Universitat Internacional de Catalunya
Learning Languages and Literacy 3
Other languages of instruction: Spanish
Teaching staff
Introduction
The subject Learning of Languages and Reading Writing 3 aims to promote the processes necessary for the reading impulse through children's literature. He also cares about working the necessary teaching skills for this task and the oral and written competence of the teacher.
Pre-course requirements
For a good learning of the subject it is convenient to have passed the first two parts of the reading literacy learning. However, it contextualizes all the learning of writing 1 and 2 encompassing them holistically so that the student develops all the competences involved in reading and writing.
Objectives
- Knowing the children's literature potential in pre-school education.
- Identifying different children's literature genres.
- Mastering the resources for promoting reading in pre-school education
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.
- CEM-44 - To learn and master techniques of oral and written expression.
- CEM-45 - To be familiar with the oral tradition and folklore.
- CEM-46 - To understand the transition from oral to written expression and be aware of the different registers and uses of language.
- CEM-47 - To be familiar with the learning process in reading and writing and its teaching.
- CEM-48 - To manage language-learning situations in multilingual contexts.
- CEM-49 - To recognize and value the appropriate use of verbal and non-verbal language.
- CEM-50 - To be familiar with resources to foment reading and writing, and use them appropriately.
- CEM-51 - To acquire literary knowledge, especially of childrens literature.
- 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-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-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-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-07 - To be familiar with the elements that make up critical thinking, the different levels of proficiency and how to develop this skill as much as possible.
- CG-08 - To be familiar with the elements that make up reflective thinking, the different levels of proficiency and how to develop this skill as much as possible.
- 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-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.
Learning outcomes of the subject
- Adopts original, practical, applicable, flexible, and complex ideas and solutions to enhance educational practice during language and literacy learning.
- Is familiar with different educational practices that improve the teaching and learning process of languages, and is aware that they are shaped by culture; is also aware of their consequences for educational practice and student behavior, and knows how to act as a teacher in language development.
- Demonstrates knowledge of language development theories and early childhood education in the early childhood education stage.
- Finds and applies appropriate solutions to uncommon problems in the teaching and learning process of languages and literacy, with creativity and spirit.
- Demonstrates knowledge of the early childhood education language and literacy curriculum.
- Demonstrates knowledge of theories on the acquisition and development of the corresponding learning processes.
- Promotes and encourages speaking and writing skills and guides them towards quality.
- Demonstrates knowledge and mastery of oral and written expression techniques.
- Demonstrates knowledge of oral tradition and folklore.
- Understands the transition from orality to writing.
- Demonstrates knowledge of different language registers and uses.
- Demonstrates knowledge of the process of learning to read and write, as well as its teaching.
- Faces language learning situations in multilingual contexts.
- Recognizes and values the appropriate use of verbal and non-verbal language.
- Uses reading and writing animation resources appropriately and creatively.
- Demonstrates knowledge of children's literature.
Syllabus
Suject in English
- Unit 1. Introduction to children’s literature
- Unit 2. Literature in the curriculum
- Unit 3. Literary genres
- Unit 4. Literature selection
- Unit 5. Using literature in the preschool classroom
- Unit 6. Libraries and reading promotion
- Unit 7. Developing literacy through children’s literature
Teaching and learning activities
In person
| COMPETENCES | METHODOLOGY | TRAINING ACTIVITY |
|---|---|---|
| CEM-42 CEM-45 CEM-46 CEM-50 CEM-51 | Cooperative learning Presenting method / lecture | Practical classes Theory classes Individual / independent study and work Group study and work External practicums Seminar-workshops |
| CEM-43 CEM-44 CEM-45 CEM-47 CEM-48 CEM-49 | Project-based learning Case studies Problem and exercise solving | Practical classes Theory classes External practicums Seminar-workshops Tutorials |
| CET-2 CET-4 CET-5 CET-7 | Project-based learning | Individual / independent study and work Group study and work Tutorials |
| CG-04 CG-07 CG-08 CG-09 CG-10 | Project-based learning | External practicums Seminar-workshops Tutorials |
Evaluation systems and criteria
In person
The assessment is continuous and attendance is compulsary. You must attend at least 60% of the classes. The assessment consists of several tasks that must be passed each one of them to pass the subject.
Subject in Catalan:
The tasks assessed must be presented in Catalan. Work will not be accepted out of time. Tasks evaluated with serious language errors will be considered Not Corrected; They can be re-submitted but the maximum grade will be 5.
Language errors will penalise. In work produced at home: 1 / 0'25 points. In work produced in class: 0,5 / 0'2 points.
Subject in English:
- Video recommendation project - 10%
- Tasks related to internships - 15%
- Portfolio - 15%
- Final exam - 50%
- Continuous evaluation (attendance and participation) - 10%
Moreover, keep in mind the following:
- The tasks assessed must be presented in English.
- Work will not be accepted out of time.
- Tasks evaluated with serious language errors will be considered Not Corrected; They can be re-submitted but the maximum grade will be 5.
- A penalization of 0.3 will be applied for errors in work produced at home, and 0.1 in work produced in class. A maximum of 2 points can be deducted from a task mark.
Bibliography and resources
Children's literature:
BRYANT, S. (1983) Com explicar contes. Barcelona: Hogar del libro. / BRYANT, S. C. (1905) How to Tell Stories to Children. Boston: Houghton Mifflin
BORDONS, G; ARTIGUES, A; COSTA, L; FERRER, J & MANUEL, J. (2009). La poesia contemporània. Barcelona: Editorial GRAÓ.
CENTELLES, J. (2005). La biblioteca, el cor de l’escola (3ª ed.). Barcelona: Associació de Mestres Rosa Sensat, 2005.
CORRERO, C.; PORTELL, J. (2023). Lectures que fan lectors. Vic: Editorial Eumo.
FOLCH I SOLER, Ll. (2006). El món dels infants en els contes. Anàlisi psicopedagógica.Barcelona: Publicacions i edicions de la Universitat de Barcelona, 2005.
GAMBLE, N. & YATES, S. (2008). Exploring Children's Literature: Teaching the Language and Reading of Fiction. London: SAGE Publications Ltd.
HUNT, P. (1994) An Introduction to Children's Literature. Oxford: Oxford University Press.
LLUCH, G. (2003). Análisis de narrativas infantiles y juveniles (No. 7). Univ de Castilla La Mancha.
MOLIST, P. (2008). Dins del mirall. Barcelona: Editorial GRAÓ
NODELMAN, P. (2008) The Hidden Adult: Defining Children's Literature. Baltimore: The Johns Hopkind University Press
PORTELL, J. (Ed.). (2004). M'agrada llegir: com fer els teus fills lectors. Ara llibres.
Literacy:
BARRAGÁN, C. (2005). Lengua oral en las aulas multiculturales y plurilingües en educación infantil. Barcelona: Graó.
DÍEZ, A. (1998). L'aprenentatge de la Lectoescriptura des d'una Perspectiva Constructiva. Vols. I i II. Barcelona: Graó.
FERREIRO, E. & GÓMEZ, M. (2002). Nuevas Perspectivas Sobre Los Procesos de Lectura y Escritura. México: Siglo XXI
PUJATO, B.(2009). El ABC de la alfabetización. ¿Cómo enseñamos a leer yescribir?. Argentina: HomoSapiens Ediciones.
ROSELL, V. (1993). Programa de estimulación del lenguaje oral en educación infantil. Buenos Aires: Aljibe.
SOLÉ, I. (1999). Psicopedagogia de la lectura i de l'escriptura. Barcelona:Editorial UOC.