Universitat Internacional de Catalunya

Teaching Theory and Practice Catalan/Spanish

Teaching Theory and Practice Catalan/Spanish
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14826
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Annual
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Main language of instruction: Catalan

Other languages of instruction: English, Spanish

Teaching staff


Mrs. MACHAROWSKI, Milena - mmacharowski@uic.es

Catalan and Spanish Language and Literature speciality Prof. Milena Macharowski Garrahan: office hours by appointment. If you have not been able to attend class, you can email me at mmacharowski@uic.es.

English speciality Prof. Prof. Janine Knight: office hours by appointment. If you have not been able to attend class, you can email me at janine@uic.es.

Introduction

In this subject we are going to learn the need to know and explore which place and role have languages within the regulatory backgroud and framework of Compulsory Secondary Education (CSE) within the walls of  schools, and in connection to the realities surrounding school and beyond, Europe and the rest of the world. On that account, it is imperative to know and design our teaching practice bearing in mind the regulatory and reference documents such as The language model of the education system. Language learning and use in a multilingual and multicultural educational environment (2018).

As a starting point, the contents, tasks and resources are all based in order to lead the future teaching practice towards the main aim of education which is to prepare students to live, interact and develop in a sociocultural environment that is diverse, complex, dynamic and difficult to predict. A context that requires the attainment of skills which will help them to live and participate in diverse and complex societies, and develop successfully in any personal, social, academic and professional field. Despite the ongoing unpredictable changes, one of the most relevant elements for the continued preparation of students remains their command of language, the tool which allows them to understand reality, express thought, emotions, reason, create, transmit knowledge and a certain point of view, understand the world, and interact with each other. Command of language and communicative competence, along with personal and emotional skills, is essential to carry out tasks with a strong cognitive component and to activate critical thinking, negotiate and explain knowledge to others, and do so in different languages. 

So, as future teachers of Catalan, Spanish or English as a first foreign language, you will be presented throughout the sessions with concepts and questions which belong to a variety of disciplines such as linguistics, pragmatics, sociolinguistics, second language acquisition and neuroeducation.

Pre-course requirements

To be enrolled on the Master’s Degree in Teacher Training for Compulsory Secondary Education and Baccalaureate, Vocational Education and Training, and Language Teaching at the Universitat Internacional de Catalunya (UIC).

Objectives

Catalan and Spanish speciality

Providing students with experiences that facilitate the construction of new additional knowledge schemes based on their prior mental scheme in the linguistic and literary disciplines, by means of analysing a diversity of interpretations, schools and linguistic and literary theories; identifying some of the additional knowledge needed in the teaching and learning processes in Compulsory Secondary Education; identifying and applying the relevance of the competencies and content of the subject of Spanish Language and Literature/Catalan Language and Literature in students' lifelong learning as citizens of multilingual and multicultural realities; and developing the concept of the multilingual and multicultural transversal dimension of the linguistic field (Decree 187/2015 of 25 August, establishing the curriculum for Compulsory Secondary Education), based on a transversal approach to the teaching and learning of the languages of the education system, with the aim of designing meaningful and authentic teaching-learning situations in compulsory secondary education. In addition, we will prioritise developing expertise in identifying and applying the wide range of methodologies and strategies aimed at facilitating access to linguistic and literary knowledge for each and every one of the prospective students, taking into account their interests, needs and abilities; as well as developing the skills and strategies needed to pursue lifelong teacher training in language acquisition, teaching and learning methodologies, resources, and the teaching and learning experience in the broadest sense of the term.

English speciality

Providing students with experiences facilitating the build-up of new additional knowledge schemes on their prior mental scheme from linguistic and literary disciplines, by means of analysing a diversity of interpretations, schools and linguistic and literary theories; identifying some of the additional knowledge needed in the teaching and learning processes in Compulsory Secondary Education; identifying and applying the relevance of competencies and contents from the subject of English as a foreign language on the long-life learning of students as citizens of multilingual and multicultural realities; developing the concept of the Multilingual and multicultural transversal dimension from the Linguistic field (Decree 187/2015, 25th August, for establishing the Compulsory Secondary Education curriculum), based on a transversal approach to the teaching and learning of the languages of the school system, with the aim at designing meaningful and authentic teaching-learning situations in compulsory secondary education. But, moreover, we are going to reach a development in the priority of acquiring expertise in identifying and applying the wide range of methodologies and strategies in order to facilitate the access to linguistic and literary knowledge to each and every one of the prospective students bearing in mind their interests, needs, and abilities; and developing the needed abilities and strategies in order to proceed with a long-life teacher training in both language and foreign language acquisition, teaching and learning methodologies, resources as well as the teaching and learning experience in the broadest sense of the term.

Competences/Learning outcomes of the degree programme

Basic competences

  • BC6: Possess and understand knowledge that provides a basis or opportunity to be original in the development and/or application of ideas, often in a research context.
  • BC7: That students know how to apply the knowledge acquired and the ability to solve problems in new or little-known environments within broader (or multidisciplinary) contexts related to their area of study.
  • BC8: That students are able to integrate knowledge and face the complexity of formulating judgments based on information that, being incomplete or limited, includes reflections on the social and ethical responsibilities linked to the application of their knowledge and judgments.
  • BC9: That students know how to communicate their conclusions –and the knowledge and ultimate reasons that support them– to specialized and non-specialized audiences in a clear and unambiguous way.
  • BC10: That students know how to apply the learning skills that allow them to continue studying in a largely self-directed or autonomous way.

General competences

  • GC1: Formulate reflective and critical, responsible, ethical and respectful judgments about the various protagonists of the educational process (family, school and society).
  • GC2: Analyze and synthesize the information obtained from various environments in order to solve problems or conflict situations, to identify and define the significant elements that constitute a problem in order to solve it judiciously and effectively.
  • GC3: Integrate and collaborate actively in the achievement of common objectives with other people, areas and organizations.
  • GC4: Present ideas orally and in writing, adapting to different communication styles and types of activities.
  • GC5: Organize and plan different types of activities, events and situations.
  • GC6: Integrate and use Information and Communication Technologies in various fields in an efficient and responsible way.
  • GC7: Express yourself in public and make presentations with digital support adapted to the different interest groups in the school context (teachers, families, students, etc.).

Transversal competences

  • TC1: Critically analyze personal work and use the appropriate resources and strategies for professional improvement.
  • TC2: Work in a team and develop attitudes of participation and collaboration as an active member of society.
  • TC3: Show ethical and responsible behavior as a citizen and as a professional.
  • TC4: Develop the ability to assess inequalities based on sex and gender, to design mechanisms to achieve real equality, avoiding biased and discriminatory interpretations.
  • TC5: Identify strategies to promote gender equality, equity and respect for human rights.
  • TC6: Promote inclusive situations and environments for Sustainable Development, creating effective, responsible and inclusive contexts at all levels.

Specific competencies

  • SC10: Determine the educational and cultural value of language and literature, their history and development in order to transmit a profound vision of them.
  • SC11: Identify issues related to linguistic contact and second language acquisition processes.
List
  • CB06 - Possess and understand knowledge that provides a basis or opportunity to be original in the development and / or application of ideas, often in a research context
  • CB07 - That students know how to apply the knowledge acquired and the ability to solve problems in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their area of ​​study
  • CB08 - That students are able to integrate knowledge and face the complexity of formulating judgments based on information that, being incomplete or limited, includes reflections on the social and ethical responsibilities linked to the application of their knowledge and judgments
  • CB09 - That students know how to communicate their conclusions - and the knowledge and ultimate reasons that support them - to specialized and non-specialized audiences in a clear and unambiguous way
  • CB10 - That students know how to apply the learning skills that allow them to continue studying in a largely self-directed or autonomous way
  • CE10 - Determine the educational and cultural value of language and literature, its history and development in order to transmit a deep vision of them
  • CE11 - Identify issues related to language contact and second language acquisition processes
  • CG01 - Formulate reflective and critical, responsible, ethical and respectful judgments about the various protagonists of the educational process (family, school and society)
  • CG02 - Analyze and synthesize the information obtained from different environments in order to solve problems or conflict situations, to identify and define the significant elements that constitute a problem to solve it judiciously and effectively
  • CG03 - Integrate and collaborate actively in the achievement of common objectives with other people, areas and organizations
  • CG04 - Present ideas orally and in writing, adapting to different communication styles and types of activities
  • CG05 - Organize and plan different types of activities, events and situations
  • CG06 - Integrate and use Information and Communication Technologies in various fields in an efficient and responsible way
  • CG07 - Express themselves in public and make presentations with digital support adapted to the different interest groups of the school context
  • CT01 - Critically analyze personal work and use the appropriate resources and strategies for professional improvement
  • CT02 - Work in a team and develop attitudes of participation and collaboration as an active member of society
  • CT03 - Show ethical and responsible behaviors as a citizen and as a professional
  • CT04 - Develop the ability to assess inequalities based on sex and gender, to design mechanisms to achieve real equality, avoiding partial and discriminatory interpretations
  • CT05 - Identify strategies to promote gender equality, equity and respect for human rights
  • CT06 - Promote inclusive situations and environments for Sustainable Development, creating effective, responsible and inclusive contexts at all levels

Learning outcomes of the subject

1. Recognises the complementary knowledge required for teaching and learning processes in secondary education and sixth form.
2. Applies knowledge of linguistics and literature in Catalan and Spanish or English to the design of teaching and learning strategies in secondary education.
3. Understands the educational and cultural value of the Catalan, Spanish and English languages, and of the content of these subjects taught in Compulsory Secondary Education and in post-16 education (Bachillerato).
4. Demonstrates the skills needed to undertake continuing professional development in both the content and the teaching methodology of Catalan/Spanish or English Language and Literature, as well as in the general aspects of the teaching profession.
5. Identifies the basic knowledge that makes up the disciplines of linguistics and literature.
6. Analyses the relevance of the different interpretations, trends and schools of thought concerning the linguistic and literary knowledge of these languages.
7. Knows and applies the methods and strategies for accessing linguistic and literary knowledge.

Syllabus

Spanish and Catalan speciality:

  1. The linguistic model of the catalan education system  (primary, secondary, Bachillerato and FP).
  2. Language learning and use in multilingual and multicultural educational contexts.
  3. Genetic relationships between languages, language contact and second language acquisition.
  4. Language, cognition and culture: the representation of Spanish and Catalan in the world. Language functions, social change and the adaptation of languages.
  5. Linguistic diversity from two perspectives: sociolinguistic and diatopic.
  6. Linguistic conflicts and language attitudes. Linguistic homogeneity and heterogeneity.

English speciality:

  1. Teaching and learning processes in secondary education: legal and conceptual framework.
  2. The English language in the Catalan curriculum.
  3. CEFR and plurilingual and intercultural professional competences.
  4. Language learning theories in practice.
  5. Methods and approaches to teaching and learning language and literature (focusing on the planning of pedagogical tasks, teaching resources, assessment, and classroom organisation and management).

Teaching and learning activities

In blended



Three different teaching methodologies are the basis of the subject: virtual theoretical and expository lessons, virtual practical lessons, and solving exercises or other questions; though it does not imply the three of them in each session. Hands-on and solving cases activities will stem from the theoretical framework provided by the compulsory and optional readings, students’ interests and needs.

1. CT- Virtual theoretical and expository course lessons.
These lessons are based on compulsory and recommendable readings and resources, where the teacher will guide the student in order to delve into those theoretical and conceptual-like questions, establishing connections with the legal framework of Compulsory Secondary Education in Catalonia, reference documents as well with. The future teaching practice and the diverse realities in the secondary schools around Catalonia. At times, part of these lessons might respond to students’ contributions – doubts, experiences during the practicum, and other aspects,- stemmed from the readings and inferences as well as the current affairs; so as to provide a more meaningful, authentic and experience-based learning. 

2. CP- Virtual practical lessons.
These are designed to complement the theoretical lessons and revolve around learning situations and real-case scenarios to be solved as individual, pair or small group assignments. These assignments might be part of the online session, with a turning-in time before the end of the session. However, sometimes they might imply additional further reflection with some time to complete as well as assignments which require a more elaborated and complex resolution and development with the help of further resources and bibliography. In this latter case, the assignment must be turned in within the deadline, previously available to the students.  

3. REC – Debates and forums: discussing on anecdotes and other questions.
These activities might be part of the session by means of students’ oral and written contributions on teams or other different apps available, different from Moodle forum activities. Other debates and discussion are Moodle forum activities which will be posted to be completed a priori o posteriorii of the session and these will be assessed according to previously shared criteria and indicators with the students.

Likewise, five types of learning activities will be combined: part of the class will take the form of online lectures, online practical classes, virtual forums and discussions, group work, and individual study and work. These learning activities will be combined throughout the different sessions of the module.

1. OLC - Online lecture class.
An activity aimed at showing students how to apply the knowledge they have acquired and resolve issues in new or unfamiliar settings related to their studies. The teaching staff provide specific teaching material so that students become agents of their own learning: a key text and a complementary reference text for deepening or updating the theoretical content.

2. OPC - Online practical class.
A learning activity that prioritises student participation through practical exercises based on the theory taught.

3. VFD - Virtual forums and discussions.
Virtual spaces for interaction with the aim of sharing knowledge, reflections, experiences and questions about the content of the different subjects.

4. GW - Group work.
An activity carried out by a small group of students to work collaboratively on both theoretical and procedural concepts.

5. ISW - Individual study and work.
An activity to assimilate and internalise knowledge by developing habits of comprehensive and reflective study; it is carried out through reading, research, assignments, reports, data collection and analysis, and exercise-solving.

Evaluation systems and criteria

In blended



Catalan and Spanish Speciality

In this subject there will be three assessment systems:

1. PA – Open question test (30% of the final mark). 

There will be two examinations during the cours.

  • An exam at the end of the first semester.
  • An exam at the end of the second semester.

2. PT – Online turning-in written assignments (35% of the final mark). 

  • Individual written assingments and oral presentations.
  • Written assingments and oral presentations in groups.

3. PF – Virtual forum and debate participation (35% of the final mark).

  • The critical reflection activities that will be presented in class with the aim of fostering debate will take place at different points during the class and will form part of the continuous assessment activities.

     

English speciality

In this subject there are three assessment systems:

1. PA – Open question tests (30% of the final mark).

  • The tests will take place after the 4th and 8th modules.

2. PT – Online turning-in written or video assignments (35% of the final mark). 

  • These assignments might be proposed during the sessions or as a follow-up previously announced and shared with the students. The turning-in might be during, shortly after or with a long-term deadline. 

3. PF – Virtual forum and debate participation (35% of the final mark). 

  • These debates will be part of the session development, at the beginning, middle or at the end of the session as follow-up assessment activity.

Bibliography and resources

Catalan / Spanish Language and Literature Speciality (Catalan / Spanish)

Australians Together: “The Stolen Generations” [17/09/2021]. En línia a: https://australianstogether.org.au/discover/australian-history/stolen-generations.

Badosa, Albert; Barrieras, Mònica i Carla Ferrerós (2021a): Una mà de llengües. Material didàctic sobre diversitat lingüística per a alumnat de secundària i batxillerat. Barcelona: Plataforma per la Llengua. En línia a: https://www.plataforma-llengua.cat/media/upload/arxius/Diversitat%20ling_alum_v.pdf.

Badosa, Albert; Barrieras, Mònica i Carla Ferrerós (2021b): Una mà de llengües. Material didàctic sobre diversitat lingüística per a professorat de secundària i batxillerat. Barcelona: Plataforma per la Llengua. En línia a: https://www.plataforma-llengua.cat/media/upload/arxius/Diversitat%20ling_prof_v.pdf.

Barrieras, Mònica; Comellas, Pere; Fidalgo, Mònica; Junyent, M. Carme i Virginia Unamuno (2009): Diversitat lingüística a l’aula. Construir centres educatius plurilingües. Vic: Eumo. En línia a: https://fundaciobofill.cat/publicacions/diversitat-linguistica-laula

Bernat, Francesc; Galindo, Mireia i Carles de Rosselló (2019): “Des de quan som bilingües els catalans?”, Apunts de sociolingüística i política lingüística del CUSC-UB 7. En línia a: https://www.ub.edu/cusc/wp-content/uploads/2020/05/apunts-cusc-num-7-marc-2019-bilinguitzacio-catalunya-segle-xx.pdf.

Bernat, Francesc; Galindo, Mireia i Carles de Rosselló (2020): “El procés de bilingüització a Catalunya en el segle XX a partir de testimonis orals”, Treballs de Sociolingüística Catalana 30, pàg. 97-111. En línia a: https://raco.cat/index.php/TSC/article/view/374469.

Blas Arroyo, José Luis (2005): Sociolingüística del español. Madrid: Cátedra.

Bögre, Daniel: “How to save a language from extinction” [05/2019]. En línia a: https://www.ted.com/talks/daniel_bogre_udell_how_to_save_a_language_from_extinction#t-42478.

Bretxa, Vanessa i Francesc Xavier Vila (2014): “L’evolució dels usos lingüístics dins l’aula des de sisè de primària fins a quart d’ESO”, Revista de Llengua i Dret 62, pàg. 106-123. En línia a: http://revistes.eapc.gencat.cat/index.php/rld/article/view/10.2436-20.8030.02.81.

Bretxa, Vanessa; Comajoan-Colomé, Llorenç i Francesc Xavier Vila (2017): Les veus del professorat. L’ensenyament i la gestió de les llengües a secundària. Barcelona: Horsori.

Casanova, Eugeni i David Valls (2020): “La llengua enyorada”. Olot: Zeba Produccions. En línia a: https://www.ccma.cat/tv3/alacarta/el-documental/catalunya-nord-la-llengua-enyorada/video/6072385.

Comajoan, Llorenç (2009): "Què és l’ecolingüística i per a què serveix?", Revista d'Igualada 31, pàg. 41-48.

Comajoan, Llorenç (2021): “Gestió dels discursos sociolingüístics a l’educació secundària”. Conferència del cicle “Tasta el màster. Conferències d’introducció al Màster en Competència Lingüística i Literària: Ensenyament i Investigació”, de la Universitat de les Illes Balears. En línia a: https://uibuniversitat.zoom.us/rec/play/GtK0dTNdAikb8Q2vgKnvyTcfQYTmgq9TDUXJNaKZhWMIOUKnctaStwJC59N91AUBpHhOeYVFQw21fzI.o3EuMQS2WVGgo0rn.

Comellas, Pere i Carme Junyent (2021): Els colors de la neu. Les llengües, les persones i el món. Vic: Eumo.

Direcció General de Política Lingüística (2020): “Aranès, l’occità de Catalunya”. Barcelona: Generalitat de Catalunya. En línia a: https://llengua.gencat.cat/ca/occita/exposicio-aranes-occita/format-lona/continguts.

El Español: “La educación bilingüe a debate: ¿es un buen sistema?” [08/11/21]. En línia a: https://www.youtube.com/watch?v=rs8jKQRr3ck.

Flors-Mas, Avel·lí (2018): “Els usos lingüístics a les aules de secundària a Catalunya i el País Valencià: l’estudiantat i el professorat com a actors de la política lingüística educativa”, Revista de Llengua i Dret / Journal of Language and Law 70, pàg.103-116. En línia a: http://revistes.eapc.gencat.cat/index.php/rld/article/view/10.2436-rld.i70.2018.3175.

Galindo, Mireia; De Rosselló, Carles i Francesc Bernat (2021): El castellà a la Catalunya contemporània: història d’una bilingüització. Benicarló: Onada.

Junyent, Carme i Pere Comellas (2019): Antropología lingüística. Madrid: Síntesis.

Healing Foundation: “Who are the Stolen Generations?”. En línia a: https://healingfoundation.org.au/who-are-the-stolen-generations.

Labov, William (1983): Modelos sociolingüísticos. Madrid: Cátedra.

Moreno Fernández, Francisco (1998): Principios de sociolingüística y sociología del lenguaje. Barcelona: Ariel. 

Perspectiva Escolar (2021): “Editorial. El model lingüístic del sistema educatiu de Catalunya”, Escola i medi rural 403. En línia a: https://www.rosasensat.org/revista/escola-i-medi-rural.

Pradilla, Miquel Àngel (2016): “El model lingüístic educatiu a Catalunya. Crònica glotopolítica d’una involució”, Estudis Romànics 38, pàg. 295-310. En línia a: https://raco.cat/index.php/Estudis/article/view/91201.

Recio, Enrique (2021): “Los 90 coles públicos que abandonan el bilingüismo: ‘Los alumnos no piensan; solo memorizan’”, El Español (26/09/21). En línia a: https://www.elespanol.com/reportajes/20210926/publicos-abandonan-bilinguismo-alumnos-no-piensan-memorizan/613690103_0.html.

RTVE, Para Todos La 2: “Entrevista a Juan Carlos Moreno Cabrera” En línia a: https://www.youtube.com/watch?v=rA2ghdnDoDM.

Secretaria de Política Lingüística (2021): “Els usos lingüístics a l’Aran”. En línia a: https://llengua.gencat.cat/ca/serveis/informacio_i_difusio/matinals-de-llengua/usos-ling-aran.

Sendra, Montserrat (2020): “Els canvis cap a nous  models pedagògics poden comportar canvis en la competència lingüística de l’alumnat català?”, Apunts de sociolingüística i política lingüística del CUSC-UB 16. En línia a: https://www.ub.edu/cusc/wp-content/uploads/2020/07/apunts-cusc-num-16-2020-models-pedagogics-i-compet-oral.pdf.

Serrano, Francisco (2020): La chapuza del bilingüismo. En línia a: https://www.youtube.com/watch?v=LUfzaKdGVBY.

Silva Corvalán, Carmen (2001): Sociolingüística y pragmática del español. Washington: Georgetown University Press.

Sinner, Carsten; Wesch, Andreas (coord.) (2008): El castellano en las tierras de habla catalana. España: Iberoamericana Vervuert

Societat Catalana de Sociolingüística (2021): Declaració de la SOCS sobre el model lingüístic educatiu a Catalunya. En línia a: https://www.dropbox.com/s/dhcv88mdl7o0y56/declaracio_socs_ensenyament_25062021.PDF?dl=0 .

Subdirecció General de Llengua i Plurilingüisme (2018): El model lingüístic del sistema educatiu de Catalunya: l’aprenentatge i l’ús de les llengües en un context educatiu multilingüe i multicultural. Barcelona: Generalitat de Catalunya. En línia a: https://educacio.gencat.cat/web/.content/home/departament/publicacions/monografies/model-linguistic/model-linguistic-Catalunya-CAT.pdf.

Torres, Ana (2021): “Colegios públicos que abandonan el bilingüismo: ‘Es un engaño, los niños ni aprenden inglés ni las materias’”, El País (03/07/21). En línia a: https://elpais.com/educacion/2021-07-03/colegios-publicos-que-abandonan-el-bilinguismo-es-un-engano-los-ninos-ni-aprenden-ingles-ni-las-materias.html.

Vila, Francesc Xavier; Ubalde, Josep; Bretxa, Vanessa i Llorenç Comajoan-Colomé (2018): “El salt a secundària: realment disminueix, l’ús del català?”, Apunts de sociolingüística i política lingüística del CUSC-UB 1. En línia a: https://www.ub.edu/cusc/wp-content/uploads/2021/02/apunts-cusc-num-1-setembre-2018-el-salt-a-la-secundaria5.pdf.

Vila Francesc Xavier; Comajoan, Llorenç; Illamola, Cristina i Montserrat Sendra (2021): “Una anàlisi comparativa del domini del català i del castellà orals a la fi de l’Educació Secundària Obligatòria a Catalunya”, Revista de Llengua i Dret 75, pàg. 85-106. En línia a: http://revistes.eapc.gencat.cat/index.php/rld/article/view/10.2436-rld.i75.2021.3592.

Vila, Ignasi; Canal, Inma; Mayans, Pere; Perera, Santiago; Serra, Josep Maria i Carina Siqués (2007): “Les aules d’acollida de l’educació primària i secundària obligatòria de Catalunya: un estudi comparatiu”, Catalan Review 21(1), pàg. 351-77. En línia a: https://raco.cat/index.php/CatalanReview/article/view/310128. 

 

English Speciality

Allwright, D., & Hanks, J. (2009). The developing language learner: An introduction to exploratory practice. Palgrave Macmillan.

Beebe, L. (1983). Risk-taking and the language learner. In H. Seliger and M. Long (eds.), Classroom Oriented Research in Second Language Acquisition. MA: Newbury House.

Biber, D. (2006). University language: A corpus-based study of spoken and written registers. John Benjamins Publishing Company

Brown, G. & Yule, G. (1983). Teaching the Spoken Language. Cambridge University Press.

Corder, S. P. (1975). Error analysis. In J. P. B. Allen & S. P. Corder (Eds.), Papers in applied linguistics, The Edinburgh course in applied linguistics, vol. 3: Techniques in applied linguistics. Oxford University Press.

Corder, S. P. (1981). Error analysis and interlanguage. Oxford University Press.

Cummins, J. (1981) The role of primary language development in promoting educational success for language minority students.  In California State Department of Education (Ed.), Schooling and language minority students: A theoretical framework. Los Angeles: California State University Evaluation, Dissemination and Assessment Center.

Dornyei, Z. (2006). Individual differences in second language acquisition. AILA Review, 19, 42-68.

Ellis, R. (2008). The Study of Second Language Acquisition, 2nd ed. Oxford University Press.

Ellis, R. & Barkhuizen, G. (2005). Analysing Learner Language. Oxford University Press.

Han, Z.H., & E. Tarone (Eds.) (2014). Interlanguage: Forty years later. John Benjamins.

Lantolf, J. P. (ed.). (2000). Sociocultural Theory and Second Language Learning. Oxford University Press.

Lightbown, P., & Spada, N. (2013). How Languages Are Learned, 4th ed. Oxford University Press.

Lyster, R. (2007). Learning and teaching languages through content: A counterbalanced approach. John Benjamins Publishing.

Mackey, A. (Ed.) (2007). Conversational interaction in second language acquisition: A collection of empirical studies. Oxford University Press.

Montrul, S. (2014). Interlanguage, transfer and fossilization. In Z.H. Han & E. Tarone (Eds.), Interlanguage: Forty years later (pp. 75-104). John Benjamins.

Schleppegrell, M. (2004). The language of schooling: A functional linguistics perspective. NJ: Lawrence Erlbaum Associates.

Scovel, T. (2001). Learning New Languages: A Guide to Second Language Acquisition. Heinle and Heinle.

Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics, 10, 209-241.

Skehan, P. (1989). Individual Differences in Second Language Learning. Edward Arnold Associates.

Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 97-114). Oxford University Press.

Tarone, E. & Swierzbin, B. (2009). Exploring Learner Language. Oxford University Press.

Zwiers, J. (2008). Building academic language: Essential practices for content classrooms, grades 5-12. Jossey-Bass.

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