T. (1994). Perspectives of Pedagogical Grammar. Cambridge: CUP.
– Richard-Amato, P. R. (1998). Making it Happen. London: Longman.
– Tarone, E. & Yule, G. (1989). Focus on the Language Learner. Cambridge: CUP.
– Journals: ELT Journal, Metodika, Strani jezici

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