ng A.Y.
2020-2021
CATION COURSE GUIDE USING OBTL
EED201- Teaching of English in Elementary
Module 1 : 6 hrs. Introduction to Language Literacy
Course Instructor Dr. Cynthia S. Dy
FM Messenger Cynthia Sugon Dy
Contact Details Email Ad [Link]@[Link]
Phone No./s 09997619012
Consultation Hours MWF TTH 10:30-12:00pm
Introduction
This module is an introductory section of the Teaching of English in the Elementary. It covers
theoretical perspectives and related problems related to language acquisition.
Part I: TARGETED COURSE OUTCOMES AND LEARNING OBJECTIVES
Course Outcomes
Demonstrated understanding of the theoretical perspectives and problems of language
acquisition
Learning Objectives
At the end of Module 1, the students must have:
1. Defined each perspectives of literacy acquisition
2. Differentiated the different theoretical perspectives of literacy acquisition
3. Critiqued readings in the light of the different theoretical perspectives of language
development
Part II: ASSESSMENT/S
Learning Evidence: Critique paper
Rubric/Evaluation Tool
To be identified
Part III: TEACHING-LEARNING ACTIVITIES (TLA)
Engage: Think Tanks. Answer the given question.
How does the child learn the language?
Children acquire language through interaction - not only with their parents and other adults, but
also with other children. All normal children who grow up in normal households, surrounded by
conversation, will acquire the language that is being used around them.
Explore: Thinking About It
If you are an Elementary English teacher, what do you think are the factors that will make you
understand your learner? As an english teacher here are the factors that can make understand my
learner. First Knowing my students
Increase my understanding of who my students are, their backgrounds and educational
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experiences. If my students have been in other schools for several years and/or were
educated in their country of origin, are literate or not in their native language, this may
provide me with a better understanding of their educational needs and ways to support
[Link] Student need to SWRL every day in every class, the domains of language
acquisition, Speaking, Writing, Reading and Listening need to be equally exercised across
content areas daily. Assuring that students are using all domains of language acquisition
to support their English language development is essential. And last using authentic visuals
and manipulatives, these can be over- or under-utilized. Implement the use of authentic
resources for example; menus, bus schedules, post-cards, photographs and video clips can
enhance student comprehension of complex content concepts.
Explain: Think and Learn. Read the given notes and support it with the s
uggested links in your Course Study Guide.
Language and literacy development are major domains of early childhood
development. They involve development of the skills used to communicate with others
through languages (language development), as well as the ability to read and write
(literacy development). An example of language and literacy development in childhood
learning is to speak the native language of one's parents and read basic words in that
language. This type of development begins from birth, even though babies are not yet
able to speak using language. The following article covers the key areas of knowledge
one should have in regard to early childhood language and literacy development,
including key concepts, ways that adult caregivers can support the language and literacy
development of babies and young children, and common communication disorders
Literacy and English
Being literate means having the skills to be able to read, write and speak to
understand and create meaning. While becoming literate is a central aim of English in
secondary schools, the subject English and literacy are not the same.
There are long standing debates about the differences between English as a
subject and literacy (Green, 2018). In simple terms, and broadly understood, the subject
English:
-is interested in meaning making through a study of language and texts (Gannon et al.,
2009)
-is intended to support students’ personal growth (Reid, 2016; McLean Davies et al.,
2018)
-expands students’ understanding of cultures (Atherton, 2005)
-empowers students to meaningfully contribute to societies (Macken-Horarik, 2014).
Through English and the study and production of texts, students learn to read and
write about themselves, their communities and the world (Green & Cormack, 2008).
Accordingly, over time, the texts we have included in the subject English have expanded
from literary texts to include multimodal, media and everyday texts (Beavis, 2013).
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Literacy on the other hand, refers to the development of literate practices that allow
students to understand how meaning is made through language and texts, in all subject
areas.
Literacy is the means through which the English classroom operates. For students to ‘do’
English, they must develop literate practices integral to learning English as a subject in
the 21st century.
The End Goals of English Language Teaching
[Link] Competence
- the student’s ability to understand and use language appropriately and correctly to
communicate in authentic situations
2. Multiliteracies
-implies that text is not the only way to communicate. It is combined with sounds and
images
-incorporated into movies, billboards, almost any site on the internet and television. All
these ways of communication require the ability to understand a multimedia world.
The framework are theories of language teaching, theories of language learning
and acquisition and theories of language.
Assessment feedback are essential elements of language teaching
The five main processes that form part of the core of English Language Teaching
1. Construction
2. Spiral Progression
3. Integration
4. Interaction
5. Contextualization
(This notes are captured from the Lecture of Dr. Nellie Deutch)
Elaborate: Let’s Brainstorm.
Identify learning theories you have learn in your Professional Education
courses that you can greatly use in the understanding of a learner’s language acquisition.
Give only three.
Factors to Language Acquisition Theories Specific Classroom
Situation
Teaching Cognitive (Piaget) Language is just one aspect
of a child's overall
intellectual
[Link] who
pick up on the language
early show an increased
level of cognitive
development. When they
were teached they tend to
develop early use of proper
sentence structure and
strong vocabulary.
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Prior Knowledge Innateness (Chomsky) A child’s brain contains
special language learning
mechanisms at [Link] a
child has studied and
acquired a language their
skill at learning another will
increased.
Environment Interaction (Bruner) It's important that developing
children be immersed in a
language rich environment.
Children who are spoken to
and read to are more likely to
want to speak and learn to
read. Social environment can
be a hinderance to language
development when there is a
lack of example on which
children can base their
understanding of language and
all that it entails.
Evaluate: Think and Create.
Look for an article from a journal that best supports the idea on the problem of
language acquisition among elementary children. Be guided with the given
outline.
CRITIQUE PAPER
Page 1 Name: __________________________________ Date
A. Title of the Article: ________________________
B. Author of the Article ________________________
C. Source of the Article ________________________
D. 3 Sentence Summary of the Article
E. Agreement and Disagreement of the contents
Page 2 -Copy of the Article
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