Universitat Internacional de Catalunya

Communication Skills III: English Language 1

Communication Skills III: English Language 1
6
10621
1
Annual
FB
Main language of instruction: English

Teaching staff


Dra. SEGURA MOLLÀ, Marta - mseguram@uic.es

Marta Segura Mollà - mseguram@uic.es

Janine Knight - janine@uic

Introduction

In recent decades, English has become the lingua franca in academic communication and scientific research, as well as a very valuable communication tool for intercultural communication among different peoples. Furthermore, the new undergraduate degrees (graus) lead us towards a teacher profile with a multilingual mindset, ready to use different languages in his/her professional career.

This subject seeks to activate he students’ linguistic competence in the English language to a level equivalent to B2/C1 as described in the CEFR (Common European Framework of Reference for Languages), in accordance with the linguistic requirements set by the Ministry of Education for undergraduate degrees in Early Childhood Education (educació infantil).

Pre-course requirements

Students should have a B1 English language level according to the Common European Framework of Reference for Languages.

Objectives

1. To achieve a B2.1/C1.1 global level in English according to the Common European Framework of Reference for Languages.
2. To promote autonomous learning.  

Competences/Learning outcomes of the degree programme

  • CEM-48 - To manage language-learning situations in multilingual contexts.
  • CEM-50 - To be familiar with resources to foment reading and writing, and use them appropriately.
  • CEM-52 - To be able to foment initial contact with a foreign language.
  • 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-01 - To integrate information and communication technologies in teaching and learning activities, teaching management and professional development.
  • CG-03 - To be able to communicate in English at level B1, according to the Common European Framework of Reference for languages (CEFR).
  • CG-08 - To be familiar with the elements that make up reflective thinking, the different levels of proficiency and how to develop this skill as much as possible.
  • 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.

Learning outcomes of the subject

Students will be able to communicate in English both orally and in writing according to B2.1/C1.1 level. 

Syllabus

During the academic course, we will work on relevant and current themes related to the area of Education. 

  • Project 1. Types of schools in the Catalan education system
  • Project 2. Plurilingual and intercultural competences in schools
  • Project 3. Online language exchange
  • Project 4. Lapbook of English challenges
  • Project 5. WebQuests

Evaluation systems and criteria

In person



This subject is cannot be validated by an official English certificate.

In classes, English will be the vehicular language from the beginnin. To optimize the learning opportunities, students should communicate using English during the sessions.

Evaluation system and criteria

The evaluation of this course will be based on continuous assessment.Those students who do not attend over 80% of classes will lose their entitlement to ongoing assessment and will therefore have to sit a comprehensive exam at the end of the term. This course involves 120 hour autonomous learning besides lessons. Thus, autonomous work is essential to pass the subject.

The continuous assessment system will entail a range of learning activities throughout the term which will provide teachers with evidence for the competence achievement process, which translates in the learning outcomes mentioned above. Continuous evaluation for this course revolves around the following components:

  • Oral presentations
  • Objective tests
  • Project work
  • Self-evaluation
  • Oral questions

 

Evaluation system

Percentage

First semester projects

40%

Second semester projects

40%

Online language exchange

15%

Active participation and attendance in class

5%

 

Evaluation systems and criteria – Second evalaution

In the event of having failed the subject in the first sitting, students will only have to re-sit the skills that they have not passed.

  • Oral evaluation – 60 %
  • Individual projects – 40 %
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