Universitat Internacional de Catalunya
Learning Languages and Literacy 1
Other languages of instruction: Spanish
Teaching staff
Mariona Graell
Appointment by mail.
Introduction
The subject "Aprenenetatge llengües i lectoescriptura I", is to provide the conceptual foundations of adquisició language in children of 0-3 and 3-6. This analysis was conducted from a longitudinal study of the contributions of different autors, reaching their current cognitive and interactive theories.This course complements the course language and literacy II, III and IV.
Pre-course requirements
To take this course you must have passed Communication Skills I: Writing Expression.
Objectives
- To Know the historical development of theories of language acquisition are ages 0-3 and 3-6.
- To Know the historical development of the initial acquisition of lectoescriptura.
Competences/Learning outcomes of the degree programme
- CEM-42 - To be familiar with the language and literacy curriculum at this stage, as well as the corresponding learning and development theories.
- CEM-43 - To foment speaking and writing skills.
- 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-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-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
3. Shows knowledge of the theories of language development and education of children in early childhood education.
5. Shows knowledge of languages and firts reading and writing curriculum of early chilhood education.
6. Shows knowledge of the theories on the acquisition and development of the corresponding learning.
7. Improves and motives talking and writing skills
10. Understand the way from orality to writing.,
Syllabus
1. Communicative models of oral language teaching.
3. Context and language skills in early childhood education.
5. Development of linguistic and metalinguistic knowledge.
6. Elements of the language curriculum in early childhood education.
8. Methodology and motivation for the initial learning of the literacy.
Teaching and learning activities
In person
|
Group Work (training) |
Form. Act. |
Methodo-logy |
skills |
Individual Work (training) |
Form. Act. . |
Metho-dology |
skills |
Activity 1: research in WOS Activity 3: Conceptual maps of diferent Authors and discussion Activity 4: Chomsky |
CT
ETG
ETG
ETG |
LM
AC
EC
EC |
CEM 42
CG 1 CET 2 CET 7 CEM 42 CET 7
CEM 42 |
|
ETI |
EC |
CEM 43 CET 7 CG2 |
Evaluation systems and criteria
In person
The assessment of the subject will be continuous, meaning that progress will be evaluated throughout the teaching period. The records that will allow this evaluation will be taken from the various continuous assessment activities, which will have a varied nature.
All activities must be submitted strictly on the set date. Late submissions will not be accepted.
IMPORTANT: In the continuous assessment activities, it is necessary to demonstrate the consistency of the student's performance in both individual and group work. Therefore, if the individual assessment activities are failed, they will not be averaged with the group grades, but rather the individual trajectory will be evaluated. This is because most of the competencies to be achieved are of individual development.
Given the nature of this subject and in accordance with General Competence 2 on correctness in oral and written expression in the vehicular language:
The current orthographic criteria for point deduction in assessment tests are as follows:
-0.1 for handwritten work or exams, -0.3 for computer-written work or exams. Limit of -2 points. (for work up to 7 pages)
-0.1 for handwritten work or exams, -0.1 for computer-written work. Limit of -2 points. (for work of more than 7 pages)
A student will fail the first assessment if it is evident that they have not achieved any of the programmed competencies. The second assessment will be a personalized test according to the competencies not achieved.
The evaluation systems are as follows:
Exam 50%
Assignments 35%
Participation 15%
The order or sequence of activities may be modified due to unforeseen circumstances.
The order or sequence of activities can be modified as unanticipated
Bibliography and resources
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Bruning, R.H., Schraw, G.J., Norby, M.M. i Ronning, R.R. (2005),Psicología cognitiva y de la instrucción. Madrid: Pearson.
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Sánchez Miguel, E i Martínez Martín, J. (1998). Las Dificultades en el Aprendizaje de la Lectura. A V. Santiuste i J.A. Bertran (Coords.). Dificultades de Aprendizaje.Madrid: Síntesis
Serra,M; Serrat,E.; Solé,R.; Bel, A.; Aparici,M. (2013). La adquisición del lenguaje.Barcelona. Ariel.
Solé, I. (2000). Estrategias de lectura. Barcelona: GRAÓ
Trilla,J. (Coord) (2002). El legado pedagógico del siglo XX para la esculea del siglo XXI. Barcelona, Graó
Tuffanelli, L. (2010). Comprender. ¿Qué es?. ¿Cómo funciona?. Madrid: Ministerio de Educación, Narcea Ediciones.
Vieiro, P. i Gómez, I. (2004). Psicología de la lectura. Madrid: Pearson Educación
Vygotsky, L. (2012). Pensamiento y Lenguaje. Barcelona: Paidós
Vigotsky, L. (1979). El desarrollo de los procesos psicológicos superiores. Barcelona: Crítica
Woolfolk, A.; Hugues, M. i Walkup, V. (2008). Psychology in Education. Essex: PEARSON Longman