Language Teaching and Literature 3
Main language of instruction: Catalan
Other languages of instruction: Spanish
Head instructor
Dra. Asunción VERDERA - averdera@uic.es
Dra. Eva TRESSERRAS - etresserras-alumni@uic.es
Gda. Yolanda Isabel SCOTT - yscott@uic.es
Office hours
averdera@uic.es. Office G203
etresserras@uic.cat
Office: G104
yscott@uic.es
This subject encourages students to be aware of children's and young people's literature at school, and it offers teaching strategies to bring students closer to the correct selection of texts.
- To be aware of the importance of language in society and it's treatment in schools.
- To know how to establish specific work plans in multilingual contexts, using an entrepreneurial spirit.
- To make known relevant children's and young adult works of different literary genres and trends.
- To carry out interpretative readings of literary texts and provide necessary strategies.
- To promote students' critical and aesthetic ability.
- To learn to value the purpose of children's literature in the school, in children from six to twelve years of age.
- To reach analitical and assessment standards of media for children's and young adult literature.
- To use tools and resources to promote children's literature and reading encouragement.
3. Understands the importance of language in society and it's treatment in the school.
6. Programmes the area of language and literature on the basis of the competencies established in the primary level curriculum, oriented towards quality. (*PLC)
10. Establishes specific work plans designed for multilingual contexts with an entrepreneurial spirit.
11. Understands the importance of literature and sets it in the context of study.
12. Knows and understands what literary competence entails and it's role in the primary level curriculum.
13. Uses methodological techniques to promote literary strategies, and does so with an entrepreneurial spirit.
14. Is acquainted with the different literary options adequate for the different primary cycles.
15. Controls the different literary genres which can be worked at primary level.
13. Epistemological framework of Language and Literature Didactics: psychological, sociological y pedagogical foundations.
14. Language and school.
22. Language learning situations in multilingual contexts: plans, resources and strategies.
24. The literary competence in primary level education.
25. Methodological strategies to promote literary competence.
26. Children's and young adult literature in primary level education.
27. The literary genres in children's and young adult literature.
COMPETENCES | METHODOLOGY | TRAINING ACTIVITY |
---|---|---|
CEM-45 CET-3 CG-04 CG-07 CG-08 CG-09 CG-10 CG-11 | Presentation methods / lecture | Theory classes Individual / independent study and work |
CEM-49 CET-1 CET-3 CG-02 CG-03 CG-04 CG-07 | Cooperative learning Case studies | Seminar-workshops |
CEM-49 CEM-53 CET-1 CET-3 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 |
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 assignments:
MORNING GROUP (ENGLISH)
Unit 1. Test 15%
Units 2 and 3. Project 35%
Units 4 and 5. Group project 25%
Exam 20%
Attendance and participation 5%
EVENING GROUP
Exam (30%)
Activities (30%)
Project (40%)
Assignments will not be accepted past their deadline.
Language errors (spelling, grammar, coherence, punctuation ...) in submitted assignments are susceptible to a reduction in 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 a minor error.
LEARNING OUTCOMES | EVALUATION SYSTEM |
---|---|
3. Understands the importance of language in society and their treatment in school. | Objective tests |
11. Understands the importance of literature and places it in the specific context of the studies. | Objective tests |
12. Knows and understands what is the literary competence and its role in the elementary curriculum. | Objective tests |
13. Uses methodological strategies to promote literary strategy and does it with entrepreneurship. | Activity design |
14. Knows different literary options adequate for different cycles. | Objective tests |
15. Is fluent in different genres that can be worked in the primary stage. | Self-evaluation |
31. Collaborate with professionals and institutions related to children's literature. | Projects Performance test Activity design |
32. Develop an attitude of constant updating with respect to multilingualism and literature. | Self-evaluation |
Colomer, T. (2002). Siete llaves para valorar las historias infantiles. Madrid: Fundación Germán Sánchez Ruipérez. (Disponible a http://www.gretel.cat/es/lecturas/pdf-per-descarregar-siete-llaves-para-valorar-historias-infantiles/)
Lluch, G. (2003). Análisis de narrativas infantiles y juveniles. Ediciones de la Universidad de Castilla-La Mancha.
Portell, Joan. Llegim? Com fer lectors entusiastes. PAM edicions. Col·lecció créixer.
Teixidor, Emili. La lectura i la vida. Columna Edicions.
Choose your own adventure (choose one of these options to read):
a) Extraordinary girls: Pippi Calzaslargas d’Astrid Lindgren; Matilda de Roald Dahl; Alícia al país de les meravelles de Lewis Carroll.
b) Ideal world: Peter Pan de J.M Barrie; Alícia al país de les meravelles de Lewis Carroll; La història interminable de Michael Ende.
c) Trips: En Jim Botó i en Lluc el Maquinista de Michael Ende; El petit príncep d’Antoine de Saint-Exúpery; El mag d’Oz de L. Frank Baum.
d) Adventures: Ronja la filla del bandoler d’Astrid Lindgren; El vent en els salzes de Kenneth Grahame; El pare Mumin i el mar de Tove Jansson.
Rodari, G. (1996). The Grammar of Fantasy. New York, NY: Philmark
Lithographics.
Short, K. G., Lynch-Brown, C. M. & Tomlinson, C. M. (2014). Essentials of
Children’s Literature. Carmel, Indiana: Pearson