Course syllabus
(7761) DIDÁCTICA DEL INGLÉS EN LA EDUCACIÓN PRIMARIA

Academic term 2026/2027

Spanish course syllabus

  1. Identification

    1. About the course

      Academic Term
      2026/2027
      Degree
      GRADO EN EDUCACIÓN PRIMARIA
      Course
      DIDÁCTICA DEL INGLÉS EN LA EDUCACIÓN PRIMARIA
      Code
      7761
      Year
      CUARTO
      Course type
      OPTATIVA
      Number of groups
      1
      ECTS
      6.0
      Estimation of workload
      150.0
      Timeline
      1º Cuatrimestre
      Languages
      English
      Academic Term 2026/2027
      Degree

      GRADO EN EDUCACIÓN PRIMARIA

      Course DIDÁCTICA DEL INGLÉS EN LA EDUCACIÓN PRIMARIA
      Code 7761
      Year CUARTO
      Course type OPTATIVA
      Number of groups 1
      ECTS 6.0
      Estimation of workload 150.0
      Timeline 1º Cuatrimestre
      Languages English
    2. Teaching staff

      • COYLE BLACK, YVETTE Professor: LENGUA EXTRANJERA INGLÉS Group coordination: LENGUA EXTRANJERA INGLÉS Course coordinator

        Category

        CATEDRATICOS DE UNIVERSIDAD

        Area

        DIDÁCTICA DE LA LENGUA B (INGLÉS)

        Department

        DIDÁCTICA DE LA LENGUA Y LA LITERATURA (ESPAÑOL, INGLÉS Y FRANCÉS)

        Email / Personal web page / Online tutoring sessions

        ycoyle@um.es Online tutoring sessions: No

        Phone number and office hours

  2. Presentation

    Teaching English in Primary Education is a core module in the EFL strand in the Primary Education Degree. The aim of this module is to develop students' knowledge and ability to design and apply activities and strategies for the teaching of English with primary school children. To do so, trainees will learn how to analyze, critically assess, and create resources such as stories, songs, games and other types of tasks for the teaching and learning of oral and written language comprehension and production. They will also reflect on the theoretical and practical content of the module, as well as on classroom practice in order to innovate and improve the teaching of young learners.

  3. Conditions of access to the course

    1. Incompatibilities

      There are no records

    2. Requirements

      There are no records

    3. Recommendations

      Students who wish to enroll on this module should have an excellent level of spoken and written English since instruction is exclusively in English. They will also be expected to read documents in English and to write academic texts, as well as giving oral presentations in class. It is also necessary to enroll at the same time on the module Designing Teaching Units for the Primary Classroom since the content and tasks of both modules are intimately related and prepare trainees for their school practice in the second semester.

  4. Contents

    1. Theoretical contents

      Block 1: Teaching English to Young Learners

      Theme 1: Learning Contexts and the Age Factor

      Theme 2: Theories of first and second language acquisition

      Block 2: Storytelling in the EFL Classroom

      Theme 1: Selection, analysis and adaptation of picturebooks

      Theme 2: The role of picturebooks in the teaching/learning activity sequence

      Block 3: Developing children's listening and speaking skills

      Theme 1: Techniques for developing listening

      Theme 2: Scaffolding children's oral production: Typology of activities

      Theme 3: Teaching grammar to children

      Block 4: Using games and songs in the primary EFL classroom

      Theme 1: Using songs in language teaching

      Theme 2: Language practice and communication games

      Block 5: Developing children's literacy skills

      Theme 1: Approaches to teaching reading

      Theme 2: Cooperative learning techniques for the English classroom

      Theme 3: Approaches to teaching writing and written corrective feedback

      Theme 4: Genres and the Teaching-Learning Cycle

    2. Practical contents

      • Practical activity 1: Young children learning languages

        Analysis of learning theories and the role of age in foreign language learning. Implications for the classroom

        Related to:
        • Block 1: Teaching English to Young Learners
        • Theme 1: Learning Contexts and the Age Factor
        • Theme 2: Theories of first and second language acquisition
      • Practical activity 2: Planning and teaching lessons with picturebooks

        Planning and implementing a storytelling session. Observation and critical reflection on teaching performance

        Related to:
        • Block 2: Storytelling in the EFL Classroom
        • Theme 1: Selection, analysis and adaptation of picturebooks
        • Theme 2: The role of picturebooks in the teaching/learning activity sequence
      • Practical activity 3: Listening and Speaking activities

        Analysis and design of tasks to scaffold oral comprehension and production.

        Related to:
        • Block 3: Developing children's listening and speaking skills
        • Theme 1: Techniques for developing listening
        • Theme 2: Scaffolding children's oral production: Typology of activities
        • Theme 3: Teaching grammar to children
      • Practical activity 4: Songs in language teaching

        Planning and implementing a song-based session. Observation and critical reflection on task performance

        Related to:
        • Block 3: Developing children's listening and speaking skills
        • Theme 2: Scaffolding children's oral production: Typology of activities
        • Block 4: Using games and songs in the primary EFL classroom
        • Theme 1: Using songs in language teaching
      • Practical activity 5: Games in language teaching

        Planning and implementing interactive games. Observation and critical reflection on task performance

        Related to:
        • Block 3: Developing children's listening and speaking skills
        • Theme 2: Scaffolding children's oral production: Typology of activities
        • Block 4: Using games and songs in the primary EFL classroom
        • Theme 2: Language practice and communication games
      • Practical activity 6: Teaching reading and writing

        Planning a literacy session using the Teaching-Learning Cycle

        Related to:
        • Block 5: Developing children's literacy skills
        • Theme 2: Cooperative learning techniques for the English classroom
        • Theme 3: Approaches to teaching writing and written corrective feedback
        • Theme 4: Genres and the Teaching-Learning Cycle
      • Practical activity 7: Final Assignment: Teaching Unit

        Design of a task-based teaching unit

        Related to:
        • Block 1: Teaching English to Young Learners
        • Block 2: Storytelling in the EFL Classroom
        • Block 3: Developing children's listening and speaking skills
        • Block 4: Using games and songs in the primary EFL classroom
        • Block 5: Developing children's literacy skills

  5. Training activities

    Training Activity Methodology Hours In-person
    AF1: Exposición teórica 42.0 100.0
    AF2: Tutoría académica 3.0 100.0
    AF4: Actividades prácticas en aula especial 15.0 100.0
    AF5: Trabajo autónomo del alumno 90.0 0.0
    Total 150.00

  6. Course schedule

    https://www.um.es/web/estudios/grados/educacion-primaria/2026-27#horarios

  7. Assessment systems

    Identifier Name of the assessment tool Assessment criteria Weighting
    SE1 Pruebas escritas (exámenes): pruebas objetivas, de desarrollo, de respuesta corta, de ejecución de tareas, de escala de actitudes realizadas por los alumnos para mostrar los conocimientos teóricos y prácticos adquiridos.

    Critical discussion and reflection on ideas (not merely a descriptive account)

    Ability to connect theory and practice

    Correct use of the L2

    SE1 can be retaken: See Observations

    25.0
    SE2 Pruebas orales (exámenes): entrevistas de evaluación, preguntas individualizadas planteadas para valorar los resultados de aprendizaje previstos en la materia

    Degree of preparation and participation in the oral presentation

    Communicative oral competence in the foreign language (fluency)

    Correct use of the foreign language (grammar and pronunciation)

    Communication skills (use of voice, gestures, body language, empathy, improvisation ability)

    Appropriate use of linguistic, visual, paralinguistic, and digital resources

    Ability for reflection and self-criticism

    SE2 can be retaken: See Observations

    30.0
    SE3 Informes escritos, trabajos y proyectos: trabajos escritos, portafolios con independencia de que se realicen individual o grupalmente

    Quality, originality, and creativity in the design of teaching activities

    Correct formulation and coherence of the functional, linguistic, and lexical content, and evaluation criteria included in the teaching unit

    Appropriate, coherent, and varied sequencing of classroom activities and the linguistic skills needed to complete the final task

    Correct use of the Activity System (Verdú & Coyle, 2002)

    Suitability of the final task designed in the teaching unit following a task-based approach

    Quality and appropriateness of multimodal resources

    Correct use of the foreign language in linguistic input, classroom interaction samples, and the written work

    Degree of autonomy in carrying out the work

    SE3 can be retaken: see Observations

    40.0
    SE6 Evaluación continua basada en evidencias de participación y progreso

    Knowledge of the documents for each module

    Timely completion and submission of assignments

    Participation and quality of contributions made in class

    Interest and motivation to learn

    SE6 can be made up for: see Observations

    5.0

  8. Exam dates

    https://www.um.es/web/estudios/grados/educacion-primaria/2026-27#examenes

  9. Learning outcomes

    • RA02 (): Comprender y expresarse en un idioma extranjero en el ámbito disciplinar de la Educación Primaria.
    • RA03 (): Ser capaz de gestionar la información y el conocimiento en el ámbito disciplinar de la Educación Primaria, incluyendo saber utilizar como usuario las herramientas básicas en TIC.
    • RA06 (): Capacidad para trabajar en equipo y para relacionarse con otras personas del mismo o distinto ámbito profesional.
    • RA07 (): Desarrollar habilidades de iniciación a la investigación educativa en el ámbito disciplinar de la Educación Primaria.
    • RA15 (): Conocer las áreas curriculares de la Educación Primaria, la relación interdisciplinar entre ellas, los criterios de evaluación y el cuerpo de conocimientos didácticos en torno a los procedimientos de enseñanza y aprendizaje respectivos.
    • RA16 (): Diseñar, planificar y evaluar procesos de enseñanza y aprendizaje, tanto individualmente como en colaboración con otros docentes y profesionales del centro.
    • RA17 (): Abordar con eficacia situaciones de aprendizaje de lenguas en contextos multiculturales y plurilingües. Fomentar la lectura y el comentario crítico de textos de los diversos dominios científicos y culturales contenidos en el currículo escolar
    • RA18 (): Diseñar y regular espacios de aprendizaje en contextos de diversidad y que atiendan a la igualdad de género, a la equidad y al respeto de los derechos humanos que conformen los valores de la formación ciudadana.
    • RA22 (): Mantener una relación crítica y autónoma respecto de los saberes, los valores y las instituciones sociales públicas y privadas.
    • RA24 (): Conocer y aplicar en las aulas las tecnologías de la información y la comunicación. Discernir selectivamente la información audiovisual que contribuya a los aprendizajes, a la formación cívica y a la riqueza cultural.
    • RA41 (): Diseñar, planificar y evaluar la actividad docente y el aprendizaje en el aula.
    • RA42 (): Conocer y aplicar experiencias innovadoras en Educación Primaria.
    • RA74 (): Afrontar situaciones de aprendizaje de lenguas en contextos multilingües.
    • RA75 (): Expresarse, oralmente y por escrito en una lengua extranjera.
    • RA88 (): Participar en la actividad docente y aprender a saber hacer, actuando y reflexionando sobre la práctica.
    • RA90 (): Regular los procesos de interacción y comunicación en grupos de estudiantes 6-12 años.

  10. Bibliography

    Group: LENGUA EXTRANJERA INGLÉS

    Basic bibliography

    There are no records

    Further reading

  11. Remarks

    SPECIAL EDUCATIONAL NEEDS

    Those students with disabilities or special educational needs may contact the Service of Attention to Diversity and Volunteering (ADYV - https://www.um.es/adyv) to receive guidance on better use of their training process and, where appropriate, the adoption of measures of equalization and improvement for inclusion, under the Rectoral Resolution R-358/2016. The treatment of information about this student body, in compliance with the LOPD, is strictly confidential.

    ASSESSMENT

    In the assessment process, Article 135.1(v) of the Statutes of the University of Murcia, Article 8.6 of the Student Assessment Regulations (REVA), and Instruction SG 18/2026 issued by the Secretary General of the University of Murcia, which interprets these provisions, shall apply. The instruction is available at the following link: https://sede.um.es/sede/documento/normativa/instruccion-del-secretario-general-sg-18-2026-sobre-la-interpretacion-y-aplicacion-del-art-135-1-v-estatutos-umu/24199.pdf

    Students are also reminded that Article 22.1 of the Student Assessment Regulations (REVA) provides that "any student who engages in fraudulent conduct, including the improper misrepresentation of identity or authorship, or who is in possession of means or instruments that facilitate such conduct, shall receive a grade of zero in the assessment process and may, where appropriate, be subject to disciplinary sanctions following the initiation of disciplinary proceedings."

    REMARKS FROM THE TEACHING STAFF

    Observations regarding the Assessment Systems (SE):

    During the teaching period in which this course is delivered (First exam call), students are not entitled to resit the continuous assessment components made up of Assessment Systems SE1, SE2, SE3 and SE6, except in the cases provided for under Article 8.6 of the REVA regulations. In such cases, the assessment will consist of:

    • A final written theoretical-practical exam (50%)
    • An individual oral presentation of a lesson for a primary school English classroom (10%)
    • Submission of an individual teaching unit on a topic previously agreed upon with the teacher (40%)

    The continuous assessment grade will be retained for subsequent exam calls until the course is taught again, unless the student requests to resit the assessment.

    In exam calls following the one in which the course is taught, students may request to resit any of the assessment systems (SE1, SE2, SE3 and SE6) that they have not passed. Students wishing to resit their assessment or make up for missed classes must notify the teacher by sending an email to ycoyle@um.es within five days of the publication of the official exam notice on the Virtual Classroom (AV).

    Assessment System SE1 can be retaken by means of a written theoretical-practical exam. The exam will take place on the date indicated in the Exam Call published on the Virtual Classroom (AV).

    Assessment System SE2 can be be retaken with an individual oral presentation determined by the lecturer. The assessment will take place on the date indicated in the Exam Call published on the Virtual Classroom (AV).

    Assessment System SE3 can be retaken by submitting an individual or group Teaching Unit through the "Tareas" tool within the deadlines specified in the Exam call published on the Virtual Classroom (AV).

    Assessment System SE6 can de made up for with a theoretical-practical exam and /or assigmment to de decided by the teacher. The assessment will take place on the date indicated in the Exam Call published on the Virtual Classroom (AV).

    Clarifications Regarding the Continuous Assessment System:

    The final grade for the module will be calculated on the basis of the individual and group marks obtained in each of the assessment components, after applying the corresponding weightings. To pass the subject, students must achieve a final grade equal to or greater than 5 in both the Teaching Unit (SE3) and the individual Oral Exam in English (SE2). Students must pass BOTH components to pass the course. Until the student achieves a pass in these components, the weightings assigned to other parts of the subject will not be applied. The Teaching Unit will be graded during the official exam periods in line with the official exam calendar. At the teacher’s request, students may be summoned to defend their Teaching Unit in an oral interview and/or a written exam. The interview and exam will be graded individually. All oral tests and presentations, whether in class or during official examination sessions, will be video recorded for grading purposes.

    Given the theoretical-practical nature of the course, attendance and active participation in class are considered essential. The continuous assessment system will only apply to students who have attended at least 80% of the classes.

    This course is directly linked to Sustainable Development Goal 4: Quality Education.

    The spelling and orthographic criteria approved by the Faculty Board shall apply:https://www.um.es/documents/d/educacion/criterios-ortograficos-facultad-de-educacion