Universitat Internacional de Catalunya
Language Teaching and Literature 3
Other languages of instruction: Spanish
Teaching staff
Contact your lecturer via email.
Introduction
This subject encourages students to be aware of children's and young people's literature at school, and it offers teaching strategies to bring students closer to the correct selection of texts.
The two morning groups will be taught through blended learning. The evening group (double degree) will be online.
DURING THE COURSE 20-21 AND DUE TO THE CONDITIONS IMPOSED BY THE HEALTH SITUATION RELATED TO COVID 19, THIS SUBJECT WILL BE TAUGHT IN TWO DIFFERENT MODALITIES FOR THE MORNING AND AFTERNOON SHIFTS.
IN THE MORNING SHIFT THE MODE WILL BE SEMI-PRESENT AND IN THE AFTERNOON SHIFT IT WILL BE TOTALLY ONLINE. IN BOTH CASES, THE PROPOSED ACTIVITIES WILL BE THE SAME.
TO TAKE INTO ACCOUNT THAT, BECAUSE OF THE IMPOSSIBILITY OF SHOWING TWO MODALITIES IN THE SAME TEACHING GUIDE, THE TRAINING ACTIVITIES AND THE EVALUATION ACTIVITIES THAT WILL BE CARRIED OUT AT NIGHT WILL ALL BE IN ONLINE FORMAT.
Objectives
- To be aware of the importance of language in society and it's treatment in schools.
- To know how to establish specific work plans in multilingual contexts, using an entrepreneurial spirit.
- To make known relevant children's and young adult works of different literary genres and trends.
- To carry out interpretative readings of literary texts and provide necessary strategies.
- To promote students' critical and aesthetic ability.
- To learn to value the purpose of children's literature in the school, in children from six to twelve years of age.
- To reach analitical and assessment standards of media for children's and young adult literature.
- To use tools and resources to promote children's literature and reading encouragement.
Competences/Learning outcomes of the degree programme
- CEM-45 - To acquire literary knowledge and be familiar with childrens literature.
- CEM-49 - To foment reading and the critical commentary of texts and to encourage writing.
- CEM-53 - To develop and evaluate curriculum content through appropriate teaching resources, and to promote the corresponding basic skills in pupils.
- CET-1 - Interpersonal responsibility: to be aware of professional performance and influence on students. To have the skills and knowledge to manage group processes and communication for good collaboration with and between students.
- 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-5 - Collaboration with colleagues in the profession: to have the knowledge and skills required to make a professional contribution to the teaching environment in the school, in professional relationships, and to achieve a good school organization.
- 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-03 - To be able to communicate in English at level B1, according to 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-10 - To be familiar with the elements that make up entrepreneurial spirit, 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.
Learning outcomes of the subject
3. Understands the importance of language in society and it's treatment in the school.
6. Programmes the area of language and literature on the basis of the competencies established in the primary level curriculum, oriented towards quality. (*PLC)
10. Establishes specific work plans designed for multilingual contexts with an entrepreneurial spirit.
11. Understands the importance of literature and sets it in the context of study.
12. Knows and understands what literary competence entails and it's role in the primary level curriculum.
13. Uses methodological techniques to promote literary strategies, and does so with an entrepreneurial spirit.
14. Is acquainted with the different literary options adequate for the different primary cycles.
15. Controls the different literary genres which can be worked at primary level.
Syllabus
13. Epistemological framework of Language and Literature Didactics: psychological, sociological y pedagogical foundations.
14. Language and school.
22. Language learning situations in multilingual contexts: plans, resources and strategies.
24. The literary competence in primary level education.
25. Methodological strategies to promote literary competence.
26. Children's and young adult literature in primary level education.
27. The literary genres in children's and young adult literature.
Teaching and learning activities
In blended
| CEM-45 CET-3 CG-04 CG-07 CG-08 CG-09 CG-10 CG-11 | Presentation methods / lecture | Theory classes Individual / independent study and work |
| CEM-49 CET-1 CET-3 CG-02 CG-03 CG-04 CG-07 | Cooperative learning Case studies |
Seminar-workshops |
| CEM-49 CEM-53 CET-1 CET-3 CG-03 CG-04 CG-07 CG-08 CG-09 CG-10 | Problem-based learning Cooperative learning Project-based learning Case studies Problem-solving exercises |
Practical classes Group study and work |
Evaluation systems and criteria
In blended
| 3. Understands the importance of language in society and their treatment in school. | Objective tests |
| 11. Understands the importance of literature and places it in the specific context of the studies. | Objective tests |
| 12. Knows and understands what is the literary competence and its role in the elementary curriculum. | Objective tests |
| 13. Uses methodological strategies to promote literary strategy and does it with entrepreneurship. | Activity design |
| 14. Knows different literary options adequate for different cycles. | Objective tests |
| 15. Is fluent in different genres that can be worked in the primary stage. | Self-evaluation |
| 31. Collaborate with professionals and institutions related to children's literature. | Projects Performance test Activity design |
| 32. Develop an attitude of constant updating with respect to multilingualism and literature. | Self-evaluation |
The assessment of this course is continuous and attendance is compulsory. It's compulsary to attend a minimum of 60% of classes. Evaluation consists of several assignments:
MORNING GROUP (ENGLISH)
Unit 1. Test 15%
Units 2 and 3. Project 35%
Units 4 and 5. Group project 25%
Exam 20%
Attendance and participation 5%
MORNING GROUP (CATALAN)
Unit 1. Test (15%)
Unit 2. Group project (25%)
Unit 3. Individual project (25%)
Novels and recommendations (25%)
Attendance and participation (10%)
EVENING GROUP
Exam (30%)
Project (60%)
Attendance and participation (10%)
Assignments will not be accepted past their deadline.
Language errors (spelling, grammar, coherence, punctuation ...) in submitted assignments are susceptible to a reduction in points. In activities prepared at home: 1 point for a major error and 0.25 for minor error. In activities written in class: 0.5 point for a major error and 0.2 for a minor error.
Bibliography and resources
Colomer, T. (1999). “Las funciones de la literatura infantil y juvenil”. T. Colomer, Introducción a la literatura infantil y juvenil, Madrid: Editorial Síntesis, 15-62.
Colomer, T. (2002). Siete llaves para valorar las historias infantiles. Madrid: Fundación Germán Sánchez Ruipérez. (Disponible a http://www.gretel.cat/es/lecturas/pdf-per-descarregar-siete-llaves-para-valorar-historias-infantiles/)
Janer Manila, G. (2002). La literatura infantil en l’univers de l’antropologia de l’educació. T. Colomer (ed.), La literatura infantil i juvenil catalana: un segle de canvis, Bellaterra: ICE de la UAB, 23-29.
“La lectura: camí d’èxit personal, educatiu i social”, Guix, 382, 2012, 5.
Lluch, G. (2003). Análisis de narrativas infantiles y juveniles. Ediciones de la Universidad de Castilla-La Mancha.
Molist, P. (2012). Dins del mirall, Barcelona: Graó.
Portell, J. (2004). “Els llibres imprescindibles. 10. Què llegir?”. J. Portell (ed.) M’agrada llegir, Badalona: Ara Llibres, 146-152.
Valriu, C. (1998). “Concepte”. C. Valriu, Història de la literatura infantil i juvenil catalana, Barcelona: La Galera, 13-24.
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Rodari, G. (1996). The Grammar of Fantasy. New York, NY: Philmark
Lithographics.
Short, K. G., Lynch-Brown, C. M. & Tomlinson, C. M. (2014). Essentials of
Children’s Literature. Carmel, Indiana: Pearson