ET5525 Teaching Young Learners

Academic year

2024 to 2025 Semester 2

Further information on which modules are specific to your programme.

Key module information

SCOTCAT credits

15

The Scottish Credit Accumulation and Transfer (SCOTCAT) system allows credits gained in Scotland to be transferred between institutions. The number of credits associated with a module gives an indication of the amount of learning effort required by the learner. European Credit Transfer System (ECTS) credits are half the value of SCOTCAT credits.

SCQF level

SCQF level 11

The Scottish Credit and Qualifications Framework (SCQF) provides an indication of the complexity of award qualifications and associated learning and operates on an ascending numeric scale from Levels 1-12 with SCQF Level 10 equating to a Scottish undergraduate Honours degree.

Availability restrictions

Only available to students on a PGT TESOL programme

Planned timetable

Lectures: 11-1pm, Mondays and Tuesdays, Weeks 1-5. Practical: To be confirmed, Weeks 1-5

This information is given as indicative. Timetable may change at short notice depending on room availability.

Module coordinator

Ms L Wilson

This information is given as indicative. Staff involved in a module may change at short notice depending on availability and circumstances.

Module Staff

Mrs Kerry Tavakoli, Lynn Wilson

This information is given as indicative. Staff involved in a module may change at short notice depending on availability and circumstances.

Module description

This module explores theories of child development and learning which are fundamental to the understanding of child second language acquisition. This is divided into three distinct groups, namely children aged 4-7, 8-11 and 12-18. This informs the language teacher of what the child can achieve in their first language, which has considerable bearing on what is appropriate in second language acquisition and teaching. The module divides the teaching of language into oral and written skills, productive and receptive skills, grammar and vocabulary acquisition, various teaching approaches and the use of stories in language teaching. Child psychology has to be taken into account in development of teaching materials, teaching styles and classroom management, and comparisons will often be made between different age groups. Assessment is in the form of a portfolio which can be collected throughout the course, and allows for students to focus on their preferred aspects of teaching young learners.

Assessment pattern

Coursework = 100%

Re-assessment

Coursework = 100%

Learning and teaching methods and delivery

Weekly contact

4 hours lectures (x 5 weeks), 1 hour seminar (x 5 weeks)

Scheduled learning hours

29

The number of compulsory student:staff contact hours over the period of the module.

Guided independent study hours

125

The number of hours that students are expected to invest in independent study over the period of the module.

Intended learning outcomes

  • explore the relationship between a child’s cognitive development and SLA theory
  • develop a learning-centred approach to teaching young learners
  • plan lessons, design materials and deliver appropriate lessons to young learners, in three age groups