Language Teaching and Literature 2
Main language of instruction: Catalan
Other languages of instruction: Spanish
Head instructor
Dra. Asunción VERDERA - averdera@uic.es
Dra. Maria PUJOL - mpujolv@uic.es
Office hours
For inquiries, or to schedule an interview, you can contact the teacher via email: averdera@uic.es, mpujolv@uic.es. Their office is G203.
The subject aims to provide future teachers conceptual and methodological bases for developing a didactic intervention focused on students and their learning processes. In particular, we will focus on the interrelation between theory and practice to understand the methodological and cientific framework which justifies the intervention and didactics intervention in language field.
To achive the necessary knowledge regarding communicative competence in spoken and written language.
To get to know educational practices and didactics to teaching this area.
To know how to use methodological strategies and instruments to pass this subject.
1. To identify the basic concepts of the subject and set it in a study context.
3. To understand the importance of language in society and its management in schools.
5. To understand and become familiar with linguistic skills, and relate them to the skills established in the current curriculum.
6. To plan the areas of language and literature based on the skills established in the primary-education curriculum, and to focus on quality.
7. To establish criteria and systems for assessments in the subject.
8. To use methodological strategies to promote writing and reading.
9. To learn and apply existing teaching resources for the subject in a creative way.
10. To establish specific plans for working in multilingual environments, with an innovative attitude.
15 Language skills: oral and written language.
16 From linguistic skills to competences in the area of Elementary Language and Literature.
17 Programming in the area of Language and Literature.
18 Assessment in the area of Language and Literature.
19 Situations literacy in the classroom: methodological strategies.
21 Materials and technological resources in the area of Language and Literature.
22 Situations language learning in multilingual contexts: plans, resources and strategies.
GROUP WITH MARIA PUJOL
The assessment of this course is continuous and attendance is compulsory (minimum attendance of 80% of classes). It consists of several tasks:
Unit 1. Introduction to the four communication skills
Class test (10%)
Unit 2. Development of reading comprehension
Individual project (25%)
Unit 3. Development of oral skills
Group presentation and didactic unit (25%)
Unit 4. Developing writing
Class test (25%)
Attendance, participation in class and on Moodle forums, and everyday tasks (15%)
Tasks should be submitted in Catalan. Submissions will not be accepted after the deadline or sent by email. Assessments with language errors are considered Not Marked, but being able to re-submit with a Passed as a ceiling grade. Language mistakes (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.
COMPETENCES | METHODOLOGY | TRAINING ACTIVITY |
---|---|---|
CEM-46 CEM-48 CET-3 CG-04 CG-07 CG-08 CG-09 CG-10 CG-11 | Learning contract Presentation methods / lecture | Theory classes Individual / independent study and work |
CEM-47 CEM-49 CET-1 CET-3 CG-02 CG-03 CG-04 CG-07 CG-08 CG-09 CG-10 | Problem-based learning Cooperative learning Project-based learning Case studies Problem-solving exercises | Practical classes Group study and work Seminar-workshops |
CEM-50 CET-3 CG-04 CG-07 CG-08 CG-11 | Presentation methods / lecture | Theory classes |
CEM-52 CET-1 CET-3 CG-02 CG-03 CG-04 CG-07 CG-08 CG-09 | Problem-based learning Project-based learning Case studies Problem-solving exercises | Practical classes Seminar-workshops |
CEM-53 CET-1 CET-3 CG-02 CG-03 CG-04 CG-07 CG-08 CG-09 CG-10 | Problem-based learning Cooperative learning Project-based learning Case studies Problem-solving exercises | Practical classes Group study and work |
In the context of graduate studies, assessment is continuous. Information for students is qualitative (Outstanding, Notable, Approved and Unapproved). The numerical final grade will be the result of demonstrated competencies, and a number of variables which have been taken into account:
MORNING GRUP (CATALÀ)
Test 35%
Reflective practice 25%
Activities: PLC 40%
LEARNING OUTCOMES | EVALUATION SYSTEM |
---|---|
1. To identify the basic concepts of the subject and set it in a study context. | objective tests |
3. To understand the importance of language in society and its management in schools. | objective tests |
5. To understand and become familiar with linguistic skills, and relate them to the skills established in the current curriculum. | papers and projects oral presentations |
6. To plan the areas of language and literature based on the skills established in the primary-education curriculum, and to focus on quality. | submission of a paper |
7. To establish criteria and systems for assessments in the subject. | papers and projects |
8. To use methodological strategies to promote writing and reading. | activity design |
9. To learn and apply existing teaching resources for the subject in a creative way. | activity design |
10. To establish specific plans for working in multilingual environments, with an innovative attitude. | activity design |
About this subject
Cassany, D. (1993). La cuina de l’escriptura. Barcelona: Empúries.
Cassany, D. (2018). Laboratori lector. Per entendre la lectura. Barcelona: Anagrama.
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. & Bosch, C. (2005). La lengua oral a l’escola: 10 experiències didàctiques. Barcelona: Graó.
Rodari, G. (2009). Gramàtica de la fantasia. Barcelona: Proa.
Solé, I. (1999). Estrategias de lectura. Barcelona: Graó.
Solé, I. (2003). “Propuesta de secuencia didáctica para la enseñanza de la comprensión lectora (educación primaria)”. In Solé, I. (2003). Estrategias de lectura. Barcelona: Graó, p. 171-176.
Vilà, M. & Vila, I. (1994). “Acerca de la enseñanza de la lengua oral”, Comunicación, Lenguaje y Educación, 23, p. 45-54.