Universitat Internacional de Catalunya
Curriculums for Specialist Areas
Other languages of instruction: English, Spanish
Teaching staff
Objectives
- To analyse education regulations in order to understand curricula structure, organisation and teaching guidelines.
- To learn about language area curriculum content and to apply it efficiently in the future professional activity.
- To learn about curricula and the role of the language area in ESO and Batxillerat.
- To develop language area curricula and to indentify the achievement of key contents and competences.
- To learn curricula planning about various learning situations and their difficulties.
- To learn linguistic and literary area possibilities in the achievement of digital and communicative competence.
- To learn about competency testing method throughout ESO and stage end.
Competences/Learning outcomes of the degree programme
(GENERAL, CORE, CROSS-DISCIPLINARY) COMPETENCES
CE12 Identify curriculum content of subjects concerning specialisation subjects, as well as the didactic knowledge development related to the teaching and learning processes.
CB10 To apply learning skills that enable continue studying as an autodidact.
CG3 To acquire the ability to integrate with, and collaborate actively in achieving the common objectives with, other people, areas and organisations.
CG6 To integrate and use Information and Communication Technologies (ICT) in different fields effectively and responsibly.
CT3 To display ethical and responsible behaviour both as a citizen and as a professional.
CT6 To promote situations and inclusive settings for sustainable development, creating effective, responsible and inclusive contexts at all levels.
Learning outcomes of the subject
1. Organises and systematises curricular content.
2. Develops principles and techniques that allow planning, develop and assess the process of teaching and learning.
3. Caters for special educational need applying adapted didactic proposals and methodologies to diversity of learners.
4. Incorporates and integrates new strategies, didactic and technological materials to classroom activities in the process of teaching-learning.
5. Applies assessment strategies and techniques with regulation and learning instruments.
6. Analyses and assesses models, education programmes and methodologies for the oral, written and literary language learning.
7. Plans classroom activities to promote the development of specific subject competences.
8. Designs innovative teaching proposals in the field of oral, written and literary language.
9. Uses resources and non-sexist alternatives to energize thought as well as organize classrooms and other workplaces and common spaces.
10. Promotes equality of rights and opportunities of students.
Syllabus
1. Didactics and curricula of the linguistic field. Guided reading and analysis of the curricula. Understanding and interpretation of curricular aspects related to the field.
2. Communicative competence. Development of the linguistic competences. Relation and use of the core competences per course. Correlation between competences and real learning activities.
3. Assessment: systems, criteria and instruments. Assessment system. Competency assessment criteria. Principles and regulatory functions. End of stage tests. Results and recommendations.
4. Language Plan and Reading Plan of the school.
5. Design, planning and teaching plan. Communicative approach and competency-based approach.
6. Design and development of didactic units in the language and literature classroom. Content selection and sequencing. Methodological guidance.
7. Oral and written language teaching: linguistic skills: Speaking, writing, listening and reading. Differences and similarities between oral and written texts.
8. Literature didactics. Importance of literature. Introduction of the classics: tools and approaches. Literary canon. Criteria for the selection of literary works and texts. Academic and formative canon. Canon of children's and youth's literature. Literary competence: processes and components. Cognitive operations of the literary competence. Aims and objectives of literary education. Paradigm shift. Strategies, skills, competences and assessment of literary education. Language and literature transversality. Participation in the design of interdisciplinary activities.
Teaching and learning activities
Online
CT Online theorical classes. Knowledge transfer through expositive sessions of theorical content. Teacher presents and develops a topic, main source of information that students receive.
CML Online master classes. Activities to show the students how to apply acquired knowledge and resolve questions or issues in new or less known environments related to their studies. Specific teaching material will be contributed so that the students can become agents of their learning: a key text, a complementary reference text to deepen or update theorical contents.
CP Practical classes. Approaches, resources and procedural knowledge will be transmitted to students to develop activities within an authentic context. Transmission of practical knowledge through online study material.
REC Resolution of activities and questions based on exercises, rehearsals, putting into practice their knowledge through the analysis of texts or documents. It also includes resolution of questions of the teacher about the teaching contents in the Virtual Campus.
Evaluation systems and criteria
Online
ETE Multiple choice tests. Objective tests based on questions related to covered topics during online sessions. Multiple choice questions to assess skills, performance and theoretical acquired knowledge.
PV. Virtual Portfolio. File or folder collecting all the documents or activities done during classes. These must show the progress and the degree of reflection in the learning development.
CPL Online practical classes. A learning activity which prioritizes student participation through practical activities on what have been taught.
FDV Virtual debates. Virtual interaction spaces with the aim of sharing knowledge, reflections, experiences and questions about different subjects' content.
TL (Group and individual) online mentoring. Individual or group management in which the professor accompanies and guides student teaching and learning process.
TG Group work. Activity carried out by a small group of students in order to work cooperatively both theoretical and procedural concepts.
ETI Study and individual work. Activity to assimilate and internalize knowledge by developing comprehensive and reflexive study habits; it will be carried out by readings, investigations, tasks, reports, data collection and analysis and completion of exercises.
Bibliography and resources
Diversos autors (2010). “Competències i didàctica de la llengua”. Articles de Didàctica de la Llengua i la Literatura, 51.
Barrieras, M.; Comellas, R.; Fidalgo, M.; Junyent, M.C.; Unamuno, V. (2009). Diversitat lingüística a l’aula. Construir centres educatius plurilingües. Vic: Eumo Editorial i Fundació Jaume Bofill.
Camps, A. (coord.); Adell, P.; Bernárdez, E.; Brucart, J. M.; Camps, A.; Cassany, D.; Cuenca, M. J.; Guasch, O.; Salvador, V.; Sánchez-Enciso, J.. i Sanz, G. (2011) Llengua i literatura catalana. Complements de formació disciplinària. Formació del Professorat de Secundària. Barcelona. Ed. Graó.
Comajoan, L. (2003) “Adquisició de primeres i segones llengües: perspectiva històrica i qüestions actuals”, Caplletra, número 35 (2003), p. 15-46.
Cots, J. M.; Armengol, L.; Arnó, E.; Irún, M.; Llurda, E. (2007) La conciencia lingüística en la enseñanza de lenguas. Barcelona: Graó.
Cuenca, M. J. (1992) Teories gramaticals i ensenyament de llengües. València, Tàndem.
Funes, J. (2018) Estima’m quan menys ho mereixi… perquè és quan més ho necessito. Una guia per a pares i mestres adolescents. Barcelona: Columna. Versió castellana: Quiéreme cuando menos me lo merezca… porque es cuando más lo necesito. Barcelona: Paidós.
Imbernon, F. (2017) Ser docente en una Sociedad compleja. La difícil tarea de enseñar. Barcelona: Graó.
Jensen E. F. i A. E. Nutt (2016) The Teenage Brain: A Neuroscientist's Survival Guide to Raising Adolescents and Young Adults. Haper. Versió espanyola: El cerebro adolescente. Guia de una madre neurocientífica para educar adolescentes. Barcelona: RBA. 2019.
Lomas, C. (coord.); J-P. Bronckart, Colomer, T.; Gracida, Y.; Jover, G.; López Villalva, M. A.; Martínez Montes, G. T.; Tusón Valls, A. (2015) Fonaments per a un aprenentatge comunicatiu del llenguatge. Barcelona: Graó. Versió castellana: Fundamentos para una enseñanza comunicativa del lenguaje. Barcelona: Graó.
Lomas, C., (coord.) (1996) La educación lingüística y literaria en la enseñanza secundaria. Barcelona: ICE / Horsori.
Mendoza Fillola, A. (coord.) (1998) Conceptos clave en didáctica de la lengua y la literatura. Barcelona: ICE UB.
Navarra, Andreu. (2019). Devaluación continua. Informe urgente sobre alumnos y profesores de secundaria. Tusquets editores.
Navarra, Andreu. (2021) Prohibido aprender. Un recorrido por las leyes de educación de la democracia. Barcelona: Cuadernos Anagrama.
Pujolàs, Pere (2003) Aprendre junts alumnes diferents Ed. EUMO
Ruiz Bikandi, U. (coord.) Ambròs, M. A.; Bernárdez, E.; Breu, R.; Escandell, M. V.; Guasch, O.; Jover, G.; Leonetti, M.; Olaziregi, M. J.; Oteagi, M. L.; Romera, M.; Ruiz Bikandi, U.; Tolchinsky, L. (2011) Lengua castellana y literatura. Complementos de formación disciplinar. Barcelona: Graó.
Sánchez Jiménez, S. U.; Martín Rogero, N.; Servén Díez, C. (2018) Complementos para la formación en lengua y literatura. Máster de Formación del Profesorado. Madrid: Editorial Síntesis.
BIBLIOGRAPHY FOR SPECIALIZATION IN ENGLISH
Gardner, R. and Lambert, W. (1972) Attitudes and motivation in second language learning. Newbury House, Rowley, MA.
Gardner, R. and Macintyre, P. (1992) "A student's contribution to second language learning. Part I: Cognitive variables" in Language Teaching, 25, p. 211-220, Cambridge University Press, Cambridge.
Gardner, R. y Macintyre, P. (1993) “A student’s contributions to second language learning. Part II: Affective variables” in Language Teaching, 26, pp. 1-11, Cambridge University Press, Cambridge.
Johns, A.M. (2011): "The future of genre in L2 writing: Fundamental, but contested, instructional decisions", Journal of Second Language Writing, 20 (I), 56-58.
Nussbaum, L. and Bernaus, M. (2001). Didactics of Foreign Languages in Compulsory Secondary Education, Madrid: Síntesis.
REGULATIONS AND CATALAN MINISTRY OF EDUCATION SUPPORT MATERIAL. GENERALITAT DE CATALUNYA.
- Decree 187/2015, of 25th August, on Management of Compulsory Secondary Education.
- Decree 142/2008, of 15th July, by which it is established the Management of high-school education (Batxillerat).
- The strategic framework for European cooperation in the field of education and training (ET 2020).
- Recommendation of 2006/962/CE of the European Parliament and of the Council, of 18th December 2006, on key competences for lifelong learning.
- Documents for the organisation and management of the centres. Implementation and development of the competency-based curriculum and educational guidance in ESO 20/06/2019. Government of Catalonia 2019.
- Decree ENS/108/2018, of 4th of July, which determines the procedure of documents and formal requirements of the assessment process in obligatory secondary education.
- Framework for multilingualism. Government of Catalonia 2019.
- The linguistic model of the education system in Catalonia. General Subdirectorate of Language and Multilingualism. Website: Government of Catalonia 2018 (Generalitat de Catalunya 2018).
LINGUSTIC FIELD (CATALAN AND SPANISH LANGUAGES). SEQUENCING OF ASSESSMENT CRITERIA. GENERALITAT DE CATALUNYA 2019.
- Core competences in the linguistic area. Language and literature (Catalan and Spanish). Identification and development in Compulsory Secondary Education. Generalitat de Catalunya, 2015.
- Curricula at a glance. Generalitat de Catalunya, 2017.
- Competence-based curriculum in the classroom. A tool for pedagogical reflection and programming in ESO. March, 2018. Generalitat de Catalunya, 2018.
- Literature in the classroom. Core competences of the linguistic field, literary and communicative dimension. Generalitat de Catalunya, 2014.
- 4th of ESO assessment. Senior Adviser for Evaluation of the Education System website. Generalitat de Catalunya.
- 2019 4th of ESO assessment. Quaderns d'avaluació, 43. Generalitat de Catalunya, 2019.
- Common European Framework of Reference for Languages. European Council, 2002.
- Practical guidelines for the improvement of spelling. Core competences of the linguistic field, literary and communicative dimensions. Generalitat de Catalunya, 2014.
- Community Service. Department of Education reference website.
- Core competences network. Various materials. Network Website.