Subject
Strategic Factors in Language Learning
- code 12599
- course 1
- term Anual
- type OB
- credits 4
Main language of instruction: English
Other languages of instruction: Catalan, Spanish
Teaching staff
Introduction
Learning strategies have become a salient area of research within Teacher Education in general and in foreign language teaching in particular. Understanding the unique ways in which multilingual young and adult speakers use languages and the communicative and learning strategies that they apply is of great importance for both language teachers and language users. The aim of this course is to explore the strategy factor in language learning, language teaching and language use.
Pre-course requirements
To have achived at least B1+ in English according to the CEFRL standards in all communicative skills (reading, listening, speaking, and writing).
Objectives
- To understand the conceptual framework of teaching and learning strategies in TLA
- To reflect on the pedagogical potential of language learning and teaching strategies
- To identify own strategies used and learning style
- To look into the most common learning and communicative strategies multilingual speakers use.
Competences / Learning outcomes of the degree programme
- To integrate pedagogical resources to improve students’ EFL teaching skills
- To develop students’ critical thinking skills and reflection
- To develop students’ learning autonomy
- To be able to work cooperatively in a team
- To be aware of the importance of interpersonal skills in multilingual educational settings
Learning outcomes of the subject
- The student can identify different learning and teaching strategies for L3 users.
- The student is capable of expressing relevant information based on their own reflections.
- The student integrates different perspectives, sources, and theoretical dimensions coherently to analyse reality.
- The student can design and develop projects where s/he applies the content of the subject based on the course objectives.
- The student participates actively in discussions, making contributions, sharing reflections, reconsidering decisions and proposals, and taking implications into account.
- The student shows an identification process of their own previous conceptions based on reflection.
Syllabus
Week 1: Basic concepts
Week 2: Case Studies
Week 3: Teaching proposal and mock implementation
Teaching and learning activities
In person
This course will be organised as a series of workshops which will require group work, individual work, background readings, and presentations.
Evaluation systems and criteria
In person
Participation 20%
Individual tasks 20%
Group work 30%
Paper presentation 30%