Degree | Type | Year | Semester |
---|---|---|---|
2500798 Primary Education | OB | 3 | 2 |
None.
This course provides an insight into the basic knowledge all future primary teachers should possess regarding how to deal with linguistic diversity in the classroom. Students will gain reflective and practical tools to learn to manage language education in a multilingual curriculum and in a specific context of Catalonia.
The course aims to allow participants to:
MODULE 1
1. Society, language and school
2. Plurilingual competence
3. School language projects
MODULE 2
4. Teaching, learning and assessing foreign languages
The course takes for granted that knowledge construction is a collaborative action-based process between the teacher and the students and among students themselves. As a consequence, students are asked to perform tasks that trigger the use of previous knowledge as a mechanism to build new learning experiences and to develop new abilities. The teacher’s monitoring process, the course literature and the analysis of practical experiences nurture the development of those tasks.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
The teacher will introduce the topics to be dealt with in the course, will tutor students individually and will monitor group work. Students will cooperate with their peers to construct shared knowledge and elaborate the course assignments. | 38 | 1.52 | 1, 9, 6, 13, 7, 12, 15 |
Type: Supervised | |||
Tutorials | 25 | 1 | 6, 7, 15 |
Type: Autonomous | |||
Self-study | 62 | 2.48 | 6, 7, 15 |
To pass the subject, it is necessary for students to prove they are good communicators, both orally and in writing. Consequently, teachers will consider the formal aspects of language in all assignments (individual and group) and oral presentation. Students must be able to express themselves fluently and correctly and must show a high degree of understanding of academic texts. An activity can be returned (not evaluated) or given a fail mark if it does not meet those requirements. The students in groups 21, 31 and 41 must demonstrate a good oral and written command of the Catalan and Spanish languages (level C2 of the Common European Framework of Reference) and a basic instrumental mastery (level B1 of the Common European Framework of Reference) of the English language. Students in group 71 must demonstrate that they have achieved in English the objectives identified by the C1 level descriptors of the CEFR, both in everyday situations and in the academic environment.
Class attendance is mandatory: it is necessary to attend a minimum of 80% of the assigned hours for each module. If this requirement is not fulfilled, students’ assignments will not be assessed. No document justifying a case of absence can be used as an alternative to attend 80% of the lessons.
Evaluation tasks are grouped into four blocks according to their type. Two of these blocks correspond to the contents of module 1 (topics 1, 2 and 3) and the other two are related to module 2 (topic 4). It is necessary to get a pass mark in each block to be able to get a pass mark in this subject. Evaluation tasks will be carried out once a module is completed. The evaluative activities carried out in group and the oral presentations cannot be re-taken. In groups 21 and 71, individual exams of both module 1 and 2 will take place on June 29th. In group 41, both exams will take place on June 30th. In group 31, the individual exam for module 1 will take place on June 8th and the individual exam for module 2 will take place on June 29th. The highest possible score for these exams will be 5.
In accordance with the UAB regulations, copying or plagiarising is a crime that results in a FAIL mark in the subject, and students will not be allowed to sit an exam to get a pass mark. An assignment or and will be considered as a copy, when it reproduces all the work, or a part of the work, presented by another classmate. Plagiarism occurs when part of a printed/digital text produced by an author is presented by the student without citing the original sources. Reproducing the materials (notes, slides, tasks, etc.) made available to students by their teachers is also a case of plagiarism. The possession of documents or devices to copy in an exam is also penalised with a FAIL mark.
Students who enrol for the second time in the course can only request a special evaluation process if the previous year they had obtained a pass mark in one of the evaluation tasks in each of the modules.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
1. Written and/ audiovisual assignment(s), produced in groups or in individual, based on the contents in module 1. Elaboration of intermediate documents required for the elaboration of such texts or for the final oral presentation. | 25% | 0 | 0 | 1, 3, 9, 4, 5, 14, 6, 13, 7, 8, 11, 12, 15, 2 |
2. Written test on the contents taught in module 1. | 35% | 0 | 0 | 1, 4, 5, 14, 6, 7, 8, 11, 12, 15 |
3. Individual test based on the contents of module 2. | 15% | 0 | 0 | 10, 9, 4, 6, 7 |
4. Written and/or audiovisual assignment, carried out in small group in relation to the contents of the micro-teaching to be presented orally. 'micro-teaching' que es presentarŕ oralment. | 25% | 0 | 0 | 1, 3, 14, 13, 8, 12, 15 |
Materials related to the subject
Moore, Emilee. (2018). (Ed.) Teaching in and for plurilingualism in the 21st century. A resources for teachers and teacher educators. Konect Teaching Materials no. 2. Barcelona: Konect project.
Compulsory Reading for Modules 1 & 2
Subdirecció General de Llengua i Plurilingüisme (2018). El model lingüístic del sistema educatiu de Catalunya: L’aprenentatge i l’ús de les llengües en un context educatiu multilingüe i multicultural. Barcelona: Departament d’Ensenyament de la Generalitat de Catalunya.
Aquest document ha estat traduït a l’anglès amb el següent títol: The language model of the Catalan education system: Language learning and use in a multilingual and multicultural educational environment.
Other compulsory readings will be presented on the first day of class. They will be selected from the following list:
MODULE 1
1. Society, language and school
Cenoz, Jasone, i Durk Gorter (2017).Minority languages and sustainable translanguaging: Threat or opportunity? Journal of Multilingual and Multicultural Development, 38 (10), 901-912.
Cirel Centre de Suport a la Innovació i Recerca Educativa en Llengües (2011). La mirada experta: Ensenyar i aprendre llengües. Barcelona: Generalitat de Catalunya. Disponible a: http://ensenyament.gencat.cat/web/.content/home/departament/publicacions/colleccions/informes-avaluacio/la_mirada_experta_ensenyar_aprendre_llengues.pdf
Colectivo Ioé (2006). Inmigración, género y escuela: Exploración de los discursos del profesorado y del alumnado. Madrid: ColectivoIoé.
Disponible a: http://www.colectivoioe.org/uploads/c504b01624c1443cedb05edc2eab26c1aa2aaa80.pdf
Guasch, Oriol (2016). La educación multilingüe. Dins J. Palou Sangrà i M. Fons Esteve (coords.), Didáctica de lalengua y la literatura en educación primaria (p.255-265). Madrid: Síntesis.
Fidalgo, Mònica, i Pere Mayans (2016). La gestió de la diversitat lingüística i l’escola catalana. Dins M. Pereña (coords.), Ensenyar i aprendre llengües en un model educatiu plurilingüe: Metodologies i estratègies per al desenvolupament de projectes educatius en la pràctica docent (p. 47-67). Barcelona: ICE-Horsori.
Masats, Dolors, Laia Canals, Melinda Dooly, Marta Juanhuix, Júlia Llompart, Emilee Moore, Luci Nussbaum, i Claudia Vallejo (2017). Quan els aprenents es converteixen en sociolingüistes: Algunes mostres de les veus de l'alumnat (p. 1-20). Comunicació presentada al VIII Seminari Internacional: L'aula com a àmbit d'investigació sobre l'ensenyament i l'aprenentatge de la llengua. Disponible a: http://mon.uvic.cat/aula-investigacio-llengua/files/2015/12/Masatsetal.pdf
Pérez Oliva, Milagros (2012, desembre 26). La guerra de las lenguas. El País. Disponible a: http://sociedad.elpais.com/sociedad/2012/12/26/actualidad/1356543207_646129.html
Pujolar, Joan,i Maite Puigdevall i Serralvo (2015). Linguistic mudes: How to become a new speaker in Catalonia. International Journal of the Sociology of Language, 231, 167-187.
TrenchsParera, Mireia, Imanol Larrea Mendizabal, i Michael Newman (2014). La normalització del cosmopolitismelingüístic entre els joves del segle xxi? Una exploració de les ideologies lingüístiques a Catalunya. Treballs de Sociolingüística Catalana, 24, 281301.
Tusón, Jesús (2004). Patrimoni natural. Elogi i defensa de la diversitat lingüística. Barcelona: Editorial Empúries.
Tusón, Jesús (2010). Un elogio de la diversidad: Lenguas y escrituras. Textos de Didáctica de la Lengua y laLiteratura, 54, 921.
Vila, F. Xavier (2013) Algunes nocions essencials de sociolingüística per a docents de primària i secundària.Articles de Didàctica de la Llengua i la Literatura, 60, 9-17.
Vila, David (2016). I si parlem català?. Sabadell: Tallers per a la llengua.
2. Plurilingual competence
Baker, Colin (2011). Types of bilingual education. Dins C. Baker (ed.), Foundations of Bilingual Education and Bilingualism, 5th Edition (chapter 10). Bristol, Buffalo & Toronto: Multilingual Matters.
Cambra, Margarida (2011). Plurilingüisme i ensenyament de llengües. Articlesde didàctica de la llengua i de laliteratura, 53, 7784.
Council of Europe (2001). Common European Framework of Reference for Languages: Learning,Teaching, Assessment. Disponible a:
http://recursos.cepindalo.es/mod/resource/view.php?id=8738&forceview=1
García, Ofelia (2009, desembre 9). Reimagining Bilingualism in Education for the 21st Century. Disponible a: https://www.youtube.com/watch?v=rVI41CMw6HM
García, Ofelia, i Kate Seltzer (2016). The translanguaging current in language education. Dins B. Kindenberg (ed.),Flerspråkighet som resurs [Multilingualism as a resource] (p. 19-30). Stockholm: Liber. Disponible a: https://ofeliagarciadotorg.files.wordpress.com/2011/02/garcia_seltzer47122073-1.pdf
García, Ofelia, i Claire Sylvan (2011). Pedagogies and practices in multilingual classrooms: singularities in pluralities. The Modern Language Journal, 95 (3), 385-400.
García, Ofelia, Lesley Bartlett, i JoAnne Kleifgen (2007). From biliteracy to pluriliteracies. Dins P. Auer i L. Wei (eds.),Handbook of multilingualism and multilingual communication (p. 207-228). Germany: Mouton de Gruyter. Disponible a: https://ofeliagarciadotorg.files.wordpress.com/2011/02/biliteracy-to-pluriliteracies.pdf
Moore, Emilee, i Luci Nussbaum (2016). Plurilingüismo en la formación del alumnado de la ESO. Dins D. Masats iL. Nussbaum (eds.), Enseñanza y aprendizaje de las lenguas extranjeras en educación secundaria obligatoria (p.15-33). Madrid: Síntesis.
Noguerol, Artur(2006, octubre). Ensenyar línguaim Rahmen di una society multilingüe et multiculturelle. Conferència presentada a la Universidad de Burgos.Disponible a:
http://recursos.cepindalo.es/mod/resource/view.php?id=8738&forceview=1
Nussbaum, Luci, i Virgínia Unamuno (2006). Les competències comunicatives multilingües. Dins L. Nussbaum i V.Unamuno (eds.), Usos i competències multilingües entre escolars d'origen immigrant (p. 44-61). Bellaterra: Servei de Publicacions de la Universitat Autònoma de Barcelona.
Ruiz Bikandi, Uri (2006). La reflexió interlingüística: Ajudar a pensar en/amb/sobre tres llengües. Articles dedidàctica de la llengua i de la literatura, 38, 5166.
Unamuno, Virginia, i Luci Nussbaum (2006). L'escola com a espai de pràctiques multilingües. Dins L. Nussbaum i V.Unamuno (eds.), Usos i competències multilingües entre escolars d'origen immigrant (p. 81-100). Bellaterra: Servei de Publicacions de la Universitat Autònoma de Barcelona.
Vila, Ignasi, i Carina Siqués (2013). Les llengües de l'alumnat dins del sistema educatiu català als inicis del segle xxi.Articles de didàctica de la llengua i de la literatura, 60, 1827.
3. School language projects
Badia, Joan (2010). Gràcies a la immersió lingüística. Models d'escola i modelsd'educació lingüística. RevistaÒmnium, 15, 21-23.
Canal, Immaculada, i Anna Marco (2016). La immersiólingüística al sistema educatiu de Catalunya o com aprendre una llengua alhora que s’aprenencontinguts. DinsM. Pereña (coord.), Ensenyar i aprendre llengües en un model educatiu plurilingüe: Metodologies i estratègies per al desenvolupament de projectes educatius en la pràctica docent (p. 79-98). Barcelona: ICE-Horsori.
Escobar Urmeneta, Cristina, i Virgínia Unamuno (2008). Languages and language learning in Catalan Schools: From the bilingual to the multilingual challenge. Dins C. Hélot i A.M. de Mejía (Eds.), Forging Multilingual Spaces. Integrated Perspectives on Majority and Minority Bilingual Education (p. 228-255). Michigan: Multilingual Matters.
Generalitat de Catalunya, Departament d'Ensenyament (2014).Documents per a l'organització i la gestió dels centres. El tractament i l'ús de les llengües al sistema educatiu. El projecte lingüístic. Barcelona: Departament d’Ensenyament de la Generalitat de Catalunya. Disponible a:
http://educacio.gencat.cat/documents/IPCNormativa/DOIGC/PEC_Tractament_us_llengues.pdf
Guasch, Oriol (2016) La enseñanza y el aprendizaje de las lenguas adicionales. Dins J. Palou Sangrà i M. FonsEsteve (Coords.), Didáctica de la lengua y la literatura en educación primaria (p.269-280). Madrid: Síntesis.
Masats, Dolors, i Artur Noguerol (2016). Proyectos lingüísticos de centro y currículo. A D. Masats i L. Nussbaum (Eds.), Enseñanza y aprendizaje de las lenguas extranjeras en educación secundaria obligatoria (p. 59-84). Madrid: Síntesis.
Mayans, Pere(2015, desembre 17).El català, llengua vehicular del sistema educatiu:límits i contradiccions d'aquesta afirmació. Revista de Llengua i Dret. Disponible a: http://eapc-rld.blog.gencat.cat/2015/12/17/el-catala-llengua-vehicular-del-sistema-educatiu-limits-i-contradiccions-daquesta-afirmacio-pere-mayans/
Noguerol, Artur (2008). El tratamiento integrado de las lenguas en el marco europeo. Textos de Didáctica de la Lengua y de la Literatura, 47, 1019.
Rodriguez, Pau (2018, febrer 25). Los padres de la inmersión que hablaban en castellano: "Era la única forma de que mi hijo aprendiera catalán". El diario.es. Disponible a: https://www.eldiario.es/catalunya/inmersion-hablaban-castellano-aprendiera-catalan_0_742976566.html
MODULE 2
4. Teaching, learning and assessing of foreign languages
Masats, Dolors; Mont, Maria, & González-Acevedo, Nathaly (2019) (Eds.) Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century. Trowbridge, UK: Paragon Publishing.
Richards, Jack C. (2006). Communicative language teaching today. Cambridge: Cambridge University Press. Disponible a: https://www.researchgate.net/publication/242720833_Communicative_Language_Teaching_Today
To know more, we can select documents included in the following document:
Centre de Documentació de PolíticaLingüística(2018). El català a l’ensenyament obligatori (2013-2018): bibliografia selectiva. Barcelona: Generalitat de Catalunya. Disponiblea: