Universitat Internacional de Catalunya
Language Teaching and Literature 1
Other languages of instruction: English, Spanish
Teaching staff
Introduction
The aim of this subject is for students to develop the necessary skills and acquire basic knowledge to deal with language and literature in the primary education classroom.
Objectives
- To know the school curriculum for languages and literature.
- To be familiar with the learning process of the written language, and its teaching.
- To manage language learning issues in multilingual and multicultural contexts.
- To communicate clearly and correctly in the language of instruction (Catalan and Spanish), orally and in writing, in accordance with level C1 in the Common European Framework of Reference for languages (CEFR).
- To have the knowledge and teaching skills required to create a safe learning environment for both classes and groups, but also for individual students, in order that children can become responsible, independent adults.
- To have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
- To analyse, reflect on and develop points of view about the profession and teaching skills, to know how to make these clear and how to bring them up to date.
Competences/Learning outcomes of the degree programme
- CEM-46 - To know the school curriculum for languages and literature.
- CEM-47 - To speak, read and write correctly and appropriately in the official languages of the corresponding Autonomous Region (in our case, Catalan and Spanish).
- CEM-48 - To be familiar with the learning process of the written language, and its teaching.
- CEM-49 - To foment reading and the critical commentary of texts and to encourage writing.
- CEM-50 - To be aware of the difficulties in learning the official languages for speakers of other languages have.
- CEM-51 - To manage language learning issues in multilingual and multicultural contexts.
- CET-2 - Pedagogical responsibility: to have the knowledge and teaching skills required to create a safe learning environment for both classes and groups, but also for individual students, in order that children can become responsible, independent adults.
- CET-3 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
- CET-7 - To promote responsibility in terms of professional development: to analyse, reflect on and develop points of view about the profession and teaching skills, to know how to make these clear and how to bring them up to date.
- CG-02 - To communicate clearly and correctly in the language of instruction (Catalan and Spanish), orally and in writing, in accordance with level C1 in the Common European Framework of Reference for languages (CEFR).
- CG-04 - To promote and facilitate attention to the unique educational needs of students, gender equality, fairness and respect for human rights, in the contexts of learning and social harmony, both in the school and in relation to the surroundings.
- CG-09 - To be familiar with the elements that make up creativity, the different levels of proficiency and how to develop this skill as much as possible.
- CG-11 - To be familiar with the elements that make up the quality-based approach, the different levels of proficiency and how to develop this skill as much as possible.
Syllabus
12. Introduction to Language and Literatura Teaching
14. Language and school
22. Learning in multilingual contexts
Teaching and learning activities
In person
Methodologies and learning activities consist of lectures, cooperative learning, independent / team work, and individual attention to students.
| COMPETENCES | METHODOLOGY | TRAINING ACTIVITY |
|---|---|---|
| CEM-45 CEM-49 | Problem-based learning Cooperative learning Project-based learning Learning contract Case studies Presentation methods / lecture Problem-solving exercises | Practical classes Theory classes Individual / independent study and work Group study and work Seminar-workshops |
| CET-3 | Problem-based learning Cooperative learning Project-based learning Case studies Problem-solving exercises | Practical classes Individual / independent study and work Seminar-workshops |
| CG-02 CG-04 CG-09 CG-11 | Problem-based learning Cooperative learning Project-based learning Learning contract Case studies Presentation methods / lecture Problem-solving exercises | Practical classes Theory classes Individual / independent study and work Group study and work Seminar-workshops |
Evaluation systems and criteria
In person
The evaluation of this subject is continuous and face-to-face. A minimum of 80% of the classes must be attended. The evaluation consists of several tasks:
Topic 1. Introduction to the teaching of language and literature
Group presentation (15%)
Recommended reading (15%)
Topic 2. Curriculum. / Topic 3. Language learning in multilingual contexts
Individual work (20%)
Final exam: 50%
Assignments must be submitted in Catalan.
Language errors deduct points. 0.1 points are deducted for a fault committed if the work is written by hand and 0.5 when the work has been done on a computer. Repeated mistakes count individually. The maximum discount is 2 points.
Bibliography and resources
Arnau, J. (1992). Educación bilingüe: modelos y principios psicopedagógicos. In Arnau, J., Comet, C., Serra, J.M., Vila, E. La educación bilingüe. ICE / Horsori.
Cassany, D., Luna, M. & Sanz, G. (2005). Ensenyar llengua. Graó
Figueras, N. (2011). “Avaluar per aprendre, avaluar per motivar”. La mirada experta. Ensenyar i aprendre llengües, p. 27-43.
Fontich, X. & Fabregat, S. (2021). Escuela e interacción social: Hablar para pensar, para aprender, para ser. In Pesántez-Avilés, F., Álvarez-Rodas, L., Torres-Toukoumidis, Á. (ed.), Covida-20: una coalición educativa para enfrentar la pandemia. Pearson, p. 54-65.
Generalitat de Catalunya (2022). Decret 175/2022 d'ordenació dels ensenyaments de l'educació bàsica.
Mendoza Fillola, A. & Cantero Serena, F. J. (2003). Didáctica de la Lengua y la Literatura: aspectos epistemológicos. In Mendoza Fillola, A. (coord.), Didáctica de la Lengua y la Literatura para Primaria. Pearson Educación, p. 3-31.
Palou, J. (2011). Educar per al plurilingüisme. La mirada experta. Ensenyar i aprendre llengües. p. 14-26.
Serra, J.M. (2002). "Escola, llengua i immigració a Catalunya". In Moreno, J.C. et al. Llengua i immigració: diversitat lingüística i aprenentatge de llengües, Generalitat de Catalunya, p. 79-97.
Sugrañes, C. (2018). Repensar la immersió lingüística a Catalunya des d'una perspectiva plurilingüe. Articles, 78, p. 31-36