Universitat Internacional de Catalunya
English Language 2
Teaching staff
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 the students’ linguistic competence in the English language to a level equivalent to B1+/B2 (Normal degree) or C1+ (Bilingual degree) 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 primary Education.
Pre-course requirements
Students should have completed and passed the English 1 course, and have attained a level of A2/B1 on the CEFLR.
Objectives
o achieve a B1+/B2 (Normal degree) and C.1 level (Bilingual degree) in English according to the Common European Framework of Reference for Languages.
2. To promote autonomous learning.
3. To improve students' academic writing skills in English
Learning outcomes of the subject
Students will be able to communicate in English both orally and in writing according to B1+ (Normal degree) o C1 level (Bilngual degree).
Syllabus
During the academic course, we will work on relevant and current topics which enhance critical thinking skills related to Education, Current Affairs, and Cultural topics. Students will work on a digital blog. All course materials and resources will be uploaded and organized on the Moodle platform, ensuring easy access and a structured learning environment.
Teaching and learning activities
In person
The methodology combines the principles of Communicative Language Teaching (CLT) and Task-Based Language Teaching (TBLT) to foster effective language acquisition:
Focus on Communication: Language learning is centered on meaningful interaction and real-life communication, prioritizing the ability to use the language in authentic contexts over rote memorization of grammar and vocabulary.
Learner-Centered Approach: Students actively participate in pair and group activities, such as discussions, role-plays, and simulations, to encourage negotiation of meaning and collaborative problem-solving.
Authentic Materials and Tasks: Lessons incorporate real-world materials (e.g., articles, videos) and tasks (e.g., planning a trip, conducting interviews) that mirror practical language use outside the classroom.
Task-Based Structure: Instruction is organized around meaningful tasks with clear outcomes. Lessons typically follow three stages: pre-task (introduction and preparation), task (completion of the communicative activity), and post-task (reflection, feedback, and language analysis).
Teacher as Facilitator: The instructor guides and supports students, providing feedback and scaffolding as needed, but learners are responsible for much of the communication and discovery.
Integration of Skills: Activities are designed to develop all language skills (speaking, listening, reading, and writing) in an integrated manner, reflecting real-life communication needs.
Emphasis on Critical Thinking: Tasks encourage students to analyze, synthesize, and evaluate information, promoting higher-order thinking skills alongside language development.
Evaluation systems and criteria
In person
The assessment of this course will be based on:
Blog posts and digital projects (30%)
Assessment of oral activities (20%). This will be based on oral presentations (15%) and class participation (5%)
Final written exam: Grammar, Vocabulary, Reading, Listening (50%)
Please note the following points:
The assessment of this subject will be on-site. A student who does not attend at least 80% of the sessions will lose the right to benefit from reassessment.
Possession of an official certificate for B2 or C1 level does not imply validation of the subject.
Classes will use English as the vehicle language from the first moment. To maximize learning opportunities, students should express themselves in English during teaching sessions.
To pass the subject, it is necessary to have passed all the elements assessed separately. This rule applies to both the first and second exam sessions. In the event of failing the first session, the student must only retake those elements that were not passed.
Apart from face-to-face sessions, the subject involves about 120 hours of personal work; autonomous study is therefore essential to pass the subject.
Oral language expression will be assessed primarily through observation in the classroom. The assessment of the oral component will be continuous and face-to-face, with emphasis on the student’s final progress. Therefore, no specific oral exam will be held at the end of the semester.
Conditions for Reassessment: To be eligible for reassessment of this subject, the following conditions apply:
The minimum grade in the first exam session must be higher than 3.5.
The student must have attended 80% of the on-site classes.
The student must have submitted both assessed essays.
Note that the continuous assessment of oral activities cannot be reassessed, and the student can only retake the failed elements from the first exam session. The maximum grade for reassessment is 5.
Bibliography and resources
All materials will be made available during the course on the Moodle Platform.