Learning Languages and Literacy 3
Main language of instruction: Catalan
Other languages of instruction: Spanish
Head instructor
Dra. Maria PUJOL - mpujolv@uic.es
Dra. Mariona GRAELL - mgraell@uic.es
Dra. Maria Isabel DE LA CERDA - midelacerda@uic.es
Knowing the children's literature potential in pre-school education.
Identifying different children's literature genres.
Mastering the resources for promoting reading in pre-school education
Introducing children's literature
Analysing children's literature
Promoting reading
From children's literature to literacy
Service learning will be the fisrt method in this subject
COMPETENCES | METHODOLOGY | TRAINING ACTIVITY |
---|---|---|
CEM-42 CEM-45 CEM-46 CEM-50 CEM-51 | Cooperative learning Presenting method / lecture | Practical classes Theory classes Individual / independent study and work Group study and work External practicums Seminar-workshops |
CEM-43 CEM-44 CEM-45 CEM-47 CEM-48 CEM-49 | Project-based learning Case studies Problem and exercise solving | Practical classes Theory classes External practicums Seminar-workshops Tutorials |
CET-2 CET-4 CET-5 CET-7 | Project-based learning | Individual / independent study and work Group study and work Tutorials |
CG-04 CG-07 CG-08 CG-09 CG-10 | Project-based learning | External practicums Seminar-workshops Tutorials |
The assessment is continuous and attendance is compulsary. You must attend at least 60% of the classes. The assessment consists of several tasks that must be passed each one of them to pass the subject.
Subject in Catalan:
The tasks assessed must be presented in Catalan. Work will not be accepted out of time. Tasks evaluated with serious language errors will be considered Not Corrected; They can be re-submitted but the maximum grade will be 5.
Language errors will penalise. In work produced at home: 1 / 0'25 points. In work produced in class: 0,5 / 0'2 points.
Subject in English:
The tasks assessed must be presented in English. Work will not be accepted out of time. Tasks evaluated with serious language errors will be considered Not Corrected; They can be re-submitted but the maximum grade will be 5.
Linguistic quality will be 20% of the mark of each task.
Children's literature:
BRYANT, S. (1983) Com explicar contes. Barcelona: Hogar del libro. / BRYANT, S. C. (1905) How to Tell Stories to Children. Boston: Houghton Mifflin
BORDONS, G; ARTIGUES, A; COSTA, L; FERRER, J & MANUEL, J. (2009). La poesia contemporània. Barcelona: Editorial GRAÓ.
CENTELLES, J. (2005). La biblioteca, el cor de l’escola (3ª ed.). Barcelona: Associació de Mestres Rosa Sensat, 2005.
FOLCH I SOLER, Ll. (2006). El món dels infants en els contes. Anàlisi psicopedagógica.Barcelona: Publicacions i edicions de la Universitat de Barcelona, 2005.
GAMBLE, N. & YATES, S. (2008). Exploring Children's Literature: Teaching the Language and Reading of Fiction. London: SAGE Publications Ltd.
HUNT, P. (1994) An Introduction to Children's Literature. Oxford: Oxford University Press.
MOLIST, P. (2008). Dins del mirall. Barcelona: Editorial GRAÓ
NODELMAN, P. (2008) The Hidden Adult: Defining Children's Literature. Baltimore: The Johns Hopkind University Press
Literacy:
BARRAGÁN, C. (2005). Lengua oral en las aulas multiculturales y plurilingües en educación infantil. Barcelona: Graó.
DÍEZ, A. (1998). L'aprenentatge de la Lectoescriptura des d'una Perspectiva Constructiva. Vols. I i II. Barcelona: Graó.
FERREIRO, E. & GÓMEZ, M. (2002). Nuevas Perspectivas Sobre Los Procesos de Lectura y Escritura. México: Siglo XXI
PUJATO, B.(2009). El ABC de la alfabetización. ¿Cómo enseñamos a leer yescribir?. Argentina: HomoSapiens Ediciones.
ROSELL, V. (1993). Programa de estimulación del lenguaje oral en educación infantil. Buenos Aires: Aljibe.
SOLÉ, I. (1999). Psicopedagogia de la lectura i de l'escriptura. Barcelona:Editorial UOC.