Universitat Internacional de Catalunya

Learning Languages and Literacy 2

Learning Languages and Literacy 2
6
10628
2
Second semester
OB
Main language of instruction: Catalan

Other languages of instruction: Spanish

Teaching staff


Dra. Carme Balaguer

Tuesday and Wednesday from 10 to 11 AM

Office D-202

Previously appointment is preferable

Introduction

The subject "Aprenenetatge de llengua i lectoescriptura II" aims to provide the conceptual foundations of language acquisition and lectoescriptura in children of 0-3 and 3-6. 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

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.
  • 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

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: 0-2 years and 3-6 years

- Development of metalinguistic knowledge

- Methodology and motivation for literacy learning

Teaching and learning activities

In person



COMPETENCESMETHODOLOGYTRAINING 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 be developed through an acumulative approach, it means, it will be assess progress throughout the training period. However, progress will be weighted based on variousevaluation activities that will have a varied nature. These weightings are:  -10% Tutorials Assessment - 15% Practice seminars (individual)  -25% Literacy development activity (group) -40% integrating test (individual)  -5% Story Telling  - 5% portfolio. The activities may be accepted on paper or digitally (depending on the case). In case of delay will not be accepted. We must develop a portfolio with a collection of content and activities that work in the classroom.  IMPORTANT: Please put highlight the consistency of student performance in individual and group work, for this reason, if it doesn't exist such consistency, we always prioritizes individual note.

Given the nature of this course and in accordance with the General Competence 2, relative to accuracy in speaking and writing in teaching language, 0.2 point will be deducted for each serious misspelling in assessment activities .

A / student / 1st conovatòria to be suspended when put in evidence that has not won any of the competitions that are scheduled. The second round will be determined by custom evidence that competition.

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

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

Teaching and learning material