By the end of this course the students will be able to …

• discuss the differences between learning and acquisition and its implications for language teaching
• discuss the importance of input and exposure in language learning
• refute the misassumptions of child language learning referring to research findings in the field
• discuss the educational innovations on EFL teaching to young learners in the local and national context

• distinguish among young learners and teenagers and adults in terms of their attitude towards learning and language learning, their language needs and language learning aims, and language development
• distinguish among different young learner age groups in terms of their cognitive, affective psychomotor and moral development

• comprehend basic theories of child learning, child language learning and different learning styles and strategies
• compare and contrast different theories of child learning, child language learning and learning styles
• discuss the theories of child learning, child language learning in terms of foreign language learning of young learners

• discuss a variety of activities to teach and practice language elements (grammar, vocabulary, pronunciation) and language skills (listening, speaking, reading, writing)
• analyze syllabus types designed for primary school learning and discuss their relevance to the EFL curriculum & the learners
• recognise that there are several options in dealing with mistakes and assessment of learning in young learner classes

• design motivating activities to promote effective learning in young learners
• integrate a variety of instructional techniques such as games, songs, stories, visuals etc. to support young learners’ language learning in class
• develop the confidence to become creative, flexible and adaptable in all classroom conditions and situations. 

• list a number of classroom management options to manage students, time and the physical environment
• discuss appropriate classroom configurations, student interaction patterns, optimal uses of time, mistake management, and assessment of learning