Subject

Language Teaching and Literature 1

  • code 10606
  • course 2
  • term Semester 1
  • type OB
  • credits 3

Main language of instruction: Catalan

Other languages of instruction: Spanish

Teaching staff

Head instructor

Dra. Eva TRESSERRAS - etresserras-alumni@uic.es

Office hours

etresserras@uic.cat

Office: G104

Introduction

This subject guides in relation to the treatment of language and literature in the classroom, and offers the necessary and basic skills as we need as teachers.

Objectives

  • To know the school curriculum for languages and literature.
  • To be familiar with the learning process of the written language, and its teaching.
  • To manage language learning issues in multilingual and multicultural contexts.
  • To communicate clearly and correctly in the language of instruction (Catalan and Spanish), orally and in writing, in accordance with level C1 in the Common European Framework of Reference for languages (CEFR).
  • 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.
  • 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.
  • 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.

Competences / Learning outcomes of the degree programme

  • CEM-46 - To know the school curriculum for languages and literature.
  • CEM-47 - To speak, read and write correctly and appropriately in the official languages of the corresponding Autonomous Region (in our case, Catalan and Spanish).
  • CEM-48 - To be familiar with the learning process of the written language, and its teaching.
  • CEM-49 - To foment reading and the critical commentary of texts and to encourage writing.
  • CEM-50 - To be aware of the difficulties in learning the official languages for speakers of other languages have.
  • CEM-51 - To manage language learning issues in multilingual and multicultural contexts.
  • CG-02 - To communicate clearly and correctly in the language of instruction (Catalan and Spanish), orally and in writing, in accordance with level C1 in the Common European Framework of Reference for languages (CEFR).
  • CG-04 - To promote and facilitate attention to the unique educational needs of students, gender equality, fairness and respect for human rights, in the contexts of learning and social harmony, both in the school and in relation to the surroundings.
  • 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.
  • CG-11 - To be familiar with the elements that make up the quality-based approach, the different levels of proficiency and how to develop this skill as much as possible.
  • 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-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.

Syllabus

12.  Introduction to Language and Literatura Teaching

14.  Language and school

22.  Learning in multilingual contexts

Teaching and learning activities

In person

Methodologies and learning activities consist of lectures, cooperative learning, independent / team work, and individual attention to students.

COMPETENCESMETHODOLOGYTRAINING ACTIVITY
CEM-45 CEM-49 Problem-based learning
Cooperative learning
Project-based learning
Learning contract
Case studies
Presentation methods / lecture
Problem-solving exercises
Practical classes
Theory classes
Individual / independent study and work
Group study and work
Seminar-workshops
CET-3 Problem-based learning
Cooperative learning
Project-based learning
Case studies
Problem-solving exercises
Practical classes
Individual / independent study and work
Seminar-workshops
CG-02 CG-04 CG-09 CG-11 Problem-based learning
Cooperative learning
Project-based learning
Learning contract
Case studies
Presentation methods / lecture
Problem-solving exercises
Practical classes
Theory classes
Individual / independent study and work
Group study and work
Seminar-workshops

Evaluation systems and criteria

In person

The assessment of this course is continuous and attendance is compulsory. It's compulsary to attend a minimum of 80% of classes. Evaluation consists of several tasks:

 Activities: 25%

Exam: 35%

Group task: 40%

Written tasks should be submitted in Catalan. Submissions will not be accepted after the deadline or submitted twice.

Language errors (spelling, grammar, coherence, punctuation ...) in submitted tasks deduct points. In activities prepared at home: 1 point for a major error and 0.25 for minor error. In activities written in class: 0.5 point for a major error and 0.2 for minor error. 

LEARNING OUTCOMESEVALUATION SYSTEM
1. To identify the basic concepts of the subject and set it in a study context.Objective tests
8. To use methodological strategies to promote writing and reading.Activity design
11. To understand the importance of literature and set it in a study context.Objective tests
12. To understand and become familiar with literary skills and their role in the primary-education curriculum.Objective tests
14. To become familiar with the different literary options and adapt them to the different stages.Objective tests
15. To master the different literary genres that can form part of the primary-education curriculum.Self-evaluation
31. To collaborate with the professionals and institutions connected with childhood literature.Projects
Performance test
Activity design
32. To develop an open attitude in terms of new developments in multilingualism and literature.Self-evaluation
33. To be able to detect sexist language in literature and learn how to correct it.Projects
Performance test
Activity design
Self-evaluation

Bibliography and resources

Cassany, D.; Luna, M. i Sanz, G. (1993). Ensenyar llengua. Barcelona: Graó.

Generalitat de Catalunya (2009). Del currículum a les programacions.

www.xtec.cat/alfresco/d/d/workspace/SpacesStore/1bc9a04d-7d32-4027-a1c0-

fdd779a6e2f9/del_curriculum_a_les_programacions.pdf

Palou, J. i Fons, M. (2016). Didáctica de la lengua y la literatura en educación primaria. Barcelona: Síntesis.

Pereña, M. (2016) (coord). Ensenyar i aprendre llengües en un model educatiu plurilingüe. Metodologies i estratègies per al desenvolupament de projectes educatius i per a la pràctica docent. Barcelona: ICE.

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