University of Pardubice
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for academic year 2025/2026
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Course: Teaching English to Young Learners

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Course title Teaching English to Young Learners
Course code KAA/MAPRE
Organizational form of instruction Lecture + Seminar
Level of course Master
Year of study not specified
Semester Winter and summer
Number of ECTS credits 3
Language of instruction Czech, English
Status of course Compulsory-optional
Form of instruction Face-to-face
Work placements This is not an internship
Recommended optional programme components None
Course availability The course is available to visiting students
Lecturer(s)
  • Černá Monika, doc. PaedDr. Ph.D.
  • Spilková Vladimíra, prof. PhDr. CSc.
Course content
Selected chapters from developmental psychology Preprimary education - selected issues First language acquisition Second language acquisition Bilingual education in linguistically homogeneous environment Conditions for very early language learning Roles of those involved (teacher, child, parents, other care-takers, etc.) Teaching techniques and strategies Teaching aids Long-term and short-term planning (syllabus design; lesson plan)

Learning activities and teaching methods
Monologic (reading, lecture, briefing), Dialogic (discussion, interview, brainstorming), Work with text (with textbook, with book), Methods of individual activities, Monitoring, Projection, Skills training, Stimulating activities (simulation, games, drama)
  • Home preparation for classes - 40 hours per semester
  • Contact teaching - 24 hours per semester
  • Individual project - 16 hours per semester
  • Preparation for a credit (assessment) - 10 hours per semester
Learning outcomes
The aim of the course is to provide introduction to the area of very early language learning. Students will learn the characteristics of children between the age of two and eight and will gain the basics of preprimary education. Furthermore, they will gain insights into first language acquisition. The main focus will be on second language acquisition in linguistically homogeneous environment. They will learn to create favourable conditions for second language acquisition as well as didactic principles and other aspects of the process. Apart from internalising theoretical principles students will also learn to construct a syllabus and plan a lesson.
On the basis of theoretical background students will be able to apply relevant didactic principles in both long-term and short-term planning, i.e. in syllabus design and in lesson planning for teaching English to children up to the age of eight.
Prerequisites
unspecified

Assessment methods and criteria
Student performance assessment, Discussion, Student portfolio analysis, Presentation

1. active participation in classes (max. 2 missed classes) 2. interview based on the student´s materials: a) completed observation sheets (video-based observations) - all students b) annotations of two publications selected from the list of basic or recommended literature (one publication dealing with general issues of pre-primary and primary education and one publication focused specifically on teaching English to pre-primary and primary learners) and a presentation of one of the publications in a seminar (up to 8 minutes) - students without an opportunity to teach pre-primary or primary school learners c) a lesson plan for teaching English to pre-primary or primary learners including teaching aids, teaching the lesson and reflecting on the lesson in a written form - students who teach pre-primary or primary learners during their practicum
Recommended literature
  • Cameron, Lynne. Teaching Languages to Young Learners. Cambridge: Cambridge University Press, 2001.
  • ČERNÁ, M. Na návštěvě ve školce - angličtina s motýlky. (DVD). 2011.
  • Černá, Monika. Teacher?s Resource Book ? Methodology for Very Early Language Learning.. Praha: Art D ? grafický ateliér Černý, s. r. o., 2009.
  • Franclová, Marta. Zahájení školní docházky.. Praha: Grada, 2013.
  • Helus, Zdeněk. Dítě v osobnostním pojetí : obrat k dítěti jako výzva a úkol pro učitele i rodiče. Praha: Portál, 2004. ISBN 80-7178-888-0.
  • Hummel, Kirsten. M. Introducing Second Language Acquisition. Perspectives and Practices.. Chichester: John Wiley & Sons, Inc, 2014.
  • KOLLÁRIKOVÁ, Z.; PUPALA, B. Předškolní a primární pedagogika. Praha: Portál, 2001. ISBN 80-7178-585-7.
  • Koťátková, Soňa. Dítě a mateřská škola. Praha: Grada, 2014.
  • LIGHTBOWN, P. M.; SPADA, N. How Languages Are Learnt. Oxford: Oxford University Press, 2006. ISBN 978-0194422246.
  • LUST, B.; FOLEY, C. First Language Acquisition: The Essential Readings. . Wiley: Blackwell, 2004. ISBN 978-0631232551.
  • MAYO, M. P. G.; LECUMBERRI, M. L. G. Age and the Acquisition of English as a Foreign Language (SLA)). Multilingual Matters, 2003. ISBN 978-1853596384.
  • McKay, Penny. Assessing Young Language Learners. Cambridge: Cambridge University Press, 2006.
  • Mour?o, Sandie and Monica Lourenço. Early years second language education: international perspectives on theories and practice. Oxon: Routledge, 2015.
  • O´GRADY, W. How Children Learn Language. Cambridge: Cambridge University Press, 2005. ISBN 0-521-53192-6.
  • Opravilová, Eva. Předškolní pedagogika I. : smysl a proměny dětství. Liberec: Technická univerzita v Liberci, 2002. ISBN 80-7083-656-3.
  • Opravilová, Eva. Předškolní pedagogika II. : hra (cesta k poznání předškolního dítěte). Liberec: Technická univerzita v Liberci, 2004. ISBN 80-7083-786-1.
  • Říčan, Pavel. Cesta životem. Praha: Portál, 2004.
  • Spilková, Vladimíra. a kol. Proměny primárního vzdělávání v ČR.. Praha: Portál, 2006.
  • Syslová, Zora, Věra Krejčová a Jana Kargerová. Individualizace v mateřské škole.. Praha: Portál, 2015.
  • VYGOTSKIJ, L.S. Psychologie myšlení a řeči. Praha: Portál, 2004. ISBN 80-7178-943-7 .


Study plans that include the course
Faculty Study plan (Version) Category of Branch/Specialization Recommended year of study Recommended semester
University of Pardubice, date of update: 15.03.2026 23:50. Data created for academic year 2025/2026