Universitat Internacional de Catalunya
Language Teaching and Literature 1
Other languages of instruction: English, Spanish
Teaching staff
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.
- 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.
- 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.
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.
| 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 |
Evaluation systems and criteria
In person
The evaluation of this subject is continuous and face-to-face. A minimum of 80% of the classes must be attended. The evaluation consists of several tasks:
Topic 1. Fundamentals of language. Presentations (15%). Activity n.2 (group)
Topic 2. Curriculum. Delivery of work (30%) Activity n.4 (group)
Subject 3. Language in the school: bilingualism and plurilingualism. (15%) Activity n.6 (group)
Integrative test: 40% Individual
The evaluated tasks must be presented in Catalan. Jobs submitted late or emailed will not be accepted. Nor will a job be delivered twice.
Language errors will deduct points. An evaluated activity is suspended due to misspellings. A serious work of form is equivalent to Uncorrected (NC). In this case, you must resubmit it within a week. Maximum grade: Approved. There is no third chance. Language errors (spelling, grammar, consistency, punctuation) are deducted from homework: 0.5 points for serious misconduct and 0’25 for minor mistakes. In class work, 0’3 for severe and 0.2 for mild are discounted.
The evaluation of the subject will be developed from the evaluation of progress throughout the teaching period. The records that will allow this evaluation will be taken from the different activities of continuous evaluation, which will have a varied nature. . It will be necessary to distinguish the activities of training of the evaluation activities.
To achieve the maximum possible objectivity in the assessment, the student will be asked as closely as possible between the individual assessment notes and the group assessment notes. If this consistency does not exist, the individual mark obtained in the classroom will always be prioritized, as a final grade. This is because we think that the component in group work is unique and that the rest of the competences that the student has to achieve are individual.
In coherence with the social responsibility that the role of the teachers entails, two more factors must be specified in the evaluation of this subject. In the first place, mention that attitudes that teachers consider to be academic irresponsibility may not achieve the approved in the subject, to enter into complete contradiction with the teacher's profile, as indicated by the competence of the degree course 7 CET7 . Secondly, and in relation to CG 2, specify that the vehicular language of this subject is Catalan (although documents in Spanish or English can be worked on), in this sense, in any written assessment test, it is Penalize with 0.2 points, each lack of spelling considered serious. If the revision of a work is perceived, from the beginning, an excess of spelling mistakes or improper writing, the work will be returned for the student to correct it and return it again within a week. In this case, you will have to approve a pass at most. We believe that these considerations will be of great help to improve the quality of the future work as teachers and the current academic work. If a st
Bibliography and resources
Cassany, D.; Luna, M. i Sanz, G. (1993). Ensenyar llengua. 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. 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. ICE.