CONTENTS
1.
LANGUAGE LEARNING AND ACQUISITION.
THEORIES AND METHODS OF TEACHING AND LEARNING (Chapter 2 of TEFL in Primary
Education)
Mª Elena Gómez Parra (Faculty of Education, University of Córdoba)
Antonio R. Roldán Tapia (Polytechnic School, University of Córdoba)
1.
INTRODUCTION
2.
LANGUAGE LEARNING AND ACQUISITION
Learning
vs. Acquisition
Language
Learning and Language Teaching
Learning
Theories
3.
THEORIES AND METHODS OF TEACHING AND
LEARNING
Terminology
History
of Theories and Methods
4.
THE CONTENT-BASED APPROACH AND BILINGUALISM
IN MONOLINGUAL SETTINGS.
Definition
and theories on bilingualism
Types
of bilingual education
Effects
of bilingual education
Effective
classroom techniques in bilingual education
2.
CLIL /BILINGUAL
EDUCATION (from Madrid, D. and Hughes, S. (eds.) (2011): Studies in Bilingual Education. Bern: Peter Lang.
Daniel Madrid and Stephen Hughes (Faculty of Education, University of Granada)
1.
DEFINITION AND MAIN CHARACTERISTICS OF CLIL/CONTENT-BASED
INSTRUCTION
2.
ANTECEDENTS AND CONNECTIONS TO THE
CONTENT-BASED INSTRUCTION MOVEMENT: THE
NATURAL METHODS
3.
SIMILARITIES
BETWEEN CLIL AND BILINGUAL EDUCATION PROGRAMMES IN CANADA
4.
DIMENSIONS OF CLIL
IN THE CLASSROOM
5.
IMPLICATIONS OF INTRODUCING CLIL INTO THE
SCHOOL CURRICULUM: RESOURCES AND MATERIALS FOR CLIL
6.
HOW DOES THE CLIL/BILINGUAL EDUCATION APPROACH
BENEFIT PUPILS: ADVANTAGES AND PROBLEMS
OF CLIL
7.
BILINGUALISM
Definition and theories on bilingualism
8.
THEORIES ON
BILINGUALISM
1. Balance theory
2. Common underlying proficiency
3. Threshold theory
4. Linguistic interdependence hypothesis
9.
TYPES OF BILINGUAL EDUCATION
1. Bilingual education by submersion
2. Immersion programmes
10.
NEGATIVE EFFECTS OF BILINGUAL EDUCATION
11.
BENEFITS OF BILINGUAL EDUCATION
12.
SOME FUNDAMENTAL INTERACTING VARIABLES IN
BILINGUAL EDUCATION
13.
EFFECTIVE CLASSROOM
TECHNIQUES IN BILINGUAL EDUCATION
14.
BILINGUAL PROGRAMMES IN
SPANISH AUTONOMOUS COMMUNITIES
1. Autonomous Communities with co-official languages
2. Andalusia
15. EFFECTS
AND BENEFITS OF THE ANDALUSIAN PLURILINGUAL PROGRAMME
3.
INDIVIDUAL
CHARACTERISTICS OF PRIMARY SCHOOL CHILDREN (Chapter 3 of TEFL in Primary Education)
Fernando D. Rubio Alcalá (Faculty Humanities and
Education, University of Huelva)
Pascual Pérez-Paredes (Faculty
of Humanities and Education, University of Murcia)
Gloria Luque Agulló (Faculty of Humanities,
University of Jaén)
1.
INTRODUCTION
2.
AGE
2.1. Maturational constraints: critical or
sensitive periods
2.2. Areas affected by maturational constraints
2.3. Reasons for age related differences
2.4. Conclusions. Pedagogical implications
3.
SEX
3.1. Sex-related differences and L2 learning
3.2. Conclusions. Pedagogical implications
4.
COGNITIVE FACTORS
4.1. Learning styles
4.2. Learning strategies
5.
AFFECTIVE FACTORS
5.1. Motivation
5.2. Anxiety
5.3. Self-esteem
5.4. Self-efficacy and attribution
6.
PERSONALITY FACTORS
6.1. Extroversion
6.2. Risk-taking
6.3. Empathy
6.4. Inhibition
6.5. Tolerance of ambiguity
6.6. Conclusions and pedagogical implications on
personality factors
7.
MULTIPLE INTELLIGENCES
8.
THE GOOD LANGUAGE LEARNER
4.
THE FOREIGN LANGUAGE CURRICULUM (Chapter 4 of TEFL in Primary Education)
Neil McLaren
(Faculty of Arts,
University of Granada)
Daniel Madrid
(Faculty of
Education, University of Granada)
1. CURRICULUM AND SYLLABUS
2. FACTORS AFFECTING THE FL CURRICULUM
3 . CURRICULAR STAGES
3.1. Curriculum planning
3.2. Determining aims
3.3. Programme preparation
3.4. Classroom implementation
3.5. Evaluation
4. PRODUCT-ORIENTED SYLLABUSES
4.1. The structural-grammatical
syllabus
4.2.
The notional-functional syllabus
4.3.
Critique of product-oriented syllabuses
5. PROCESS-ORIENTED SYLLABUSES
5.1. Task-based syllabuses
5.2. The natural approach
5.3. Criticizing the process-oriented
syllabuses
6. GENERAL PRINCIPLES FOR THE FOREIGN LANGUAGE
CURRICULUM
6.
1. The Common European Framework
6.
2. The Spanish context
6. ANALYZING NEEDS AND ESTABLISHING GOALS
6.1.
Aims and objectives for Primary Education
8. THE PLURIDIMENSIONAL SYLLABUS
8.1
The language syllabus
8.2. The sociolinguistic,
pragmatic and discourse syllabus
8.3
The sociocultural syllabus
8.4. The cross-curricular syllabus
8.5
The procedural syllabus
8.6. Importance of attitudes
8.7. Learning to learn
9. APPLYING THE
MULTIDIMENSIONAL SYLLABUS
10. LESSON PLANNING
10.1. Examples of teaching and learning
activities
11. GUIDELINES FOR THE CLASSROOM
10.1
Adapting the FL syllabus
10.2
Integrating the components of a multidimensional syllabus
10.3
Negotiating the FL syllabus and promoting autonomous learning
10.4
Oral and written communication
10.5
Classroom interaction
10.6
Variety of didactic procedures and learning tasks
12. EVALUATION
5.
ORAL
COMMUNICATION AND INTERACTION (Chapter 5 of TEFL
in Primary Education)
Gabriel Tejada Molina and María Luisa Pérez Cañado (Faculty of Humanities and Education, University of Jaén)
1.
INTRODUCTION
2.
ORAL COMMUNICATION AND INTERACTION
2.1.
Teaching
oral communication within a curricular design for beginners
2.2.
The
basic communicative code built on lexical phrases
2.3.
A
generative communicative competence in FL acquisition
2.4.
From
simple interactions to more complex dialogues for the development of social and
conative functions
2.5.
Different
roles according to different skills
2.6.
Visual
context, gestures, drawings and body language.
2.7.
The
use of the mother tongue as a compensating strategy
2.8.
The
expressive function: Here I am.
2.9.
Early
descriptions and oral sentence structure.
3.
DEV
3.1.
From
the listening skill to understanding oral messages
3.2.
Listening as a complex, active, and participative
process
3.3.
Teaching
listening with comprehension: Basic points
4.
TEACHING ORAL SKILLS THROUGH SONGS
4.1
Advantages
4.2. Research support
4.3. Pedagogical recommendations for the exploitation of songs
5.
THE TEACHING AND LEARNING OF SPELLING
5.1. Introduction
5.2. Explicit or implicit spelling
instruction?
5.3. Spelling instruction through
awareness-raising
5.4. Rules, patterns, and spelling layers:
towards a multidimensional approach to spelling instruction
5.5. The dual-route model to spelling
acquisition
5.6. Spelling strategies
5.7. Integration within the broader
language arts curriculum
5.8. Time
5.9. Variety and games
6.
READING (Chapter 6 of TEFL in Primary Education)
María de los Ángeles Jiménez Jiménez
and Raúl Ruiz Cecilia
(Faculty of Education and Humanities of Melilla, University of Granada)
1.
INTRODUCTION
2.
DEFINITION OF
2.1. What is reading?
2.2. Reasons for reading and text selection
2.3. Types of knowledge needed to make sense of the text
3.
CHARACTERISTICS OF WRITTEN LANGUAGE
4.
APPROACHES TO
4.1. Bottom-up process
4.2. Top-down process
4.3. Interactive process
5.
COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR
LANGUAGES: THE
6.
STYLES OF
6.1.
Reading aloud
6.2.
Silent
7.
AN EXTENSIVE
7.1.
Goals for an extensive reading program
7.2. Types of texts
7.3.
Materials
7.4.
Chart for keeping track of student’s readings
8.
TASKS TO DEV
8.1.
Tasks before reading
8.2.
Tasks during reading
8.3.
Tasks after reading
7.
WRITING
IN A FOREIGN LANGUAGE (Chapter 7 of TEFL
in Primary Education)
Lucía Cancelas and Laura Howard (Faculty of Education, University of Cádiz)
1.
INTRODUCTION
2.
WHAT DO WE MEAN WHEN WE REFER TO WRITING?
3.
SPECIFIC SKILLS ATTACHED TO WRITING
Graphical
or Visual Skills
Grammatical
Skills
Expressive
or Stylistic Skills
Rhetorical
Skills
Organisational
Skills.
4.
THE RELATIONSHIP BETWEEN THE FOUR SKILLS
The order
in which the skills are taught
Integrated
Skills
Integrating
Integrating
Speaking and Writing
Integrating
Listening and Writing
5.
DIFFERENCES BETWEEN WRITTEN AND SPOKEN
DISCOURSE
6.
HOW DO YOU FEEL ABOUT WRITING ENGLISH?
7.
THE WRITING PROCESS
What
do people write?
Who
for? The audience
Why?
The purpose
8.
APPROACHES TO THE TEACHING OF WRITING
The
Controlled-to-Free Approach
The
Free-Writing Approach
The
Paragraph-Pattern Approach
The
Grammar-Syntax-Organisation Approach
The
Communicative Approach.
The
Process Approach to Writing
The
Eclectic Approach
9.
IMPORTANCE OF WRITING IN TEFL
10. TOWARDS
A METHODOLOGY FOR THE TEACHING OF WRITING: FAMILIARIZATION, CONTROLLED WRITING,
GUIDED WRITING AND FREE WRITING
11. TEACHING
WRITING TO CHILDREN
Demands
of the Spanish Education Authorities
Supporting
the Young Learner
Teaching
Aids
The
Use of Individual, Pair and Group Techniques
Writing
Activities at Elementary Levels.
12. SOME
SUGGESTIONS ON MARKING WRITING
General
Considerations on the Correction of Written Text
Teacher
Correction /Peer Correction/Self Correction.
Checklists
and Lists of Symbols
8.
DEVELOPING LINGUISTIC COMPETENCE (Chapter 8 of TEFL in Primary Education)
Macarena Navarro and Eulalia Pablo (Faculty of Education, University of Seville)
1. INTRODUCTION
2. VOCABULARY
2.1. Types of words and vocabulary items
2.2. Active and passive vocabulary
2.3. Steps in teaching vocabulary
2.4. Resources for teaching meaning
2.5. When to teach new words
2.6. Memorizing words
2.7. Study techniques
2.8. Vocabulary activities
3. GRAMMAR
3.1.
Grammar and grammatical competence
3.2. Teaching Grammar
3.3. Resources
3.4. Grammar activities
4. PRONUNCIATION
4.1. Sounds
4.2. Model activities
4.3. Stress and rhythm
4.4. Activities
4.5. Intonation.
4.6. Intonation patterns
4.7. Activities
5. SPELLING
5.1.
Spelling
5.2. Types of activities
5.3. Activities
6. EVALUATION AND CLASSROOM RESEARCH
9.
DISCOURSE
COMPETENCE IN THE EFL CLASSROOM (Chapter 11 of TEFL in
Primary Education)
Cristina Pérez Valverde and Jesús Muros (Faculty of Education,
University of Granada)
1. INTRODUCTION
2. DISCOURSE COMPETENCE
2.1.
Definition of discourse competence
2.2.
Context
2.3.
Cohesion
2.4.
Coherence
2.5.
Bottom-up and top-down processing
2.6.
Sentence-based approaches and discourse-based approaches in language teaching
3. FICTIONAL TEXTS AND NARRATIVES FOR
CHILDREN
3.1.
Stories and the development of general competences (Common European Framework)
3.2.
Selecting texts for young learners
3.3. Storytelling
4. POETRY
4.1.
Limericks
4.2.
Nursery rhymes
4.3.
Working with nursery rhymes in the ELT classroom
5. SONGS
5.1. Working with songs in the ELT classroom
5.2. Working with the language in songs
5.3. Sociocultural aspects
5.4. Values, intercultural awareness and existential competence
5.6. Developing skills and procedures
10. USE OF MATERIALS, AUDIOVISUAL AIDS AND TICs (Chapter 12 of TFL in Primary
Education)
Fernando
Trujillo, Julio Torrecillas y Carlos Salvadores (Faculty of Education and Humanities of Ceuta,
University of Granada)
1. AN INTRODUCTION TO MATERIALS AND RESOURCES FOR
LANGUAGE TEACHING.
The blackboard.
Visual aids: realia, flashcards, wall
charts and posters.
The textbook.
Hand-made materials
2. AUDIO AND VISUAL RESOURCES
The OHP
The audio player
The video player and
the video camera
3. ICT FOR THE
TEACHING OF ENGLISH: DEFINITION
Building the physical setting: An ICT
classroom
The Internet
ICT for the teaching of languages
11.
EVALUATION (Chapter
13 of TEFL in Primary
Education)
Daniel Madrid (Faculty of Education, University of Granada)
Mª Luisa Pérez Cañado (Faculty of Humanities and Education, University of Jaén)
1.
INTRODUCTION
2.
EVALUATION AND ASSESSMENT
2.1.
Product-oriented approaches
2.2.
Process-oriented approaches
2.3.
Internal and external evaluation
2.4.
Evaluation as decision-making
3.
TYPES OF EVALUATION
3.1.
Formative, summative, initial and final evaluation
3.2.
Summative evaluation
3.3.
Process and product evaluation
3.4.
Quantitative and qualitative evaluation
4.
THE NATURE OF LANGUAGE PROFICIENCY
4.1.
The unitary approach to language proficiency
4.2.
Multidimensional concept of proficiency
5.
TESTS
6.
TYPES OF TESTS
6.1.
Aptitude tests
6.2.
Achievement and progress tests
6.3.
Diagnostic and placement tests
6.4.
Standardised tests
7.
TESTING REQUIREMENTS
7.1.
Reliability
7.2.
Validity
7.3.
Authenticity
7.4.
Interactive characteristics
7.5.
Social and educational impact
7.6.
Practicality
8.
TESTING THE STUDENT’S COMMUNICATIVE ABILITY
9.
CHARACTERISTICS OF TEST ITEMS
9.1.
Communicative items
9.2.
The task-based approach
10. DEMANDS
OF THE SPANISH EDUCATIONAL ADMINISTRATION
10.1.
Evaluation of concepts and principles
10.2.
Evaluation of procedures
10.3.
Evaluation of attitudes
11. EVALUATION
TECHNIQUES
11.1.
Some constraints
11.2.
Evaluating the language curriculum
11.3.
Evaluating the teacher’s performance
11.4.
Evaluating materials
11.5.
The student’s self-evaluation
11.6.
Evaluating attitudes and motivation
11.7.
Continuous assessment techniques
12. EVALUATION
THROUGH ACHIEVEMENT TESTS
12.1.
Evaluating oral communication
12.2.
Evaluating written communication
13. ANALYSING
THE SCORES
14. GRADING
THE STUDENTS
12.
THE
TEACHER AND CLASSROOM MANAGEMENT (Chapter 14
of TEFL in Primary
Education)
Mª Elvira Barrios Espinosa and Jorge García Mata (Faculty of Education, University of Malaga)
1.
INTRODUCTION
2.
CLASS MANAGEMENT: FOCUS ON INFORMATION
Classroom language
Non-verbal
communication in the classroom
Sequencing language
work in the classroom: Presentation, Practice and Production
Giving instructions
Giving feedback to
children
3.
LASS MANAGEMENT: FOCUS ON THE GROUP
Grouping children in
the EFL primary classroom
Dealing with learner
misbehaviour
4. CLASS
MANAGEMENT: FOCUS ON THE CONTEXT
The teacher's role in
promoting a positive learning environment
The physical setting