Stan Pederson, Kanda University of International Studies. spjalt@yahoo.com
1 credit or 0 [zero] credit - No prerequisites - TESOL. Open to all groups
Can be combined with a practicum
Pass/Fail (Letter grade option)
| Dates | Time |
|---|---|
| September: Sat. 1st, 8th October: Sun. 28th November: Sat. 17th January: Sun. 6th; Sat. 19th |
Saturdays: 4:00pm - 8:00pm Sundays: 10:00am - 2:00pm |
One of the important characteristics about young learners is that they are less able to adapt education to their own needs, and do not have or cannot utilize learner strategies as adults can and do. The teacher must therefore prepare more fully to provide them with a rich learning environment and experience via activities and materials designed to help them develop the necessary basis for future learning development. This course will examine aspects of child development and learning theory thought applicable to children, and will form the basis for a principled approach to instructional design.
Assessment for the course will be based on:
Reading packet available from the TC Office.
Stan Pederson obtained a B.A. from the University of Saskatchewan (Canada) and an M.A. in TESOL from Teachers College, Columbia University. He has been designing curriculum and teaching at public Young learners schools in Tokyo since 1993. He has an extensive list of published materials including songs, games, storybooks and dramas spanning the full K6 range. These include a program for instructing the initial stages of literacy. He has been active in professional development as the president of the Tokyo chapter of the Japan Association of Language Teachers, and he has conducted numerous teaching seminars on materials development, curriculum development, instructional sequencing and methods. He currently instructs two courses for teachers of young learners through the graduate school at Kanda University of International Studies. His academic publications and presentations have treated classroom assessment and the development of curricula for second language teacher development. Research in progress includes the assessment of an extensive reading program and formative assessment in the Young Learners School EFL classroom, and he is currently in the process of applying for entrance into a doctoral program in Japan to further research these issues.