Universitat Internacional de Catalunya
Curriculums for Specialist Areas English
Other languages of instruction: English, Spanish,
Teaching staff
Yolanda Scott, English specialisation, email: yscott@uic.es
Introduction
The subject of Specialisation Curriculum intends to probe into the components that make up a didactic programme and the specialisation curriculum so that students can have the tools necessary to design, programme, implement and evaluate active, participative and effective activities.
Pre-course requirements
C1 level, according to CEFR, in the specialisation language.
Objectives
- To know the curricular content and components pertaining to the specialisation.
- To design didactic programmes.
- To know the Centre's Linguistic Project.
- To design a reading plan.
Learning outcomes of the subject
- To organise and systematise curricular content.
- To develop principles and techniques that allow for planning, development and assessment of the teaching-learning process.
- To use resources and alternative non-sexist strategies to stimulate thinking, as well as organise the classroom and other work and shared spaces.
- To promote students' equal rights and equal opportunities.
Syllabus
- Didactics and curriculum.
- Design, planning and didactic programme. Communicative approach and competence-based approach.
- Assessment: systems, criteria and instruments.
- The Centre's Linguistic Project and reading plan.
Teaching and learning activities
Online
Teaching methodologies:
- Online theoretical/demonstrative classes
- Online practical classes
- Resolution of exercises and questions
Training activities:
- Online master classes
- Online practical classes
- Virtual forums and debates
- Individual study and work
- Group work
- Online tutorials
Evaluation systems and criteria
Online
Assessment of this subject is continuous and the activities are carried out in small groups during the sessions. Therefore, class attendance is necessary for positive assessment results.
English specialization:
- Portfolio of activities - 75%
- Multiple choice exam - 25%
To successfully pass the subject, it is necessary to achieve a minimum passmark (5) on both parts of the assessment (Portfolio and exam). The Portfolio consists of several tasks that will be presented by the teacher during the first day of class.
The tasks must be presented for assessment in English. Work submitted past the deadline will not be accepted. Tasks assessed with serious language errors will be considered Uncorrected; they can be re-submitted in 2nd call but the maximum grade will be the passmark (5).
The exam is carried out with proctoring software which needs to be downloaded before the test. You will find information concerning this in the classroom and the teacher will explain it during the first day of class.
1st call deadline: 31 January
2nd call deadline: 17 June
Other considerations:
Linguistic quality will count for 20% of the mark of assessed tasks.
Points will be lost for language errors: 1 point for a serious error and 0'25 for a minor error.
Bibliography and resources
Barrieras, M.; Comellas, R.; Fidalgo, M.; Junyent, M.C.; Unamuno, V. (2009). Diversitat lingüística a l’aula. Construir centres educatius plurilingües. Vic: Eumo Editorial i Fundació Jaume Bofill.
Comajoan, L. (2003) “Adquisició de primeres i segones llengües: perspectiva històrica i qüestions actuals”, Caplletra, número 35 (2003), p. 15-46.
Cots, J. M.; Armengol, L.; Arnó, E.; Irún, M.; Llurda, E. (2007) La conciencia lingüística en la enseñanza de lenguas. Barcelona: Graó.
Cuenca, M. J. (1992) Teories gramaticals i ensenyament de llengües. València, Tàndem.
Gardner, R. and Lambert, W. (1972) Attitudes and motivation in second language learning. Newbury House, Rowley, MA.
Gardner, R. and Macintyre, P. (1992) "A student's contribution to second language learning. Part I: Cognitive variables" in Language Teaching, 25, p. 211-220, Cambridge University Press, Cambridge.
Gardner, R. y Macintyre, P. (1993) “A student’s contributions to second language learning. Part II: Affective variables” in Language Teaching, 26, pp. 1-11, Cambridge University Press, Cambridge.
Imbernon, F. (2017) Ser docente en una Sociedad compleja. La difícil tarea de enseñar. Barcelona: Graó.
Jensen E. F. i A. E. Nutt (2016) The Teenage Brain: A Neuroscientist's Survival Guide to Raising Adolescents and Young Adults. Haper. Versió espanyola: El cerebro adolescente. Guia de una madre neurocientífica para educar adolescentes. Barcelona: RBA. 2019.
Johns, A.M. (2011): "The future of genre in L2 writing: Fundamental, but contested, instructional decisions", Journal of Second Language Writing, 20 (I), 56-58.
Nussbaum, L. and Bernaus, M. (2001). Didactics of Foreign Languages in Compulsory Secondary Education, Madrid: Síntesis.
REGULATIONS AND CATALAN MINISTRY OF EDUCATION SUPPORT MATERIAL. GENERALITAT DE CATALUNYA.
- Decree 175/2022, of 28th September, on Management of Compulsory Secondary Education.
- Decree 171/2022, of 23rd September, by which it is established the Management of high-school education (Batxillerat).
- The strategic framework for European cooperation in the field of education and training (ET 2020).
- Recommendation of 2006/962/CE of the European Parliament and of the Council, of 18th December 2006, on key competences for lifelong learning.
- Documents for the organisation and management of the centres. Implementation and development of the competency-based curriculum and educational guidance in ESO 20/06/2019. Government of Catalonia 2019.
- Decree ENS/108/2018, of 4th of July, which determines the procedure of documents and formal requirements of the assessment process in obligatory secondary education.
- Framework for multilingualism. Government of Catalonia 2019.
- The linguistic model of the education system in Catalonia. General Subdirectorate of Language and Multilingualism. Website: Government of Catalonia 2018 (Generalitat de Catalunya 2018).