Universitat Internacional de Catalunya

Learning Languages and Literacy 1

Learning Languages and Literacy 1
3
10625
2
First semester
OB
Main language of instruction: Catalan

Other languages of instruction: Spanish

Teaching staff


Dr.Carme Balaguerona Graell

Appointment by mail.

Introduction

The subject "Aprenenetatge llengües i lectoescriptura I", is to provide the conceptual foundations of adquisició language in children of 0-3 and 3-6. This analysis was conducted from a longitudinal study of the contributions of different autors, reaching their current cognitive and interactive theories.This course complements the course language and literacy II, that is developed on the 2nd half of the 2nd.

Pre-course requirements

To take this course you must have passed Communication Skills I: Writing Expression.

Objectives

- To Know the historical development of theories of language acquisition are ages 0-3 and 3-6.

- To Know the historical development of the initial acquisition of lectoescriptura.

Competencies

  • CEM-42 - To be familiar with the language and literacy curriculum at this stage, as well as the corresponding learning and development theories.
  • CEM-43 - To foment speaking and writing skills.
  • 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-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-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-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.

Learning outcomes

3. Shows knowledge of the theories of language development and education of children in early childhood education. 

5. Shows knowledge of languages and firts reading and writing curriculum of early chilhood education.

6. Shows knowledge of the theories on the acquisition and development of the corresponding learning. 

7. Improves and motives talking and writing skills 

10. Understand the way from orality to writing.,

 

 

Syllabus

1. Communicative models of oral language teaching.

3. Context and language skills in early childhood education.

5. Development of linguistic and metalinguistic knowledge.

6. Elements of the language curriculum in early childhood education.

8. Methodology and motivation for the initial learning of the literacy.

Teaching and learning activities

In person



 

Group Work (training)

 Form.

Act.

Methodo-logy

skills

Individual Work (training)

Form.

Act. .

Metho-dology

skills

  1. theoretical exposition

Activity 1: research in WOS

Activity 3: Conceptual maps of diferent Authors and  discussion

 Activity 4: Chomsky

CT

 

ETG

 

ETG

 

ETG

LM

 

 AC

  

EC

  

EC

CEM 42

  

CG 1 CET 2 CET 7

CEM 42 CET 7

 

CEM 42

  1. Activity 2- Reading: Vigotsky. Understanding Activity

 

ETI

EC

CEM 43 CET 7 CG2

Evaluation systems and criteria

In person



The evaluation of the course will be based on a continuos assestment, that is, the progress over the teaching period will be assessed. Records that will allow the evaluation will be drawn from the different activities of continuous assessment, which will have a varied nature.

All activities will be accepted strictly on the day fixed for delivery, and in paper format. In case of delay will not be accepted. We must develop a portfolio with a collection of content and activities in the classroom.

IMPORTANT: all ongoing evaluation activities have the same value always demonstrating the consistency between student performance in individual and group work, which is why no middle notes are calculated, but the path will be assessed individually.

Due to the nature of this subject and in accordance with the General Competition 2 on the correction in oral and written expression language used, 0.2 points will be deducted for lack of serious spelling in qualifying assessment activities.

A / a student be suspended for 1st call when there is evidence that has not got some of the skills that are downloaded software, in this case only competition. The second call will be a custom test for that particular competition

Systems evaluation are:

 

Portfoli        20%

Oral Exam20%

Team Work     40%

Participation 20%

 

The order or sequence of activities can be modified as unanticipated

Bibliography and resources

Balaguer, M.C. Lectura estartègica dels problemes matemàticsa l'Educació Primària.TDX  http://hdl.handle.net/10803/9348

Bruning, R.H., Schraw, G.J., Norby, M.M. i Ronning, R.R. (2005),Psicología cognitiva y de la instrucción. Madrid: Pearson.

Cassany, D.; Luna, M. i Sanz, G. (2006). Ensenyar Llengua. Barcelona: Graó

Coll, C.; Palacios, J. i Marchesi, A. (2008). Desarrollo psicológico y educación 2. Psicologia de la educación escolar. Madrid: Alianza

Cubero, R. (2005). Perspectivas constructivistas. La intersección entre el significado, la interacción y el discurso. Barcelona: GRAO

Cuetos, F. (2009). Psicología de la Escritura. Madrid: Wolters Kluwer. España

Mayor, L. (2005). Motivación. A A. Puente Cognición i AprendizajeFundamentos psicológicos. Madrid: Pirámide

Pozo Municio, I. (2000). Aprendices y maestros (4ª ed.). Madrid: Alianza

Puente Ferreras, A. (2005). Cognición y aprendizaje. Madrid: Pirámide

Romero, J.F.; González, M.J.(2001). Pràcticas de comprensión lectora. Estrategias para,  el aprendizaje. Madrid: Alianza

Sánchez Miguel, E i Martínez Martín, J. (1998). Las Dificultades en el Aprendizaje de la Lectura. A V. Santiuste i J.A. Bertran (Coords.). Dificultades de Aprendizaje.Madrid: Síntesis

Serra,M; Serrat,E.; Solé,R.; Bel, A.; Aparici,M. (2013). La adquisición del lenguaje.Barcelona. Ariel.

Solé, I. (2000). Estrategias de lectura. Barcelona: GRAÓ

Trilla,J. (Coord) (2002). El legado pedagógico del siglo XX para la esculea del siglo XXI. Barcelona, Graó

Tuffanelli, L. (2010). Comprender. ¿Qué es?. ¿Cómo funciona?. Madrid: Ministerio de Educación, Narcea Ediciones.

Vieiro, P. i Gómez, I. (2004). Psicología de la lectura. Madrid: Pearson Educación

Vygotsky, L. (2012). Pensamiento y Lenguaje. Barcelona: Paidós

Vigotsky, L. (1979). El desarrollo de los procesos psicológicos superiores. Barcelona: Crítica

Woolfolk, A.; Hugues, M. i Walkup, V. (2008). Psychology in Education. Essex: PEARSON Longman

Teaching and learning material