GISDepartment of Global and Interdisciplinary Studies

This course is designed for students interested in exploring the multifaceted landscape of teaching English to young learners (TEYL) within the context of primary English education. Specifically, it focuses on primary pupils to provide a historical and theoretical overview of their second language learning (SLL) within the Japanese context and on a global scale, particularly concerning primary English as a foreign language (EFL). It gives an insight into a range of SLL theories to feature primary pupils from psychological, educational, and linguistic perspectives. Integrating these perspectives ensures a holistic understanding of TEYL, fostering consistency in language education across primary and secondary levels. By examining theoretical frameworks, practical considerations, and global trends, students are expected to be familiar with valuable insights into effective TEYL practices. They will also be encouraged to develop their own perspectives on the teaching of English in primary schools in Japan and overseas.

Upon completion of this course, students should be able to do the following:
1. Understand the core issues of SLL theories of young learners.
2. Explain different perspectives on the core issues of L2 education in primary school.
3. Examine the connection between the core issues of young learners’ SLL and L2 pedagogy in primary school within the Japanese and overseas contexts.
4. Utilise the theoretical knowledge of L2 education for young learners to give an insight into cultivating L2 pedagogy in primary school from a micro-perspective.

Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.

英語 / English

For the completion of this course, students are required to complete daily tasks by choosing topics related to lectures every week. A presentation, final exam, and writing assignment are also required at the end of the course; students are required to choose one of the course topics, make a presentation, and submit a writing assignment on it. The final requirements and feedback will be submitted on the learning management systems (WebClass, etc.).

あり / Yes

なし / No

授業形態/methods of teaching：対面/face to face

※各回の授業形態は予定です。教員の指示に従ってください。

1[オンライン/online]：Introduction

Introduction

2[対面/face to face]：Rationales of English Teaching in Primary School(1)

Issues in the historical overview of primary EFL in Japan and overseas

3[対面/face to face]：Rationales of English Teaching in Primary School(2)

Issues in primary EFL from different perspectives (1)

4[対面/face to face]：Rationales of English Teaching in Primary School(3)

Issues in primary EFL from different perspectives (2)

5[対面/face to face]：SLL of Young Learners (1)

Issues in L2 pedagogical approaches (1)

6[対面/face to face]：SLL of Young Learners (2)

Issues in L2 pedagogical approaches (2)

7[対面/face to face]：Primary L2 Education (1)

Issues in teaching four skills (1)

8[対面/face to face]：Primary L2 Education (2)

Issues in teaching four skills (2)

9[対面/face to face]：Primary L2 Education (3)

Issues in teaching four skills (3)

10[対面/face to face]：Primary L2 Education (4)

Issues in assessing primary pupils

11[対面/face to face]：Presentation (1)

Preparation for presentation: checking contents, materials, procedure and performance

12[対面/face to face]：Presentation (2)

Discuss and review (1)

13[対面/face to face]：Presentation (3)

Discuss and review (2)

14[対面/face to face]：Consolidation of English Teaching in Primary School

Final exam and review

1. Every week before class, students are required to comprehend the assigned readings and be ready for group discussion on related topics in class.
2. Preparatory study and review time for this class are 2 hours each.

Annamaria Pinter. (2017). Teaching young language learners. Oxford University Press.

1. Cameron, L. (2001). Teaching languages to young learners. Cambridge University Press.
2. Bland, J & Lütge, C. (eds.). (2013). Children's literature in second language education. Bloomsbury USA Academic.
3. Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning (1st ed.). Cambridge University Press.
4. Curtain, H. & Dahlberg, A. C. (2009). Languages and children: Making the match, new languages for young learners, grades K-8 (4th ed.). Allyn & Bacon.
5. Ellis, G., Brewster, J., & Girard, D. (2002). The primary English teacher’s guide. (New). Penguin English Guides.
6. Garton, S. & Copland, F. (eds.). (2018). The Routledge handbook of teaching English to young learners. Routledge.
7. VanPatten, B., Smith, M., & Benati, A. (2020). Key questions in second language acquisition. Cambridge UP.
8.『創造的な学びを育む初等英語教育ー時代を超えて生き続ける理論と実践ー』（2022）津田塾大学言語文化研究所早期英語教育研究会（編）朝日出版社.
9. 文部科学省（2017）『小学校学習指導要領（平成 29 年告示）解説外国語活動・外国語編』 開隆堂.

Evaluation will be based on:
1. Class participation (10%)
2. Daily tasks (20%)
3. Presentation (20%)
4. Writing assignment (30%)
5. Final Exam (20%)

More frequent and detailed notifications regarding class activities and tasks will be given through utilising LMS and in-person information to:
1) avoid causing any difficulties in getting access to important information about the course
2) allow students to prepare for class discussions, final requirements, etc.

Use a laptop in class, get lecture materials, etc. in WebClass.

Recommended to complete at least one of the courses presented below:
1. TESOLⅡ
2. Comparative Education

Required to complete at least one of the courses presented below:
1. TESOLⅠ
2. Second Language Acquisition