Universitat Internacional de Catalunya
Learning Languages and Literacy 2
Other languages of instruction: Spanish
Teaching staff
Dra. Carme Balaguer
Before on after classes. Please send a previous mail.
Introduction
The subject "Aprenenetatge de llengua i lectoescriptura II" aims to provide the conceptual foundations of language acquisition and lectoescriptura in children from 0 to 6. Based on the theories and authors studied in the course "Llengua i Lectoescriptura I", the process of acquisition of oral language and literacy from its components is discussed.
Pre-course requirements
To take this course you must have passed Communication Skills I: Writing Expression.
Objectives
- To Learn the metacognitive and cognitive processes of language acquisition
- To know cognitive and metacognitive processes involved in reading and writing early.
- To Analyze the cognitive basis of communication skills to develop the curriculum
- To Know the conditions that can foster these skills
Competences/Learning outcomes of the degree programme
- 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.
- CEM-46 - To understand the transition from oral to written expression and be aware of the different registers and uses of language.
- CEM-47 - To be familiar with the learning process in reading and writing and its teaching.
- 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-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-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
5- Shows knowledge of the curriculum of languages and literacy of children's education.
7- favors and encourages speaking and writing skills and a drives them to quality
10- includes the transition from orality to writing
12- Shows knowledge of the learning process of reading and writing, as well as their education.
Syllabus
- Developing language skills: 0-6 years
- Development of metalinguistic knowledge
- Methodology and motivation for literacy learning
Teaching and learning activities
In person
| COMPETENCES | METHODOLOGY | TRAINING ACTIVITY |
|---|---|---|
| CEM-42 CEM-43 CEM-46 CEM-47 | Case studies Problem and exercise solving | Practical classes Individual / independent study and work |
| CEM-43 | Case studies Problem and exercise solving | Practical classes Group study and work |
| CET-2 | Problem-based learning Cooperative learning Case studies Presenting method / lecture | Practical classes Theory classes Individual / independent study and work |
| CET-3 | Problem-based learning Case studies Presenting method / lecture | Practical classes Theory classes Individual / independent study and work Group study and work |
| CET-7 | Cooperative learning Problem and exercise solving | Practical classes Group study and work |
| CG-01 | Problem-based learning Cooperative learning Case studies | Individual / independent study and work Group study and work Seminar-workshops |
| CG-02 | Problem-based learning | Practical classes |
| CG-09 | Case studies Presenting method / lecture | Theory classes Individual / independent study and work Group study and work |
Evaluation systems and criteria
In person
The evaluation of the subject will take into account progress throughout the academic period. Learning achievement will be weighted based on different assessment activities that will have a varied nature. The percentages are as follows:
-10% Assessment tutorials
-15%- Reflective practice seminars (individual)
-25% Literacy development activity (group)
-40% Integrative test (individual)
-5% Story Telling (group)
-5% Reflections on individual development and learning
Written activities will be strictly accepted on the day set for delivery. They can be presented on paper or digitally as the case may be. In case of delay they will not be accepted.
IMPORTANT: It is necessary to highlight the consistency of the student's performance in individual and group work, for this reason, if this consistency does not exist, the individual mark will always be prioritized.
If you do not pass any of the skills that are developed in the different assessment activities, you will need to recover them in the second call. For this reason, a suspension will appear in the academic record of the first call. If the skills not achieved are recovered, the final mark of the 2nd call will be recalculated with the marks achieved during the course.
Given the nature of this subject and in accordance with General Competence 2 on the correction of oral and written expression in vehicular language, 0.2 points will be deducted for serious misspellings, in the grading of the assessment activities .
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 Aprendizaje. Fundamentos 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
Solé, I. (2000). Estrategias de lectura. 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