Universitat Internacional de Catalunya
Foreign Language Teaching: English
Teaching staff
Before and after class and in interviews requested by email: chowes@uic.es
Introduction
The subject Language Didactics aims to provide future teachers methodological strategies and material/technological resources for developing the competences specific to the Languages Area in the Catalan primary school curriculum, as well as for working with the basic competences. In particular, we will focus on the methodological strategies for developing literacy (reading and writing), speaking, listening and literary competence. We will also promote the use of English both within the academic environment, and in the primary school classroom, as well as discovering best practices in the teaching and learning of foreign languages at this stage of schooling.
Pre-course requirements
Students should be highly competent in the official languages and should have functional competence (B1+) of English.
Objectives
To identify the basic concepts of language didactics and to locate the subject within the context of the degree program.
To get to know, understand and relate language skills with the competences in the current curriculum.
To know how to program in the area of language and literature based on the competences set out in the primary school curriculum.
To know how to establish criteria and evaluation systems appropriate for the area.
To know how to use methodological strategies to promote literacy.
To know and know how to implement didactic resources in the area, in a creative and entrepreneurial way.
To know how to put in place concrete plans to work in multilingual and foreign language acquisition environments.
To be competent with different literary genres that can be worked with in primary school.
To plan for text production and use basic techniques for researching, selecting and organizing information.
To use information in a way appropriate to the task and the communicative situation.
Competences/Learning outcomes of the degree programme
- CEM-45 - To acquire literary knowledge and be familiar with childrens literature.
- CEM-48 - To be familiar with the learning process of the written language, and its teaching.
- CEM-49 - To foment reading and the critical commentary of texts and to encourage writing.
- 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-52 - To express oneself, orally and in writing, in a foreign language.
- CEM-53 - To develop and evaluate curriculum content through appropriate teaching resources, and to promote the corresponding basic skills in pupils.
- CET-1 - Interpersonal responsibility: to be aware of professional performance and influence on students. To have the skills and knowledge to manage group processes and communication for good collaboration with and between students.
- 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-4 - 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-5 - Collaboration with colleagues in the profession: to have the knowledge and skills required to make a professional contribution to the teaching environment in the school, in professional relationships, and to achieve a good school organization.
- CET-6 - Collaboration with the professional environment at the school: to have the knowledge and skills required to establish good relations with the people and institutions dedicated to child welfare or belonging to the school's professional environment.
- 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-01 - To integrate information and communication technologies in teaching and learning activities, teaching management and professional development.
- 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-03 - To be able to communicate in English at level B1, according to 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-10 - To be familiar with the elements that make up entrepreneurial spirit, 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.
Teaching and learning activities
In person
The course is organised around theoretical classes, cooperative learning, self-study, group work and personalised attention to students.
| COMPETENCES | METHODOLOGY | TRAINING ACTIVITY |
|---|---|---|
| CEM-44 CEM-45 CEM-46 CEM-48 CEM-50 CET-3 CG-04 CG-07 CG-08 CG-11 | Presentation methods / lecture | Theory classes |
| CEM-47 CEM-48 CEM-52 CET-1 CET-3 CG-02 CG-03 CG-04 CG-07 | Cooperative learning Case studies Problem-solving exercises | Seminar-workshops |
| CEM-45 CEM-47 CEM-49 CEM-52 CEM-53 CET-1 CET-3 CG-02 CG-03 CG-04 CG-08 CG-09 | Problem-based learning Project-based learning Problem-solving exercises | Practical classes |
| CG-07 CG-08 | Learning contract | Tutorials |
| CEM-47 CEM-49 CEM-53 CET-1 CET-3 CG-02 CG-04 CG-07 CG-10 | Problem-based learning Cooperative learning Project-based learning Case studies Problem-solving exercises | Group study and work |
| CEM-45 CEM-46 CEM-48 CG-04 CG-08 CG-09 CG-10 | Learning contract | Individual / independent study and work |
Evaluation systems and criteria
In person
- Class participation and peer feedback: 10% (Task: Participation in discussions and providing peer feedback during micro-teaching.)
- Mid-semester exam: 20% (Task: students will be tested on their understanding of the Foundations of SLA and Methodology.)
- Lesson Planning Assignment: 25% (Task: Each student creates a detailed lesson plan for a primary school English lesson, including objectives, activities, materials, and assessment methods.)
- Micro Teaching Session: 15% (Task: Students conduct a 15–20-minute teaching session based on their lesson plans, either with peers or in a simulated environment, focusing on a specific skill or topic.)
- Comprehensive Teaching Unit Design and Rationale: 30% (Task: Students design a full teaching unit for a primary school English course (e.g., a unit covering 4–6 lessons) and submit a written rationale explaining their choices regarding methodologies, materials, skills focus, and assessment.
Final grades will be calculated based on the weighted sum of these grades, all of which must be passed individually. If a student fails one of the three parts of the subject, the grade for the part passed will be respected in the second sitting.
If a student does not attend 80% of classes, he/she cannot be graded through continuous assessment and will be assessed through a final exam and projects at the end of the semester.
Bibliography and resources
GAIL, E., Brewster, J. & Girard, D. (2003). The Primary English Teacher's Guide. London: Penguin English Guides.
HALLIWELL, S. (1992). Teaching English in the Primary Classroom. Manchester: Longman
HEARN, I. & Garcés, A. (coord..) (2005). Didáctica del inglés. Barcelona: Pearson Prentice Hall (2005)
JOHNSON, K. (2008). An Introduction to Foreign Language Learning and Teaching. Londres: Pearson Education.
LIGHTBOWN, P. & SPADA, N. (1999). How Languages are Learned. Oxford: Oxford University Press.
MCKAY, P. (2006). Assessing Young Language Learners. Cambridge: Cambridge University Press.
MOON, J. (2005). Children Learning English. London: Macmillan Books for Teachers
PÉREZ, P. & ROIG, V. (2004). Enseñar y aprender inglés en educación infantil y primaria. ( Vol I) (Vol. II). Barcelona: ICE Universitat de Barcelona.
PHILIPS, S. (2003). Young Learners. Oxford: Oxford University Press.
PINTER, A. (2006). Teaching Young Language Learners. Oxford Handbooks for Language Teachers. Oxford: Oxford University Press.
RICHARDS, J.C. & RODGERS, T.S. (2005). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.
RUIZ BIKANDI, U. (ed.) (200). Didáctica de la segunda lengua en educación infantil y primaria. Barcelona: Síntesis EducaciónBADIA, Dolors. Vilà,