1. Theoretical approaches and Neuroscience Research Review on the child’s mind and Cognitive development
Concept of translanguaging

2. Motor skills and pre-literacy
Hands-on experience: Learning by doing
The role of play and physical movement

3. Creative lesson design: ‘flow’ structure and variety
Planning framework / school facilities
Activity types

4. Pre-school children and the importance of routines & social interaction
Assessment of Social Skills

5. Pre-literacy skills development and multi-sensory Learning aids
Practical component on lesson design

6. Rationale for activities and parental/guardian support
Communication with parents/guardians as ‘partners’

1. Lesson plan: LO 1 - 2
An annotated lesson plan, including a rationale of a 25-minute session for a group of pre-school learners of English with homework activities for ESOL learners and their guardians at home

2. Presentation: LO 3 - 4
A 10 minute presentation of the use of 3 learning resources employed in 3 activities written into the above lesson plan. The presentation can be video-recorded, an animation or a live session. Time for questions and answers outside of the 10 minute presentation time.

This module will be delivered in blended mode, which allows for a variety of teaching approaches to be applied. The basic strategies to be used will be: short lectures, experiential activities in multi-sensory teaching and total physical response, classroom and forum discussions, presentations, creative activities, peer-to-peer teaching and reciprocal learning. . There will also be opportunities for synchronous and asynchronous teaching and learning using our Moodle VLE. Students are expected to assume ownership of their learning in accordance with the principles of the course and the content of this module. Peer learning is promoted through presentations of work and subsequent discussion and evaluation.

The module is designed to deepen students’ understanding of the priority and, in many cases, the exclusivity of spoken language practice in formal instruction of pre-schoolers. Through research into first and second language acquisition, pre-literacy practices, child development and recent findings of neuroscience, students will support the design of their lesson plan, which may include the integration of physical movement, an emphasis on language skills of listening and speaking and varied activities to develop pre-reading and pre-writing skills. Students will be encouraged to search for activities with practical elements of arts and handicrafts, puppetry and play-acting, in addition to multi-sensory techniques, which involve mobility, visual stimuli, sounds and music and are used in TESOL. There will be opportunities for peer teaching during the shared individual presentations demonstrating the use of teaching aids. Students will explore the educator’s relationship with the parents of young learners and consider the work required, on a family and community level, to rally support for the practices employed when teaching EFL to the very young. There will also be discussions around the ideas of translanguaging and the effects on the acquisition of another language.

Critically analyse theories and academic research on language acquisition and child development Knowledge and Understanding, Learning

Critically investigate methods and approaches for teaching the very young ESOL learner, with reference to speaking and listening Analysis, Enquiry

Demonstrate a reflexive and practical understanding of how to create activities for very young learners, which encourage learning by doing Reflection, Learning,

Communicate a critically analysis of strategies and resources for teaching the very young ESOL learners Ccommunication, Analysis, Reflection

University and Unicert library
IT facilities
Presentation facilities
Moodle - VLE

Beck, L. (2013) Child Development, 9th Edition, Pearson Education.
Ellis, G. & Mourao, S. (2020) Teaching English to Pre-Primary Children, Delta Publishing, UK.
Ioannou-Georgiou, S. & Pavlou, P., Editors, (2011) Guidelines for CLIL Implementation in Primary and Pre-primary Education.
Ellis, G. & Mourao, S. (2020) Teaching English to Pre-Primary Children, Delta Publishing, UK.

Academic writing:
https://libguides.staffs.ac.uk/academic_writing

NONE

The module is designed to deepen understanding of the priority and, in many cases, the exclusivity of spoken language practice in formal instruction of pre-schoolers. There will be research into first and second language acquisition, pre-literacy practices, child development and recent findings of neuroscience. An investigation into the integration of physical movement, an emphasis on language skills of listening and speaking and varied activities to develop pre-reading and pre-writing skills in the ESOL classroom. Students will be encouraged to search for activities with practical elements of arts and handicrafts, puppetry and play-acting, in addition to multi-sensory techniques, which involve mobility, visual stimuli, sounds and music