English Language as a source of classroom interaction and teacher development 2300-J-DWNJA-JI
The course is designed to prepare the early childhood teacher for various forms of
interaction in English. Students expand their skills as teachers by interacting with peer,
professional, student and international environments. During the course, they deepen their
language skills regarding relationships in the classroom, the workplace and in the
international professional field by building their linguistic awareness, practicing language and
deepening their awareness of the essence of interpersonal relationships in the teaching
profession.
The course aims to develop a high degree of linguistic correctness in interactions with
others.
Course coordinators
Learning outcomes
In terms of knowledge, the student knows and understands:
The necessity of adapting the register to the audience and the essence of mastering free
communication in English.
In terms of skills, the student is able to:
❖ adapt their register to the level of understanding of the student or another recipient
❖ apply appropriate language forms when communicating with
- students
- parents
- colleagues including a school psychologist/pedagogical counsellor
- international environment
- professional environment
- an external institution (e.g., NGO)
❖ participate in courses, webinars, trainings in English
In terms of social competence, the student is ready to:
❖ participate in interactions in English,
❖ reflect on their work and their professional development in English
Assessment criteria
To pass the course, the student must:
❖ actively participate in the course work,
❖ pass all oral and written assignments done in class,
❖ actively participate in the international interaction project,
❖ participate in a webinar, course, training in English, summarize it and indicate the
applicability of the discussed content during professional work.
The student may be absent twice during the semester.
Bibliography
Hattie, J.A.C. & Yates, G.C.R. (2014). Using feedback to promote learning. In V.A. Benassi,
C.E. Overson, C.M Hakala (red.), Applying science of learning in education: Infusing
psychological science into the curriculum (pp. 45–58).
Scrivener, J. (2020). Classroom Management Techniques. Cambridge University Press.
Dornyei, Z. (2019). Towards a better understanding of the L2 Learning Experience, the
Cinderella of the L2 Motivational Self System. Studies in Second Language Learning and
Teaching, 9(1), 19–30.