Multilingualism and FL Acquisition. Theoretical Approaches
Main language of instruction: English
Other languages of instruction: Catalan, Spanish
Head instructor
Dra. Christina Angela HOWES - chowes@uic.es
Office hours
Helena Roquet
hroquet@uic.cat
Tuesdays 11:00-12:00 (by appointment)
Nowadays English has become the world’s lingua franca and the first foreign language in the Catalan educational system. The aim of this subject is to provide an introduction to theoretical foundations for the teaching of English as L3 in Catalan schools. Students will be asked to adopt a critical regard and do research about their sociolinguistic and pedagogical realities as teachers.
As explained in the Introduction, the aim of this subject is to provide theoretical foundations for the teaching of English as a foreign language in schools.
Students should be able to:
Position English as a lingua franca in a multilingual world.
Be familiar with the objectives and scope of the CEFRL.
Implement the plurilingual approach and strategies in language teaching.
Design language biography activities for language awareness in multilingual classes.
Understand the fundamental concepts of third language acquisition.
Understand the difference between bilingual/multilingual education and TESOL.
Be familiar with the different types of bilingual programmes worldwide, particularly immersion and CLIL.
Be critical with widespread discourses about English in Catalonia and their own teaching practice.
Apply theoretical knowledge and do small-scale research on their school realities.
Demonstrate their written and oral English at B2+ level in connection to educational topics.
This subject is organised around online classes. Participants are also asked to complete compulsory and optional tasks as part of their autonomous learning process outside the classroom. Specifically, the methodology of this course involves:
Theoretical and practical classes
Portfolio on blog support with three compulsory diary entries and two optional tasks.
Compulsory Readings:
Baetens Beardsmore, Hugo (2009). Language Promotion in European Supra-national Institutions. In García, Ofelia (ed.) Bilingual Education in the 21st Century: A Global Perspective. Oxford: Wiley-Blackwell, pp. 197-217.
Cenoz, Jasone. El aprendizaje del inglés desde educación infantil: efectos cognitivos, lingüísticos y afectivos.
García, Ofelia (2009). Introducing Bilingual Education. In García, Ofelía, Bilingual Education in the 21st Century: A Global Perspective. Oxford: Wiley-Blackwell, pp. 13-17.
Guasch, Oriol (2011). El tractament integrat de les àrees de llengua. In La Mirada Experta: Ensenyar i aprendre llengües. Barcelona: Generalitat de Catalunya, pp. 5-13.
Jessner, Ulrike and Cenoz, Jasone (2007). Teaching English as a third language. In J. Cummins and C. Davison (Eds.), International Handbook of English Language Teaching. New York: Springer, pp. 155-167.
Optional Readings:
García, Ofelía & Flores, Nelson (2012). Multilingual pedagogies. In Martin-Jones, Marilyn, Blackledge, Adrian, and Creese, Angela (eds.). The Routledge Handbook of Multilingualism. New York: Routledge, pp. 232-246.
Muñoz, Carme (2000). Bilingualism and Trilingualism in Catalonia. In Cenoz, Jasone & Jessner, Ulrike (Eds.). English in Europe: The acquisition of a third language. Clevedon: Multilingual Matters, pp. 157-178.
Muñoz, Carme; Pérez, Carmen; Celaya, Mª Luz; Navés, Teresa; Torras, Mª Rosa; Tragant, Elsa and Victori, Mia. En torno los efectos de la edad en el aprendizaje escolar de una lengua extranjera. [Internal Document of Research Group BCN-SLA].
Noguerol, Artur (2008). El tratamiento integrado de las lenguas en el marco europeo. Textos de didáctica de la lengua y de la literatura, 47, pp. 10-19.
Prats, Enric (2014). L’ensenyament de l’anglès als països de l’entorn. Perspectiva Escolar 374, pp. 6-10.
Pujolar, Joan; González, Isaac i Martínez, Roger (2010). Les mudes lingüístiques dels joves catalans. Llengua i Ús, 48, pp. 65-75.