Children's FL literacy development 2300-J-DWNJA-PT

Contemporary language teaching didactics aimed at children cannot remain indifferent to
ongoing changes. Despite the complexity of the issue requiring an understanding and
adaptation to the educational needs of children involving the development of the first
language, topics related to "literacy" are relatively little emphasized in the process of training
language teachers, especially teachers of children. Teaching literacy in a foreign language
cannot be separated from literacy in the mother tongue or unrelated to the development of
oral communication. Thus, the aim of the course is to theoretically and practically familiarize
with contemporary approaches to the development of writing, reading, comprehension and
working with text in foreign language didactics at early educational levels in diverse contexts
of foreign language education (EYL, CLIL).
The aim of the course is to introduce contemporary approaches to developing writing,
reading, reading comprehension and text production skills in foreign language didactics at
early educational levels in diverse foreign language education contexts such as EYL or CLIL.
The course includes content that deepens knowledge of what it is to develop writing and
reading skills in the native and foreign language, factors influencing children's acquisition of
these skills, a variety of approaches that support comprehension, interaction with text
(written and listening), methods and techniques for teaching writing and reading aimed at
communication, diversity and multimodality of texts used in teaching foreign languages to
children.
Developing the ability to write, read and, above all, understand and apply text is now seen as
one of the key competencies in the modern world. The life of a modern person in a digital
reality is daily linked to the need to communicate and receive a large amount of meaning in a
variety of forms. In English, such a skill is called with the term "literacy", which unfortunately
does not have a good equivalent in Polish. In modern English-language literature, there is a
shift away from linking these goals to literacy alone, emphasizing the complexity of the issue.
The term "literacy" consists of the ability to understand, interpret, analyze, interact with
different types of texts from different sources of information (Sensenbaugh 1990).
Researchers stress that the current approach, which is limited only to literacy and does not
include the impact of new technologies, diverse types of texts, critical thinking, analysis and
synthesis skills, is insufficient in the current world. The purpose of this course, therefore, is to
try to discuss the complexity of topics related to these issues.
Contemporary language teaching didactics aimed at children also cannot be indifferent to
the changes taking place. Despite the complexity of the issue requiring understanding and
adaptation to the educational needs of children involving the development of the first
language, topics related to "literacy" are relatively little emphasized in the process of training
language teachers, especially teachers of children. Teaching literacy in a foreign language
cannot be separated from literacy in the mother tongue or unrelated to the development of
oral communication. Thus, the aim of the course is to provide theoretical and practical
introduction to contemporary approaches to the development of writing, reading,
comprehension and working with text in foreign language didactics at early educational
levels in diverse contexts of foreign language education (EYL, CLIL).
This course includes the following content:

- The concept of literacy in early childhood education and foreign language didactics
- Factors affecting literacy acquisition in the native and foreign languages
- Approaches to teaching reading and receiving text in a foreign language in work with
children
- Approaches to teaching writing and producing texts in a foreign language when working
with children
- Factors influencing text selection in children's language teaching
- The use of text in integrated language and literacy teaching (CLIL)
- The use of a variety of strategies in teaching reading and writing in early childhood
education and language education
- Ways of assessing literacy in children's language teaching
In terms of knowledge, the student knows and understands:
- theories and concepts related to the process of teaching reading and writing in the native
and foreign language
- factors affecting the process of developing reading and writing skills in the native and
foreign language
- approaches and methods of teaching reading in the didactics of English in early education
- approaches and methods of teaching writing in the didactics of English in early education
- strategies for developing the skills of writing, reading, working with text in integrated
language and subject education
In terms of skills, the student can:
- plan activities that develop reading and text reception skills in English and early childhood
education lessons
- plan activities that develop text production skills in lessons of English language and early
childhood education
- make a selection of appropriate texts tailored to the needs of pre-school and early
childhood children appropriate to differentiated contexts
In terms of social competence, the student is ready to

- collaborate with other teachers and students to develop skills in teaching writing and
reading in integrated teaching and language education
- to develop their own skills on teaching writing and reading through individual exploration of
the literature on the subject

Course coordinators

Alina Krystek

Prerequisites (description)

(in Polish) Współczesna dydaktyka nauczania języków obcych skierowana na dzieci również nie może być obojętna wobec zachodzących zmian. Mimo złożoności zagadnienia wymagającego zrozumienia i dostosowania do potrzeb edukacyjnych dzieci obejmujących rozwój języka pierwszego, tematyka związana z „literacy” jest stosunkowo mało podkreślana jest w procesie kształcenia nauczycieli języków obcych, a zwłaszcza nauczycieli dzieci. Nauczanie czytania i pisania w języku obcym nie może być oderwane od umiejętności czytania i pisania w języku ojczystym lub niezwiązana z rozwojem komunikacji ustnej. Celem kursu jest więc teoretyczne i praktyczne zapoznanie ze współczesnymi podejściami dotyczącymi rozwijania umiejętności pisania, czytania, rozumienia i pracy z tekstem w dydaktyce języka obcego na wczesnych poziomach edukacyjnych w zróżnicowanych kontekstach edukacji języka obcego (EYL, CLIL).