Universitat Internacional de Catalunya
Language Teaching and Literature 1
Other languages of instruction: English, Spanish
Teaching staff
Introduction
The aim of this subject is for students to develop the necessary skills and acquire basic knowledge to deal with language and literature in the primary education classroom.
Objectives
- To know the school curriculum for languages and literature.
- To be familiar with the learning process of the written language, and its teaching.
- To manage language learning issues in multilingual and multicultural contexts.
- To communicate clearly and correctly in the language of instruction (Catalan and Spanish), orally and in writing, in accordance with level C1 in the Common European Framework of Reference for languages (CEFR).
- To have the knowledge and teaching skills required to create a safe learning environment for both classes and groups, but also for individual students, in order that children can become responsible, independent adults.
- 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.
- To analyse, reflect on and develop points of view about the profession and teaching skills, to know how to make these clear and how to bring them up to date.
Competences/Learning outcomes of the degree programme
- CEM-46 - To know the school curriculum for languages and literature.
- CEM-47 - To speak, read and write correctly and appropriately in the official languages of the corresponding Autonomous Region (in our case, Catalan and Spanish).
- CEM-50 - To be aware of the difficulties in learning the official languages for speakers of other languages have.
- CEM-51 - To manage language learning issues in multilingual and multicultural contexts.
- CEM-53 - To develop and evaluate curriculum content through appropriate teaching resources, and to promote the corresponding basic skills in pupils.
- CET-2 - Pedagogical responsibility: to have the knowledge and teaching skills required to create a safe learning environment for both classes and groups, but also for individual students, in order that children can become responsible, independent adults.
- 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-7 - To promote responsibility in terms of professional development: to analyse, reflect on and develop points of view about the profession and teaching skills, to know how to make these clear and how to bring them up to date.
- CG-02 - To communicate clearly and correctly in the language of instruction (Catalan and Spanish), orally and in writing, in accordance with level C1 in the Common European Framework of Reference for languages (CEFR).
- 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-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.
Learning outcomes of the subject
- Identify the fundamental concepts of the subject and place it in the specific context of the studies.
- Recognise the linguistic, psychological and pedagogical foundations of Language Didactics.
- Understand the importance of language in society and its treatment in schools.
- Know, understand and relate linguistic skills to the competencies defined in the current curriculum.
- Plan the area of language and literature based on the competencies outlined in the primary curriculum and focus on quality.
- Establish criteria and evaluation systems for the area.
- Use methodological strategies to promote writing and reading.
- Know and creatively apply existing didactic resources for the area.
- Establish concrete plans to work in multilingual environments with an entrepreneurial spirit.
Syllabus
12. Introduction to the Didactics of Language and Literature
13. Epistemological framework of the Didactics of Language and Literature: psychological, sociological and pedagogical foundations
14. Language and school
15. Curriculum planning for the Area of Language and Literature
16. Assessment in the Area of Language and Literature
17. Language learning situations in multilingual contexts: plans, resources, and strategies
18. The communicative approach
Teaching and learning activities
In person
Methodologies and learning activities consist of lectures, cooperative learning, independent / team work, and individual attention to students.
| COMPETENCES | METHODOLOGY | TRAINING ACTIVITY |
|---|---|---|
| CEM-45 CEM-49 | Problem-based learning Cooperative learning Project-based learning Learning contract Case studies Presentation methods / lecture Problem-solving exercises | Practical classes Theory classes Individual / independent study and work Group study and work Seminar-workshops |
| CET-3 | Problem-based learning Cooperative learning Project-based learning Case studies Problem-solving exercises | Practical classes Individual / independent study and work Seminar-workshops |
| CG-02 CG-04 CG-09 CG-11 | Problem-based learning Cooperative learning Project-based learning Learning contract Case studies Presentation methods / lecture Problem-solving exercises | Practical classes Theory classes Individual / independent study and work Group study and work Seminar-workshops |
Evaluation systems and criteria
In person
The evaluation of this subject is continuous and face-to-face. If a minimum of 80% of classes are not attended, the first exam sitting is failed and the student can only be evaluated in the second sitting. The second sitting consists of an exam.
The evaluation consists of several tasks:
GROUP Dr. MARIA PUJOL (Monday)
Topic 1. Introduction to the teaching of language and literature
Group presentation (15%)
Recommended reading (15%)
Topic 2. Curriculum. / Topic 3. Language learning in multilingual contexts
Argumentative text in class (20%)
Final exam: 50%
GROUP Prof. CARLA VIDAL (Friday)
Topic 1. Introduction to language and literature teaching
15% Reflective assessment activity
Topic 2. Curriculum and Topic 3. Language learning in multilingual contexts
25% SA language immersion project.
Final assessment: 40%
Great books seminar: 10%
Participation: 10%
Oral and written assignments must be submitted in Catalan.
Deduction for language mistakes:
In written assignments of up to 7 pages, 0.1 points will be deducted per mistake if the work is handwritten, and 0.3 points if it is typed on a computer.
In written assignments of more than 7 pages, 0.1 points will be deducted per mistake, whether handwritten or typed on a computer.
The maximum deduction is 2 points.
Bibliography and resources
Cassany, D., Luna, M. & Sanz, G. (2005). Ensenyar llengua. Graó.
Cerrillo P. C. (2007). Literatura infantil y juvenil y educación literaria: hacia una nueva enseñanza de la literatura. Editorial Octaedro, S.L.
Cerrillo P. C. (2016). El lector literario. Fondo de Cultura Económica, Espacios para la lectura. Figueras, N. (2011). “Avaluar per aprendre, avaluar per motivar”. La mirada experta. Ensenyar i aprendre llengües, p. 27-43.Generalitat de Catalunya (2022). Decret 175/2022 d'ordenació dels ensenyaments de l'educació bàsica.
Mendoza Fillola, A. & Cantero Serena, F. J. (2003). Didáctica de la Lengua y la Literatura: aspectos epistemológicos. In Mendoza Fillola, A. (coord.), Didáctica de la Lengua y la Literatura para Primaria. Pearson Educación, p. 3-31.
Palou, J. (2011). Educar per al plurilingüisme. La mirada experta. Ensenyar i aprendre llengües. p. 14-26.
Palou, J. & Fons, M. (coord.) (2019). Competència plurilingüe. Experiències i reflexions. Octaedro.
Sanmartí, N. (2020). Avaluar és aprendre: l’avaluació per millorar els aprenentatges de l’alumnat en el marc del currículum per competències. Barcelona: Generalitat de Catalunya. Departament d'Educació. Gabinet Tècnic.
Serra, J.M. (2002). "Escola, llengua i immigració a Catalunya". In Moreno, J.C. et al. Llengua i immigració: diversitat lingüística i aprenentatge de llengües, Generalitat de Catalunya, p. 79-97.
Sugrañes, C. (2018). Repensar la immersió lingüística a Catalunya des d'una perspectiva plurilingüe. Articles, 78, p. 31-36
Teixidó, M. (2022). L’escola catalana. Avui plurilingüe en una societat multicultural. Perspectiva escolar, 417, p. 28-29.