Universitat Internacional de Catalunya - Barcelona

English Language Teaching I

• code 10167
• course 4
• term Semester 1
• type op
• credits 6

Main language of instruction: English

Head instructor

Dra. Janine Gwendolyn KNIGHT - janine@uic.es

Office hours

janine@uic.es

By appointment.

This course provides the specific knowledge and skills needed for starting out as a teacher of additional languages (second, third, foreign...) in both a local and a global context. Teaching learning processes in early childhood and primary education are focused on, although reference is also made to other age periods in order for students to gain a broader understanding of the phenomena dealt with. Contents and evaluation systems are designed around the guided practice, observation and analysis of classroom discourse, and the future teachers' capacity for action research will be promoted.

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, CEFRL) and theoretical positions on the teaching and learning of additional languages.

2. Analyse, develop and put into practice classroom teaching materials that reflect current approaches and 'best practices' from the classroom in the local and global context.

3. Observe and analyse classroom discourse to be able to identify and explain phenomena related with the teaching and learning of additional languages, and propose and participate in quality teaching action. 

• CEM-42 - To be familiar with the language and literacy curriculum at this stage, as well as the corresponding learning and development theories.
• CEM-48 - To manage language-learning situations in multilingual contexts.
• CEM-52 - To be able to foment initial contact with a foreign language.
• 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-2 - Pedagogical responsibility: to have the knowledge and teaching skills required to create a safe learning environment for both classes and groups, but also for individual students, in order that children can become responsible, independent adults.
• 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-4 - 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.
• CET-6 - Collaboration with the professional environment at the school: to have the knowledge and skills required to establish good relations with the people and institutions dedicated to child welfare or belonging to the school's professional environment.
• 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).

2. Posee un dominio de la lengua inglesa que le permite dar y recibir clases en este idioma.

5. Conoce técnicas para fomentar la interacción en el aula de lengua inglesa para lograr una buena colaboración con y entre alumnos.

6. Conoce las bases cognitivas, lingüísticas y comunicativas de la enseñanza de lenguas primeras y consecutivas.

7. Conoce las principales corrientes didácticas y las técnicas de evaluación de la enseñanza de lenguas extranjeras y su aplicación al aula de lengua inglesa, en los distintos niveles.

8. Diseña unidades de programación de forma creativa promoviendo procesos de enseñanza y aprendizaje que faciliten la atención a la diversidad del alumnado en el aula de lengua inglesa.

9. Conoce los recursos metodológicos más eficaces en la enseñanza de una lengua extranjera.

10. Reflexiona sobre el proceso de aprendizaje escolar en inglés y las características de sus alumnos para poder mejorar su competencia como maestro de lengua extranjera.

12. Posee recursos para adaptar la lengua inglesa a las necesidades didácticas de otras y los aplica con orientación a la calidad.

13. Sabe aplicar las nuevas tecnologías de la información y la comunicación a la enseñanza del inglés como lengua extranjera.

14. Tiene habilidades para fomentar la comunicación en inglés, como lengua vehicular, logrando una buena colaboración con y entre distintos profesionales del entorno escolar.

19. Analiza críticamente su actuación profesional para tomar conciencia de su influencia en los alumnos y así mejorar su competencia como maestro de inglés.

20. Valora la relación personal con cada estudiante y su entorno como factor de calidad de la educación.

21. Integra conocimientos e ideas para generar nuevos pensamientos aplicables a situaciones nuevas o imprevistas para favorecer el aprendizaje en inglés.

• Teacher talk: classroom discourse analysis
• Techniques for encouraging interaction in the English classroom
• Cognitive, linguistic and communicative bases of first and additional language learning.
• Analysis of main trends in foeign language teaching methodology and their application in the classroom at different levels
• Design of teaching material
• Resources

Walsh, S. (2013). Classroom discourse and teacher development. Edinburgh University Press: Edinburgh