Universitat Internacional de Catalunya
Didactics for Spoken and Written Language
Other languages of instruction: English, Spanish
Teaching staff
Dra. Christina Howes (English)
chowes@uic.es
Dra. Maria Martorell (catalan)
mmartorell@uic.es
Prof. María José López, (Spanish),
mlopezc@uic.es
Introduction
This course is intended for future English as a Foreign Language (EFL) teachers of adolescents and young adults in secondary education and at official language schools. The overall objective is to familiarise future language teachers with the basic approaches and methods in language teaching and to approach these critically in order to develop and select appropriate didactic and assessment strategies that are in line with current research, the learning context, as well as Catalan foreign language curricula and the Common European Framework. Emphasis will be placed on the critical analysis of methodologies, research, materials and assessment strategies that will enable future teachers to innovate, design, implement and evaluate effective teaching sequences centred around oral and written competences.
Pre-course requirements
For English specialists
Communicative competence in English, equivalent to level B2 of the CEFR.
As future English teachers, students are expected to be good language models for their students in all aspects of the language (grammar, vocabulary, pronunciation and reading and writing skills, as well as language related to classroom management) and to be able to understand and write professional, informative and academic texts without difficulty.
Objectives
The objectives of this course are:
For English specialists
1) To familiarise future English as a Foreign Language (TEFL) teachers in secondary education and at official language schools with knowledge of TEFL methodologies, both past and present, for teaching oral and written language. 2) To enable teachers to make informed choices about effective material design, classroom activities, use of commercial material, as well as teaching strategies and assessment tasks. 3) To develop strategies for teaching foreign languages that are in line with current research on language learning, student needs and the learning context. 4) To design and select materials, activities and lesson/unit plans that are appropriate for the learners, in accordance with the principles of the Catalan foreign language curricula in compulsory and post-compulsory secondary education. 5) To design and select teaching and assessment materials that are appropriate for students and based on evidence-based pedagogical principles and recommendations from the CEFL and Catalan foreign language curricula. 6) To become familiar with oral and written text genres taught in schools and their characteristics. 7) To become familiar with the European Framework of Reference for Languages.
For Catalan and Spanish specialists
Knowledge objectives
1. Know the basic principles that underpin the didactics of the language.
2. Explain the models and micro-skills that underpin each of the language skills.
3. Analyse the didactic implications of language skills.
4. Apply the contents acquired to practical cases.
Objectives of skills and attitudes
1. Use didactic resources and teaching strategies for the teaching and learning of the language.
2. Evaluate the function of the teacher in the development of communicative and linguistic competences.
3. Reflect on the context of the classroom and take this into account in the planning and development of the activities from a communicative perspective.
4. Know how to use the language orally and in writing to comprehend and express knowledge in any area of knowledge.
Competences/Learning outcomes of the degree programme
Core competences
CB6 Possess and understand knowledge that provides a basis or opportunity to be original in the development and/or application of ideas, often in a research context.
CB7 That students know how to apply the knowledge acquired and the ability to solve problems in new or little-known environments within broader (or multidisciplinary) contexts related to their area of study.
CB8 That students are able to integrate knowledge and face the complexity of formulating judgments based on information that, being incomplete or limited, includes reflections on the social and ethical responsibilities linked to the application of their knowledge and judgments.
CB9 That students know how to communicate their conclusions – and the knowledge and ultimate reasons that support them – to specialized and non-specialized audiences in a clear and unambiguous way.
CB10 That students apply the learning skills that allow them to continue studying in a largely self-directed or autonomous way.
General Competences
CG1 Formulate reflective and critical, responsible, ethical and respectful judgments about the various protagonists of the educational process (family, school and society)
CG3 Integrate and collaborate actively in the achievement of common objectives with other people, areas and organizations
CG4 Present ideas orally and in writing, adapting to different communicative styles and types of activities.
CG5 Organize and plan different types of activities, events and situations.
CG6 Integrate and use Information and Communication Technologies in various fields effectively and responsibly.
Transversal Competences
CT1 Critically analyze personal work and use appropriate resources and strategies for professional improvement.
CT2 Work as a team and develop attitudes of participation and collaboration as an active member of society
CT3 Show ethical and responsible behaviors as a citizen and as a professional.
CT4 Develop the capacity to evaluate inequalities based on sex and gender, to design mechanisms for the achievement of real equality, avoiding partial and discriminatory interpretations.
CT5 Identify strategies to promote gender equality, equity and respect for human rights.
CT6 Promote inclusive situations and environments for Sustainable Development, creating effective, responsible and inclusive contexts at all levels
Specific competences
Common/Generic Module.1. Learning and personality development
CE5 Analyze the historical characteristics of the teaching profession, its current situation, perspectives and interrelation with the social reality of each era.
CE10 Determine the formative and cultural value of language and literature, its history and development in order to transmit a deep vision of them.
CE11 Identify issues related to linguistic contact and second language acquisition processes.
Specific module. 2. Teaching and learning the corresponding subject
CE12 Identify the curricular contents of the subjects related to the corresponding teaching specialization, as well as the body of didactic knowledge around the respective teaching and learning processes.
CE13 Specify the curriculum to be implemented in a teaching center participating in the collective planning of the same; develop and apply both group and personalized didactic methodologies, adapted to the diversity of students.
Learning outcomes of the subject
The learning outcomes that students are required to meet will be linked to the competences selected in each case. The most important of these are:
1. Organise and systematise the curricular content.
2. Develop principles and techniques that help to plan, develop and evaluate the teaching and learning process.
3. Address special education needs by applying proposals and didactic methodologies adapted to student diversity.
4. Incorporate and integrate new strategies, teaching materials and technologies into classroom activities in the teaching-learning process.
5. Apply and evaluate strategies and techniques as instruments for regulation and learning.
6. Analyse and evaluate models, educational programmes and methodologies for the teaching of oral and written language.
7. Design classroom activities that promote the development of subject-specific competences.
8. Design innovative teaching proposals in the field of oral and written language.
9. Use non-sexist resources and alternatives to stimulate thought and organise classrooms and other spaces in a way that makes them conducive to work and peaceful coexistence.
10. Promote equal rights and opportunities for students.
Syllabus
Didactics and curriculum
Design, planning and didactic programming. Communicative approach and competence-driven approach.
Assessment: systems, criteria and instruments.
Communicative competence. Development of language skills.
Oral and written language teaching: language skills (oral expression, written expression, listening comprehension and reading comprehension).
Differences and similarities between oral and written genres.
Creation and development of lesson plans for the language classroom. Selection and sequencing of contents. Methodological guidelines.
In addition, the following content will also be addressed:
An overview of language teaching methodologies
Factors affecting Second Language Acquisition
Beliefs about language learning
Cultural aspects, English as a lingua franca and diversity
Selecting materials and coursebooks
Speaking skills:
Communicative and intercultural competences; learner strategies
Pronunciation issues
Writing skills:
Genre, strategies, product and processes
Accuracy/fluency/complexity in speaking and writing skills
Error correction: Why, when, how
Applying the Common European Framework to foreign languages
Integrating technology and research project work
Teaching and learning activities
Online
Teaching and learning activities
CT- Online Master classes
ABP- Project-based learning
CP- Practical classes
REC- Resolution of exercises and questions
Training activities
ETI- Study and individual work
CML - Online Master Classes
FDV - Forums and virtual debates
CPL- Online Practical Class
TL- Online tutorials (individual or group)
TG- Group work
PA-Open Question Examination
Evaluation systems and criteria
Online
For English specialists:
PF - Participation in online forums and debates: 15%
3 compulsory tasks in the Virtual Campus Forum.
PT- Presentation of an online essay: 35%
DU- Lesson plan proposal: 50%
For Catalan and Spanish specialists:
1. Catalan specialists
Work presented online (PT) 40%
Participation in Forum: (PF): 30%
Didactic Proposal (IE): 30%
2. Spanish specialists
Presentation of coursework online (PT): Students are expected to further their understanding of the theoretical content explained in class by analysing and reflecting on the applicability of the content and through critical thinking. Independent study is essential in order to integrate the content into the required online coursework. (35%)
Participation in the forum (PF): To promote the didactic and disciplinary character of the subject, all classes will be both theoretical and practical. Following an explanation of and reflection on the content of each topic, the lecturer will propose several practical activities. In small groups, students will post their answers related to language teaching and learning in the Forum. (15%)
Proposal for an educational intervention (IE): Microteaching. This training activity will be carried out once all of the subject topics have been discussed in class. It involves the group design of a language teaching sequence and the subsequent application and feedback in class. (50%)
Assessment criteria:
To be able to:
- Select, analyse and distinguish information relevant to the topic and theoretical approach and incorporate updated references related to the latest research and publications.
- Integrate knowledge and make well-reasoned critical judgements based on the information available and with consideration for the characteristics of the context in which work is being carried out.
- Demonstrate an ability to think critically about the pedagogical approaches and different methodologies for teaching languages in a globalised and plurilingual world.
- Demonstrate adequate oral and written expression in English, Catalan and Spanish.
IMPORTANT:
The subject will be taught online. Since the classes are synchronous, failure to attend class may affect your final mark for the subject. Classes will not be recorded.
Bibliography and resources
English
Bailey, K. M. (2007). Practical English language teaching: Speaking. Higher Education Press.
Brown, Douglas, H. (6th. Ed. 2014). Principles of Language Learning and Teaching. Pearson Education (US).
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Nussbaum, L. (2003). De cómo aprender lenguas y contenidos curriculares actuando. Aula de Innovación Educativa, 129, pp. 20-23.
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Catalan and Spanish
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AGOSTO RIERA, S.E., ÁLVAREZ ANGULO, T., MATEO GIRONA, M. T., URIBE ÁLVAREZ, G. (2020) El miniensayo y su didáctica: escribir en las materias del currículo. Barcelona: Octaedro.
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IEC. Gramàtica bàsica i d’ús de la llengua catalana. (2019). Barcelona: IEC.
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