Universitat Internacional de Catalunya - Barcelona

Language Teaching and Literature 3

• code 10612
• course 3
• term Semester 1
• type OB
• credits 6

Main language of instruction: Catalan

Other languages of instruction: English, Spanish

Head instructor

Dra. Asunción VERDERA - averdera@uic.es
Dra. Eva TRESSERRAS - etresserras-alumni@uic.es
Gda. Yolanda Isabel SCOTT - yscott@uic.es

Office hours

averdera@uic.es. Office G203

etresserras@uic.cat

Office: G104

yscott@uic.es Office G201

This subject encourages students to be aware of children's and young people's literature at school, and it offers teaching strategies to bring students closer to the correct selection of texts. 

- To be aware of the importance of language in society and it's treatment in schools.

- To know how to establish specific work plans in multilingual contexts, using an entrepreneurial spirit.

- To make known relevant children's and young adult works of different literary genres and trends.

- To carry out interpretative readings of literary texts and provide necessary strategies.

- To promote students' critical and aesthetic ability.

- To learn to value the purpose of children's literature in the school, in children from six to twelve years of age.

- To reach analitical and assessment standards of media for children's and young adult literature.

- To use tools and resources to promote children's literature and reading encouragement.

• CEM-45 - To acquire literary knowledge and be familiar with children’s literature.
• CEM-49 - To foment reading and the critical commentary of texts and to encourage writing.
• CEM-53 - To develop and evaluate curriculum content through appropriate teaching resources, and to promote the corresponding basic skills in pupils.
• CET-1 - Interpersonal responsibility: to be aware of professional performance and influence on students. To have the skills and knowledge to manage group processes and communication for good collaboration with and between students.
• 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-5 - Collaboration with colleagues in the profession: to have the knowledge and skills required to make a professional contribution to the teaching environment in the school, in professional relationships, and to achieve a good school organization.
• CG-04 - To promote and facilitate attention to the unique educational needs of students, gender equality, fairness and respect for human rights, in the contexts of learning and social harmony, both in the school and in relation to the surroundings.
• 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.
• CG-10 - To be familiar with the elements that make up entrepreneurial spirit, the different levels of proficiency and how to develop this skill as much as possible.
• 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.
• CG-03 - To be able to communicate in English at level B1, according to the Common European Framework of Reference for languages (CEFR).

3. Understands the importance of language in society and it's treatment in the school.

6. Programmes the area of language and literature on the basis of the competencies established in the primary level curriculum, oriented towards quality. (*PLC)

10. Establishes specific work plans designed for multilingual contexts with an entrepreneurial spirit.

11. Understands the importance of literature and sets it in the context of study.

12. Knows and understands what literary competence entails and it's role in the primary level curriculum.

13. Uses methodological techniques to promote literary strategies, and does so with an entrepreneurial spirit.

14. Is acquainted with the different literary options adequate for the different primary cycles.

15. Controls the different literary genres which can be worked at primary level.

13. Epistemological framework of Language and Literature Didactics: psychological, sociological y pedagogical foundations.

14. Language and school.

22. Language learning situations in multilingual contexts: plans, resources and strategies.

24. The literary competence in primary level education.

25. Methodological strategies to promote literary competence.

26. Children's and young adult literature in primary level education.

27. The literary genres in children's and young adult literature.

The assessment of this course is continuous and attendance is compulsory. It's compulsary to attend a minimum of 60% of classes. Evaluation consists of several assignments:

MORNING GROUP (ENGLISH)

Unit 1. Test 15%

Units 2 and 3. Project 35%

Units 4 and 5. Group project 25%

Exam 20%

Attendance and participation 5%

MORNING GROUP (CATALAN)

Test: 35%

Group project: 30%

Project: 20%

Classroom tasks: 15%

EVENING GROUP

Exam (30%)

Project (60%)

Attendance and participation (10%)

 Assignments will not be accepted past their deadline.

Language errors (spelling, grammar, coherence, punctuation ...) in submitted assignments are susceptible to a reduction in points. In activities prepared at home: 1 point for a major error and 0.25 for minor error. In activities written in class: 0.5 point for a major error and 0.2 for a minor error. 

Colomer, T. (2002). Siete llaves para valorar las historias infantiles. Madrid: Fundación Germán Sánchez Ruipérez. (Disponible a http://www.gretel.cat/es/lecturas/pdf-per-descarregar-siete-llaves-para-valorar-historias-infantiles/)

Lluch, G. (2003). Análisis de narrativas infantiles y juveniles. Ediciones de la Universidad de Castilla-La Mancha.

Portell, Joan. Llegim? Com fer lectors entusiastes. PAM edicions. Col·lecció créixer.

Teixidor, Emili. La lectura i la vida. Columna Edicions.

Choose your own adventure (choose one of these options to read):

a)      Extraordinary girls: Pippi Calzaslargas d’Astrid Lindgren; Matilda de Roald Dahl; Alícia al país de les meravelles de Lewis Carroll.

b)      Ideal world: Peter Pan de J.M Barrie; Alícia al país de les meravelles de Lewis Carroll; La història interminable de Michael Ende.

c)       Trips: En Jim Botó i en Lluc el Maquinista de Michael Ende; El petit príncep d’Antoine de Saint-Exúpery; El mag d’Oz de L. Frank Baum.

d)      Adventures: Ronja la filla del bandoler d’Astrid Lindgren; El vent en els salzes de Kenneth Grahame; El pare Mumin i el mar de Tove Jansson.

Rodari, G. (1996). The Grammar of Fantasy. New York, NY: Philmark
Lithographics.

Short, K. G., Lynch-Brown, C. M. & Tomlinson, C. M. (2014). Essentials of
Children’s Literature. Carmel, Indiana: Pearson