Universitat Internacional de Catalunya - BarcelonaLlengua Anglesa i la seva Didàctica I
No especificada
Responsable
Horari d'atenció
To be announced.
This course provides an extensive overview of current theoretical and methodological approaches to second and foreign language teaching and learning in the local and European context. The aim is for students to be able to relate the knowledge and skills acquired to their classroom practice and to their other courses.
It is recommended that students have a level B2 (CEFRL) in English before the start of the course.
At the end of this course, students should be able to:
1. Access, understand, explain and critique current policy (e.g. curricula) and theoretical positions on the teaching and learning of foreign languages.
2. Develop classroom teaching and assessment materials that reflect current approaches and 'best practices' from the classroom.
3. Explain methodological choices taken in developing materials on the background of theoretical knowledge of how languages are best taught and learned and classroom experience.
1. Identifica los conceptos fundamentales de la materia y la sitúa en el contexto propio de los estudios.
2. Reconoce las bases lingüísticas, psicológicas y pedagógicas de la Didáctica de la Lengua.
3. Comprende la importancia de la lengua en la sociedad y su trato en la escuela.
4. Identifica las habilidades lingüísticas básicas.
5. Conoce, comprende y relaciona las habilidades lingüísticas con las competencias que marca el currículo actual.
6. Programa el área de lengua y literatura en base a las competencias marcadas en el currículo de primaria y se orineta a la calidad.
7. Establece criterios y sistemas de evaluación del área.
9. Conoce y aplica recursos didácticos existentes para el área, de forma creativa.
10. Establece planes concretos para trabajar en entornos multilingües, con espíritu emprendedor.
16. Se expresa en lengua inglesa oralmente y por escrito a nivel B1.
17. Conoce las similitudes y las diferencias entre los procesos de adquisición de la lengua materna y de aprendizaje de la lengua extranjera.
18. Adapta el aprendizaje del inglés a las necesidades de los alumnos de 6 a 12 años.
19. Conoce las principales metodologías de enseñanza del inglés y sabe adaptarlas a la realidad el aula de Lengua extranjera.
20. Conoce estrategias didácticas para enseñar las cuatro destrezas de la lengua extranjera a los alumnos de primaria.
21. Domina los sistemas de evaluación de la lengua extranjera.
30. Integra las tecnologías de la información y la comunicación en todos los ámbitos del área de las lenguas.
1.Theoretical foundations of the Common European Framework of Reference for Languages (CEFRL) and the Catalan curricula for foreign languages
-Plurilingual and intercultural approach
-Communicative approach
-Socio-constructivist (action-oriented) approach
2.Competences specific to foreign language teaching and learning
-Communicative competence
*Oral competences
*Written competences
*Audiovisual competences
-Plurilingual and intercultural competence
3.Basic Competences in the foreign language classroom
-Content-rich language learning (artistic and cultural competence, mathematical competence, social and citizenship competence, competence for interacting with the physical world)
-ICT, foreign language teaching and learning and learner autonomy (digital competence, personal competence)
-Learning how to learn
4.Communicative, plurilingual and intercultural approaches in the foreign language classroom
-Task-based and project-based approaches to the development of communicative competences
-Developing speaking and interacting
-Developing reading and understanding
-Developing listening and understanding
-Developing writing
-Developing knowledge of how language works
-Task-based and project-based approaches to the development of audiovisual competences
-Task-based and project-based approaches to the development of plurilingual and intercultural competences
5.Assessing competences in the foreign language classroom
-Criteria in the Catalan curricula
-Tools for formative and summative assessment
-The European Language Portfolio
|
Teaching and learning activity |
Methodology |
Competences |
|
Theoretical and practical classes |
Lectures Problem solving Cooperative learning Project oriented learning |
CEM-44, CEM-46, CEM-53, CEM-51, CEM-52, CET-3, CET-05, CET-07, CG-03 |
|
Group work and study |
Problem solving Cooperative learning Project oriented learning |
CEM-52, CEM-53, CET-03, CET-5, CET-07, CG-03 |
|
Individual work and study |
Problem solving Project oriented learning |
CEM-49, CEM-52, CEM-53, CET-03, CET-07, CG-03 |
|
Activity |
Learning outcomes |
% final grade |
|
Individual project 1 (Language Biography ‘glog’) |
3, 16, 32 |
5% |
|
Individual project 2 (written) · Final portfolio of materials designed |
6, 7, 9, 10, 16, 18, 19, 20, 21, 30 |
40% |
|
Individual project 2 (oral) · Presentation and peer review of materials being developed (x5) |
6, 7, 9, 10, 16, 18, 19, 20, 21, 30 |
25% |
|
Group project (informative video explaining theoretical aspects of language teaching) |
1, 2, 4, 5, 16, 17, 19 |
30% |
Students are reminded that attendance and participation in class and continuous evaluation are fundamental to passing the course. It will not be possible to make up any projects involving group work or peer review in the second sitting. It is essential to have attended 80% of classes in order to pass the course.
To be announced.