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Basic Language Skills for Primary Teachers Education

Code: 104079 ECTS Credits: 6
Degree Type Year Semester
2500798 Primary Education OT 4 0
The proposed teaching and assessment methodology that appear in the guide may be subject to changes as a result of the restrictions to face-to-face class attendance imposed by the health authorities.


Salvador Comellas García

Use of Languages

Principal working language:
catalan (cat)
Some groups entirely in English:
Some groups entirely in Catalan:
Some groups entirely in Spanish:


Giuseppe Simone



No prerequisites are required to take this course.


Objectives and Contextualisation


  • Delving into and acquiring linguistic concepts which constitute the basis for teaching at the level of Primary Education.

  • Boosting critical thinking about linguistic concepts and language in general.

  • Strengthening the oral and written skills of prospective teachers by means of teaching-related activities.




  • Develop critical thinking and reasoning and understand how to communicate effectively both in one’s own languages and in a foreign language.
  • Effectively address language learning situations in multicultural and multilingual contexts.
  • Work in teams and with teams (in the same field or interdisciplinary).

Learning Outcomes

  1. Assessing the value of correction, adaptation and acceptability in oral and written productions.
  2. Being able to develop activities and didactic material focusing on language learning adapted to the social and specific contexts of each educational centre.
  3. Being aware of the possibilities of constructing knowledge in collaborative situations and being able to manage them.
  4. Demonstrate knowledge of the use and academic register of the two official languages.
  5. Manage teamwork and know how to analyse the aspects and difficulties of interest.






1. "I don’t think this is correct"

Prescriptive grammar and norm.


1.1. On “correctness” according to different communicative scenarios

1.2. Social norm and its relation to prescriptive grammar

1.3. System adaptation. Language interference.


2. "Why do we use l·l?"

Foundations of orthographic coding.


2.1. Alphabetic written systems

2.2. Key factors in orthographic coding setting.

2.3. Rules


3. "Why are you saying that again?”

Cohesion mechanisms in oral and written language


3.1. Oral syntax and written syntax

3.2. Cohesion mechanisms in Catalan


4. "I never use semicolumns"

4.1. Functions of punctuation

4.2. Punctuation settings

4.3. Conventions


5. "I used Catalan in class"

Standardisation and language shift


5.1. Standardisation

5.2. Key issues in language preservation and language shift.



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  1. 1.      Grammar problems


1.1.The kinds of words


1.2.The sentence


  1. 2.      Linguistic variation


2.1.Spanish and its varieties


2.2.Pragmatic variation: The register


2.3.Linguistic mechanisms for pragmatic adaptation


  1. 3.      Orthography problems
  2. 4.      School dictionaries


4.1.What’s a dictionary?


4.2.School dictionaries in theprimary stage





Our teaching approach and assessment procedures may be altered if public health authorities impose new restrictions on public gatherings for COVID-19

See Activities


Title Hours ECTS Learning Outcomes
Type: Directed      
Lectures 45 1.8 3, 4, 2, 1
Type: Supervised      
Tutoring 30 1.2 3, 4, 5, 2, 1
Type: Autonomous      
Individual study 58 2.32 3, 4, 5, 2, 1


Our teaching approach and assessment procedures may be altered if public health authorities impose new restrictions on public gatherings for COVID-19


Students assessment will be conducted in accordance with the activities and their corresponding percentages listed in the grid below. A final mark higher than 5 is necessary to pass the course.


In order to get a pass mark in this course, students should prove, through their oral presentations and their written assignments, that they have superior communicative skills and an excellent command of Catalan and Spanish.


Assessment of all course individual and group work tasks include criteria based on the quality, in terms of accuracy and fluency, of the assignments submitted by the learners. Learners are expected to display academic skills, which include the abilities of expressing themselves fluently and accurately and comprehending written academic texts.


Qualifications will be posted for review between 7 and 40 days after submission.


Students can revise their exams during the 15 days following the results publication date. The procedure and place of the exam revision will also be announced. For those students who have obtained a degree lower tan 5 in the assessment, there will be a possibility to resit the failed activities after the lectures period.


Attendance is mandatory: students must attend a minimum of 80% of lectures; otherwise, they will be deemed as "absent". An absence justification does not invalidate unattendance.


In accordance with UAB regulations, plagiarism will be penalised with a mark of 0, without any possibility to resit. If the teaching staff has reasons to believe that a student is trying to cheat or if non-authorised document or device is spotted during the completion of an in-class activity, the student will obtain amark of 0, without any possibility to resit. 


Catalan Exam: May, 22th 2019

Spanish Exam: April, 24th 2019

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Exam (Spanish) (individual) 23% 2 0.08 1
Exam (catalan) (individual) 40 2 0.08 4, 1
Exercises 10% 6 0.24 3, 4, 5, 1
Exercises (catalan) 27 7 0.28 4, 2, 1



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BRIZ, Antonio (coord.) (2008): Saber hablar, Madrid: Instituto Cervantes-Aguilar.


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Articles número 20 (gener 2000)


GÓMEZ TORREGO, Leonardo (2006): Hablar y escribir correctamente: gramática normativa del español actual, Madrid: Arco/Libros.


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IEC: Diccionari de la Llengua Catalana. Barcelona, Palma de Mallorca, València: diverses editorials, 1995


MONTOLÍO, Estrella (coord.) (2000): Manual práctico de escritura académica, Barcelona: Ariel. 3 vols.


PARKES, M.B.: Pause and effect. An Introduction to the History of Punctuation in the West. (Cambridge: Scolar Press, 1992)


PAYRATÓ, Lluís: Català col.loquial.Aspectes d'ús corrent de la llengua catalana.València. Universitat de València, 1990.


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SÁNCHEZ LOBATO, Jesús (coord.) (2006): Saber escribir, Madrid: Instituto Cervantes-Aguilar.


SEGARRA, Mila: Història de la normativa catalana. Barcelona: Enciclopèdia Catalana, 1985

SOLÀ, Joan (et al.) : Gramàtica del català contemporani. Barcelona: Empúries, 2002


SINCLAIR, J; BRAZIL, D: Teacher talk. Oxford: OUP, 1982.


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