Grammar in the Classroom: Methodologies and Applications
Code: 104615 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 2500248 Spanish Language and Literature | OT | 3 | 0 |
| 2500248 Spanish Language and Literature | OT | 4 | 0 |
Contact
- Name:
- Ángel J. Gallego Bartolomé
- Email:
- Angel.Gallego@uab.cat
Use of Languages
- Principal working language:
- spanish (spa)
- Some groups entirely in English:
- No
- Some groups entirely in Catalan:
- No
- Some groups entirely in Spanish:
- Yes
External teachers
- Sandra España Torres
Prerequisites
It is a subject that raises, from a perspective that combines theory and practice, how different contents of Spanish grammar can be worked on in a secondary school classroom, taking into account the framework of the competency curriculum currently in force. To be able to take it, the student must have knowledge of Spanish grammar.
Objectives and Contextualisation
This subject is part of the subject Spanish language: synchrony and its objective is the knowledge and mastery of the procedures that allow incorporating grammar content in the Secondary and Baccalaureate classroom.
At the end of the course, the students must:
(A) know the current Secondary curriculum in Catalonia,
(B) be familiar with the methodologies used in the Secondary and Baccalaureate classroom to work on grammar,
(C) know how to use (and create) didactic resources oriented both to the knowledge of the basic notions of grammar and to its competence and transversal application.
Competences
- Spanish Language and Literature
- Analyze the main phenomena of Spanish linguistic variation (historical, geographical, social and pragmatic variation).
- Know and proper use of traditional and electronic own resources Spanish language and literature and be able to work with them academic work.
- Students must be capable of applying their knowledge to their work or vocation in a professional way and they should have building arguments and problem resolution skills within their area of study.
- Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
- Students must develop the necessary learning skills to undertake further training with a high degree of autonomy.
- Typological framing the main phenomena of the Spanish language and relate them to similar phenomena in other Romance languages.
Learning Outcomes
- Carrying out oral presentations using appropriate academic vocabulary and style.
- Exploit the full potential of electronic dictionaries.
- Identify pragmatic factors that influence the use of various linguistic structures.
- Interpret the information provided on linguistic variation dictionaries.
- Solving problems autonomously.
- Submitting works in accordance with both individual and small group demands and personal styles.
- Summarising acquired knowledge about the origin and transformations experienced in its several fields of study.
Content
1. The role of grammar at different educational levels. His presence in High School. The text book.
2. The official documents: the curriculum. The design of a language program: programming grammar by competences.
3. The grammatical update: terminological aspects, contents and approaches. Cross-sectional approaches to the teaching of grammar. Grammar-based writing problems.
4. Examples of good practices: didactic proposals.
5. Teaching grammar in high school. The New Glossary of Grammar Terms.
6. Typology of grammar exercises: towards a reflective and scientific approach.
Methodology
The learning of this subject by the student is distributed as follows:
- Directed activities (35%). These activities are divided into lectures and practices and seminars led by the teacher, in which the theoretical explanation will be combined with the discussion of all kinds of texts.
- Supervised activities (10%). These are tutorials programmed by the teacher, dedicated to correcting and commenting on problems at different levels of linguistic analysis.
- Autonomous activities (50%). These activities include both the time dedicated to personal study and the making of reviews, papers and analytical comments, as well as the preparation of oral presentations.
- Evaluation activities (5%). The evaluation of the subject will be carried out through oral presentations and written tests.
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Evaluation and appointments | 21.5 | 0.86 | 3, 6, 5 |
| Type: Supervised | |||
| Master class, practice and seminars | 52.5 | 2.1 | 3, 4, 6 |
| Type: Autonomous | |||
| Assignments and exercices | 76 | 3.04 | 1, 6, 5, 7 |
Assessment
The evaluation will consist of the following activities:
- A written review of some of the proposals for skills activities seen in the classroom. (30%)
- A work in which a complete didactic unit is designed. (40%)
- A work related to the type of exercises that are worked on in the Secondary and Baccalaureate classroom. The work will involve a pilot experience with a small group of Secondary / Baccalaureate students. (30%)
To pass the course, the student must obtain a final grade equal to or greater than 5. It is mandatory to have taken the course evaluation exercises to obtain the approved.
A student who does not perform any of the activities / tests will be considered “Not evaluable”. The elaboration of an activity / test supposes, therefore, the will of the student to be evaluated in the subject and, therefore, its presentation to the evaluation. It is possible to opt for recovery only in the event that the student has failed or obtained a "Not evaluable" in those activities / tests that as a whole do not involve more than 50% of the total of the final grade for the course .
In case the tests cannot be done in person, their format will be adapted (maintaining the weighting) to the possibilities offered by the UAB virtual tools. Homework, activities and participation in class will be done through forums, wikis and / or exercise discussions through Teams, ensuring that all students can access.
In the event that the student performs any irregularity that may lead to a significant variation in the grade of an evaluation act, this evaluation act will be graded 0, regardless of the disciplinary process that may be instructed. In the event that several irregularities occur in the evaluation acts of the same subject, the final grade for this subject will be 0.
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Assignment in which a complete didactic unit is designed | 40 % | 0 | 0 | 6, 5, 7 |
| Assignment on the typology of exercices. | 30 % | 0 | 0 | 2, 1, 3, 4, 6, 5, 7 |
| Written review of some of the proposed competence activities seen in the classroom | 30 % | 0 | 0 | 2, 6, 7 |
Bibliography
Bosque, I. (1994). Repaso de sintaxis tradicional. Ejercicios de autocomprobación, Madrid, Arco/Libros.
Bosque, I. (2015). Nuevas reflexiones sobre la enseñanza de la gramática. Actitudes frente a contenidos. II Jornadas GrOC. Universidad Autónoma de Barcelona. Disponible en: https://www.dropbox.com/s/8g6ujy22ihuhrct/Bosque%20GrOC%202015.pdf?dl=0
Bosque, I. (2018). Qué debemos cambiar en la enseñanza de la gramática. ReGrOC, 1(1), 12-36. doi: 10.5565.
Bosque, I. (2020), “El nuevo Glosario de términos gramaticales. Estructura, características y objetivos”, Bellaterra Journal of Teaching & Learning Language & Literature, Vol. 13(2).
Bosque, I., y Gallego, Á.J. (2016). La aplicación de la gramática en el aula. Recursos didácticos clásicos y modernos para la enseñanza de la gramática. Revista de Lingüística Teórica y Aplicada,54(2), 63-83. doi: 10.4067/S0718-48832016000200004
Bosque, I., y Gallego, Á.J. (2018). La gramática en la Enseñanza Media. Competencias oficiales y competencias necesarias. ReGrOC, 1(1),142-201. doi: 10.5565
Bosque, I., y Gallego, Á.J. (en prensa). La terminología gramatical en Secundaria y Bachillerato. Ventajas e inconvenientes didácticos de algunos conceptos gramaticales antiguos y modernos. En Á. Gallego y E. Gutiérrez (Eds.), El estudio del lenguaje en el siglo XXI: enfoques formales, número especial, Revista Española de Lingüística.
Carrasco, Á.J. (2018). Algunas pistas sobre cómo (no) enseñar gramática a los más pequeños. ReGrOC, 1(1),80-112.
Gallego, Á.J. (2016). Sobre los ejercicios de «reflexión gramatical»: Ventajas metodológicas y aplicaciones didácticas. Revista Española de Lingüística, 46(1), 145-158.
Gutiérrez, E.(2018) , “El laberinto de la terminología lingüística en las aulas”, ReGroc, Vol. 1.
Mallart, J., y Serramona J. (2015), Competències bàsiques de l’àmbit lingüístic. Identificació i desplegament a l’educació secundària obligatòria. Generalitat de Catalunya, Departament d’Educació.
Pérez Esteve, P. y Zayas, F. (2007), Competencia en comunicación lingüística, Alianza Editorial.
Sanmartí, N. (2010); Avaluar per aprendre. Generalitat de Catalunya, Departament d’Educació.
VV. AA. (2018), El currículum competencial a l’aula. Una eina per a la reflexió pedagògica i la programació a l’ESO. Generalitat de Catalunya, Departament d’Educació.
GTG. (2020).Real Academia Española y Asociación de Academias de la Lengua Español. Glosario de términos gramaticales.
L'atenció educativa a l'alumnat en el marc d'un sistema educatiu inclusiu, Núm. 7477 - 19.10.2017, Dept. d’Educació, DECRET 150/2017, de 17 d'octubre.
Ordenació dels ensenyaments de l’educació secundària obligatòria. DOGC Núm. 6945 - 28.8.2015. Dept. d’Educació, DECRET 187/2015, de 25 d’agost.
Ordenació dels ensenyaments del batxillerat, DOGC núm. 5183, de 29.7.2008. Dept. d’Educació, DECRET 142/2008, de 15 de juliol.
NGLE. (2009). Real Academia Española y Asociación de Academias de la Lengua Española, 2009: Nueva gramática de la lengua española. Morfología y sintaxis, Madrid, Espasa, 2 vols.