Universitat Internacional de Catalunya
Communication Skills III: English Language 1
Teaching staff
Bilingual Degree: Christina Howes: chowes@uic.es
Normal Degree: evidal@uic.es
Introduction
In recent decades, English has become the lingua franca in academic communication and scientific research, as well as a very valuable communication tool for intercultural communication among different peoples. Furthermore, the new undergraduate degrees (graus) lead us towards a teacher profile with a multilingual mindset, ready to use different languages in his/her professional career.
This subject seeks to activate he students’ linguistic competence in the English language to a level equivalent to B2/C1 as described in the CEFR (Common European Framework of Reference for Languages), in accordance with the linguistic requirements set by the Ministry of Education for undergraduate degrees in Early Childhood Education (educació infantil).
The classes in this course will not focus on English for specific purposes. Students will improve their English language proficiency through the study of scientific evidence on what promotes genuine learning in the classroom. The course therefore forms part of initial teacher education in the science of learning.
Pre-course requirements
Students should have a B2 English language level according to the Common European Framework of Reference for Languages.
Objectives
1. To achieve a C1.1 global level in English according to the Common European Framework of Reference for Languages (Bilingual Degree) or B1+ (Normal Degree).
2. To promote autonomous learning.
Competences/Learning outcomes of the degree programme
- CEM-17 - To know how to analyse data obtained, comprehend reality in a critical way and draw up a report with conclusions.
- CEM-20 - To value the importance of teamwork.
- CEM-43 - To foment speaking and writing skills.
- CEM-44 - To learn and master techniques of oral and written expression.
- CEM-46 - To understand the transition from oral to written expression and be aware of the different registers and uses of language.
- CEM-48 - To manage language-learning situations in multilingual contexts.
- CEM-49 - To recognize and value the appropriate use of verbal and non-verbal language.
- CEM-50 - To be familiar with resources to foment reading and writing, and use them appropriately.
- CEM-52 - To be able to foment initial contact with a foreign language.
- CEM-60 - To be aware of and employ interactive and communicative processes in the classroom, as well as to master the social skills and abilities required to promote an environment favouring learning and classroom harmony.
- 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-01 - To integrate information and communication technologies in teaching and learning activities, teaching management and professional development.
- CG-03 - To be able to communicate in English at level B1, according to the Common European Framework of Reference for languages (CEFR).
- CG-08 - To be familiar with the elements that make up reflective thinking, the different levels of proficiency and how to develop this skill as much as possible.
- 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.
Learning outcomes of the subject
Students will be able to communicate in English both orally and in writing according to C1.1 level.
The student is able to apply evidence-based techniques in the classroom to promote meaningful learning.
Syllabus
Unit 1. Understanding Learning
What learning is and why it is often misunderstood. Differences between short-term performance and long-term learning, common ineffective study habits, and the role of memory, forgetting, and effort in durable learning.
Unit 2. Retrieval Practice
The importance of retrieving knowledge from memory as a learning strategy. Applications include low-stakes testing, questioning, cumulative review, exit tickets, and other forms of frequent recall in the classroom.
Unit 3. Spacing, Interleaving, and Varied Practice
How learning is strengthened when practice is distributed over time, different topics or problem types are mixed, and knowledge is applied in varied contexts. Students learn to design practice that promotes retention, discrimination, and transfer.
Unit 4. Desirable Difficulties, Metacognition, and Learning Myths
Why productive struggle can improve learning, how students misjudge what they know, and how teachers can help learners develop more accurate metacognition. The unit also examines misconceptions such as learning styles and other unsupported educational claims.
Unit 5. Applying the Science of Learning to Teaching
Integration of the principles covered throughout the course into classroom practice. Students apply retrieval, spacing, interleaving, feedback, elaboration, and formative assessment to lesson and unit design, culminating in the redesign of a teaching sequence using evidence-based principles.
Teaching and learning activities
In person
The course combines lectures with case studies and places particular emphasis on critical reflection and active student participation. The final grade is determined through a continuous assessment system, which accounts for 50% of the grade, and a final examination, which accounts for the remaining 50%.
Evaluation systems and criteria
In person
The assessment of this course (Bilingual Degree) will be based on:
1. Two in-class academic essays (25%): Essay 1 = 40% (of total mark for essays); Essay 2 = 60% (of total mark for essays) .
2. Continual Assessment of oral activities (25%). This will be an impression mark based on students' active participation in class discussions and oral activities. Marks will be given for fluency, accuracy, pronunciation.
3. Final Written Exam: Grammar, Vocabulary, Reading, Listening (50%).
The assessment of this course (Normal Degree) will be based on:
1. Continual Assessment (50%)
2. Final Exam (50%)
Please note the following points:
- The assessment of this subject will be on-site. A student who does not attend more than 80% of the sessions will lose the right to reassessment.
- Possession of an official certificate for C1 level does not imply validation of the subject.
- The classes will use English as a vehicle language from the first moment. In order to maximise learning opportunities, students should express themselves in English during teaching sessions.
- Check your group's 2024/25 course schedule for more details on assessment dates and activities (available in the Moodle Classroom).
- To pass the subject, it is necessary to have passed all the elements assessed separately. This rule applies to both the first and second calls. In the event of suspending the first call, the student must only recover those elements that they have not passed.
- The subject, apart from face-to-face sessions, involves about 120 hours of personal work; autonomous homework, therefore, is essential for passing the subject.
- Oral expression of the language will be assessed primarily through observation in the classroom. The assessment of the oral part will be continuous and face-to-face, with emphasis on the final progress of the student. Therefore, no specific oral test will be held at the end of the semester.
Bibliography and resources
Students following the Bilingual Degree must buy the following book: Speak Out (3rd Edition), C1-C2, Student's Book. Pearson.