Language Teaching and Literature 1
Main language of instruction: Catalan
Other languages of instruction: Spanish
Head instructor
Dra. Eva TRESSERRAS - etresserras-alumni@uic.es
Office hours
etresserras@uic.cat
Office: G104
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.
12. Introduction to Language and Literatura Teaching
14. Language and school
22. Learning in multilingual contexts
Methodologies and learning activities consist of lectures, cooperative learning, independent / team work, and individual attention to students.
COMPETENCES | METHODOLOGY | TRAINING 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 |
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 OUTCOMES | EVALUATION 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 |
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.