Assignatura

La Lectura com a Font d'Aprenentatge de Llengües

  • codi 12598
  • curs 1
  • període Anual
  • tipus OB
  • credits 3.5

Llengua d'impartició principal: anglès

Altres llengües d'impartició: català, castellà

Professorat

Responsable

Dra. Maria PUJOL - mpujolv@uic.es

Horari d'atenció

By appointment.

Presentació

Reading Comprehension focuses on the skills and strategies for teaching a foreign language through reading in Pre-School, Primary and Secondary settings, with the specific goals of the language classroom. The aim of this subject is to provide new approaches, functions, methodologies, resources and practices including reading as an EFL strategy.

 

Requisits previs

To have achived at least B1+ in English according to the CEFRL standards in all communicative skills (reading, listening, speaking, and writing).

Objectius

To acquire the fundamental theoretical basis and teaching techniques that are needed to teach English through reading as an additional language effectively.

To explore the potential of reading and analysing research and theoretical papers in order to enrich teaching practices.

To acquire the necessary criteria and resources to use suitable reading materials for different levels in multilingual contexts.

Competències / Resultats d’aprenentatge de la titulació

To acquire the skills and strategies for teaching a foreign language through reading.

To acquire the ability to learn autonomously.

To be able to develop interpersonal relations.

To be able to analyse and synthesise.

Resultats d’aprenentatge de l’assignatura

Students will be able to:

 

Understand the fundamental concepts of foreign language learning and reading.

Understand the different and complementing functions of reading as a means to learn EFL for multilingual learners.

Be familiar with relevant research literature on EFL reading.

Analyse and integrate a variety of resources and materials for teaching EFL through reading.

Be familiar with effective practices in EFL reading development.

Evaluate educational and literary materials by various authors and publishers.

Plan, prepare and assess in EFL reading.

Demonstrate the ability to learn autonomously.

Be able to develop skills for interpersonal relations.

Be able to analyse and synthesise.

Continguts

Introduction to the subject.

The nature of reading. Purposes of reading in EFL classes.

Strategies and methodologies:

Text types and picturebooks

Extensive reading

Intensive reading

Storytelling

Scaffolding

Motivating reading

Online resources for teachers and students.

Planning and assessing reading.

Metodologia i activitats formatives

Modalitat totalment presencial a l'aula

This subject is organised around online classes and online work. Participants are asked to complete compulsory and optional tasks. Classes are aimed at reflecting and discussing the contents of the subject. The participants’ oral and written contributions should be reported by the assigned readings, personal experience and careful listening/reading of contributions. Personalised assessment will be given to all participants.

Sistemes i criteris d'avaluació

Modalitat totalment presencial a l'aula

The subject will be evaluated in the following way:

 

1)

Blog entry. Part 1. 20% final grade.

Learning outcome: Be familiar with effective practices in EFL reading development. Demonstrate the ability to learn autonomously.

 

2)

Oral presentation and blog entry. Part 2. 40% final grade.

Learning outcome: Be familiar with relevant research literature on EFL reading. Be familiar with effective practices in EFL reading development. Demonstrate the ability to learn autonomously. Be able to develop abilities for interpersonal relations. Be able to analyse and synthesise.

 

3)

A choice of two minimum optional tasks. 30% final grade.

Learning putcome: Analyse and integrate a variety of resources and materials related to teaching EFL through reading. Be familiar with effective practices in EFL reading development. Evaluate educational and literary materials by various authors and publishers.

 

4)

Participation, 10% final grade.

Learning outcome: Understand the fundamental concepts of foreign language learning and reading.

Be able to develop skills for interpersonal relations.

Bibliografia i recursos

Artigal, J. M. (2005). El text narratiu dialogat. Una manera de construir l'aprenentatge de la llengua estrangera a l'educació infantil[not retrievable].

Ellis, G., & Brewster, J. (2014). Tell it Again! The Storytelling Handbook for Primary English Language Teachers. Manchester: British Council.

Graves, M. F., & Fitzgerald, J. (2002). Scaffolding Reading Experiences for Multilingual Classrooms. In Garcia, G. G. (Ed.), English Learners: Reaching the Highest Level of English Literacy(pp. 96-104). Newark: International Reading Association.

Isbell, R., Sobol, J., Lindauer, L. & Lowrance, A. (2004). The Effects of Storytelling and Story Reading on the Oral Language Complexity and Story Comprehension of Young Children. Early Childhood Education Journal, 32(3), 157-163.

Kaminski, A. (2013). From Reading Pictures to Understanding a Story in the Foreign Language. Children’s Literature in English Language Education, 1(1), 19-38.

Kreft, A. & Viebrock, B. (2014). To Read or not to Read: Does a Suitcase Full of Books do the Trick in the English Language Classroom? Children’s Literature in English Language Education, 2(1), 72-91.

Moses, L. (2014). What Do You Do With Hands Like These? Close Reading Facilitates Exploration and Text Creation. CLELEjournal, 2(1), 44-56.

Mourão, S. (2013). Response to the The Lost Thing: Notes from a Secondary Classroom. Children’s Literature in English Language Education, 1(1), 81-105.

Prowse, P. (1999). The secret reading. English Teaching Professional, 13, 120-124.

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