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2021/2022

Linguistic Reception at School

Code: 101999 ECTS Credits: 6
Degree Type Year Semester
2500797 Early Childhood Education OT 4 0
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.

Contact

Name:
Emilee Moore
Email:
Emilee.Moore@uab.cat

Use of Languages

Principal working language:
catalan (cat)
Some groups entirely in English:
No
Some groups entirely in Catalan:
Yes
Some groups entirely in Spanish:
No

Teachers

Emilee Moore

Prerequisites

To achieve the objectives of the subject, students should display a good oral and written command of the Catalan and Spanish languages (level C2 of the Common European Framework of Reference).

Objectives and Contextualisation

This subject is shared by the Degrees in Early Childhood Education and Primary Education, and by the minors in Specific Educational Needs. It provides the basic knowledge needed to understand the circumstances for the inclusion of newly arrived students, and of other multilingual and multicultural students, in schools and for the planning and teaching the language curriculum.

The fundamental educational objectives of the subject are:

  • To become informed of the characteristics of linguistic diversity in Europe, Spain and Catalonia and of inclusion programs in these territorial areas.
  • To understand the functions of the reception classrooms for newly arrived students, and the criteria for their proper functioning within the framework of the schools and communities in which they are situated.
  • To overcome stereotypes regarding the linguistic competences of schoolchildren and their families, and be aware of the reality of their linguistic knowledge.
  • To consolidate knowledge regarding the planning of language education for plurilingual and multicultural students.
  • To know how to develop teaching proposals for curricular languages appropriate to the capacities and needs of plurilingual and multicultural students.

Competences

    Early Childhood Education
  • Being able to encourage an initial approach to a foreign language.
  • Deal effectively with language learning situations in multicultural and multilingual contexts.
  • Incorporate information and communications technology to learn, communicate and share in educational contexts.
  • Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.
  • Understand the learning process of reading and writing and how to teach it. Address language learning situations in multilingual contexts. Recognize and value the appropriate use of verbal and non-verbal language.
    Primary Education
  • Effectively address language learning situations in multicultural and multilingual contexts.
  • Incorporate information and communications technology to learn, communicate and share in educational contexts.
  • Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.
  • Work in teams and with teams (in the same field or interdisciplinary).

Learning Outcomes

  1. Being able to develop activities and didactic material focusing on language learning adapted to the social and specific contexts of each educational centre.
  2. Being aware of the possibilities of constructing knowledge in collaborative situations and being able to manage them.
  3. Communicate using language that is not sexist or discriminatory.
  4. Identifying and analysing the linguistic interferences that occur as a result of contact between languages.
  5. Identifying and using language inter-comprehension techniques.
  6. Know and appreciate appropriate educational software and web sites for the teaching and learning of languages at different educational levels.
  7. Using ICTs and CLTs in developing and drawing up practical work and in designing didactic proposals.

Content

1. Linguistic and cultural diversities and educational inequalities

  • 'Old' and 'new' linguistic and cultural diversities in schools
  • Prejudice and stereotypes about linguistic and cultural minorities
  • Raciolinguistics
  • Families as funds of knowledge and identity

2. The language model of Catalan schools

  • School language projects
  • Linguistic reception programs in Catalonia and Europe
  • Plan for language and social cohesion: reception classrooms, environmental plans, inclusive schools
  • Teaching 'other languages' at school: Languages and cultures of origin

3. Teaching and learning in the reception classroom and in regular classrooms

  • The didactics of plurilingualism
  • Intercultural approach
  • Teaching and learning second (third, ...) languages
  • Didactic strategies for combating educational inequalities
  • Language support in the framework of inclusive schools

Methodology

The teaching methodology of the course is based on the assumption that knowledge and teaching skills are built in collaborative processes between teachers and students and between students. These processes are mainly developed through tasks in which students' previous knowledge is mobilised in order to incorporate new declarative and/or procedural knowledge constructed in interaction with other people or objects.

The subject will be based on:

  • Presentations by the teacher of the contents of the subject, of the readings, to explain tasks and to give feedback.
  • Student pesentations of group readings followed by debate.
  • Completion of group and individual work by students with the guidance of the teacher.
  • Student development and analysis of teaching proposals for languages in schools and classrooms.
  • Student presentations and discussion of individual and group work.

The subject includes an optional visit, outside of class time, to the History of Immigration in Catalonia Museum in Sant Adrià de Besòs (no entry fee, but students are required to provide their own transport).

Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Activities

Title Hours ECTS Learning Outcomes
Type: Directed      
Guided 45 1.8 2, 4, 5, 1, 7
Type: Supervised      
Supervised 22 0.88 2, 6, 4, 5, 1, 7
Type: Autonomous      
Autonomous 75 3 2, 6, 4, 5, 1, 7

Assessment

Class attendance is mandatory: students must attend at least 80% of classes. In case of assistance below the fixed minimum, the qualification of 'not presented' will be obtained even if assignments have been submitted.

Inclusive use of language should be used.

Assessment dates:

(1) The first part of the assignment will be presented halfway through the subject. The second part will be presented on the second last day of class.

(2) Readings and dates will be assigned on the first day of class.

(3) Readings and dates for presentations will be assigned on the first day of class.

Re-take policy:

To participate in the makeup of task (2) students must have obtained a minimum grade of 3.5 on average for the subject.

Group assignments (1) and presentations (3) cannot be made up. One individual exercise (2) may be made up.

Re-take assessment will be due the week after the end of classes.

Other considerations:

To pass this course, students must show good general communicative competence, both orally and in writing, in the language or languages listed in the teaching guide. Language will be taken into account in all activities (individual and in group). Students must be able to express themselves fluently and correctly and must show a high degree of comprehension of academic texts. An activity may be returned (not assessed) or failed if the teacher considers that it does not meet these requirements.

Copying or plagiarism in any type of assessment activity will be penalised with a 0, voiding the possibility of re-take, whether it is an individual or group assignment (in this case, all members of the group will receive a 0). An assignment will be considered "copied" when it reproduces all or a significant part of the work of another classmate. An assignment will beconsidered to be "plagiarised" when a part of a text by another author is presented as one's own without citing thesource, regardless of the format of the original source.

Students who repeat the subject can request to do a final synthesis assessment at the beginning of the course.

The proposed teaching methodology and assessment may undergo changes depending on the attendance restrictions imposed by the health authorities.

 

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
(1) Two group activities: designing an intervention 40% 3 0.12 3, 2, 4, 5, 1, 7
(2) Individual exercises based on the literature 50% 4 0.16 3, 2, 6, 4, 5, 1, 7
(3) Group presentation and debate based on readings in the bibliography 10% 1 0.04 3, 2, 6, 4, 5, 1, 7

Bibliography

Abrines, B., Arbona, M. L., Lladó, J., & Llobera, M. (2006). Didàctica del català i alumnat nouvingut. Caixa d’Eines 4, Llengua, Interculturalitat i Cohesió Social: L’Aula d’Acollida (pp. 8-23). Departament d’Educació i Universitats: Generalitat de Catalunya.

Arnau, J. (2004). Sobre competències en català i castellà dels escolars de Catalunya: una resposta a la polèmica sobre el decret d'hores de castellà. Llengua, Societat i Comunicació, 1, 1-7. Available at: http://revistes.ub.edu/index.php/LSC/article/view/3247

Barredo, E. (2008). Paraules viatgeres. Guix, 341, 36-40.

Barrieras, M., Comellas, P., Fidalgo, M., Junyent, M. C., & Unamuno, V.  (2009). Diversitat de llengües a l'aula: construir centre educatius plurilingües. Vic: Eumo Editorial/Fundació Jaume Bofill. Available at: http://www.fbofill.cat/sites/default/files/501.pdf

Bayona, J. & Domingo, A. (2018). El fracàs escolar dels descendents de la immigració a Catalunya: més que una assignatura pendent. Perspectives Demogràfiques, 11, 1-4.

Besalú, X. (2008). Interculturalitat i currículum. A Departament d’Educació (ed.), Caixa d’Eines 8: Llengua, Interculturalitat i Cohesió Social, Cap a un Currículum més Inclusiu (pp. 50-73). Generalitat de Catalunya.

Carbonell, J. (2006). L'acollida. Barcelona: Fundació Jaume Bofill. Disponible a http://www.fbofill.cat/sites/default/files/437.pdf

Comissió Assessora sobre Poble Gitano i Educació (2008). El poble gitano i l’educació. In Departament d’Educació (ed.), Caixa d’Eines 7, Llengua, Interculturalitat i Cohesió Social: La Cultura Gitana al Centre Educatiu (pp. 10-19). Generalitat de Catalunya.

De la llengua familiar a l'escola multilingüe [número especial] (2014). Fòrum: revista d'organització i gestió educativa, 33.

Diversitat de llengües a l'aula [número especial] (2006). Articles de Didàctica de la Llengua i la Literatura, 38.

Domínguez, A. B. (2009). Educación para la inclusión de alumnos sordos. Revista Latinoamericana de Inclusión Educativa, 1(3), 45-61.

Doppelbauer, M. i Cichon, P. (2008). La España multilingüe: lenguas y políticas lingüísticas de España. Viena: Praesens Verlag. Available at: http://homepage.univie.ac.at/max.doppelbauer/wp-content/uploads/2014/09/La-Espana-multilingue.pdf

Enseñar y aprender lenguas en el país de acogida [número especial] (2006). Textos de didáctica de la lengua y la literatura, 47.

Flores, N. & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85 (2), 149-171.

Garreta i Bochaca, J. (2008). Escuela, familia de origen inmigrante y participación. Revista de Educación, 345, 133-155.

Llengua, interculturalitat i cohesió social [special issue] (2008). Revista Guix, 341. 

Martí, Q. (2008). El Pla per a la Llengua i la Cohesió Social (Pla LIC) i la seva concreció alscentres educatius. Guix, 341, 9-13.

Martí i Castell, J., i Mestres i Serra, J. M. (2010). Les llengües de signes com a llengües minoritàries:perspectives lingüístiques, socials i polítiques. Barcelona: Institut d'Estudis Catalans. Available at: https://publicacions.iec.cat/PopulaFitxa.do?moduleName=isubModuleName=iidCatalogacio=12068

Martín Rojo,L. (dir.) (2003). ¿Asimilar o integrar? Dilemas ante el multilingüismo en las aulas. Madrid: CIDE. Available at: http://aulaintercultural.org/2013/09/23/asimilar-o-integrar-dilema-ante-el-multilinguismo-en-las-aulas/

Martin Rojo, L., Nussbaum, L. & Unamuno, V. (eds.) (2004). Escuela e inmigración [número especial]. Estudios de sociolingüística, 5(2). Available at: https://journals.equinoxpub.com/index.php/SS/issue/view/308

Masferré i Fons, M. (2008). La llengua romaní: el record d’un poble. In Departament d’Educació (ed.), Caixa d’Eines 7, Llengua, Interculturalitat i Cohesió Social: La Cultura Gitana al Centre Educatiu (pp. 46-55). Generalitat de Catalunya.

Moscoso García, F. (2013). El programa hispano-marroquí de enseñanza de Lengua Árabe y Cultura Marroquí (LACM) sometido a revisión. Árabe marroquí y amazige, lenguas nativas (L1). Anaquel de Astudios Árabes, 24, 119-135. Disponible a https://revistas.ucm.es/index.php/ANQE/article/download/42631/40516

Navarro, M. & Gradaïlla, A. (2014). Suport a la primera acollida: Auxiliars magribines a les aules. Fòrum. Revista d’Organització i Gestió Educativa, 33, 33-37.

Nussbaum, L. (2006).  A l’aulade Coneixement del Medi Natural d’una escola primària. A Nussbaum, L. i Unamuno, V. (eds.), Usos i competències multilingües entre escolars d'origen immigrant (pp. 155-159). Bellaterra: Servei de Publicacions de la UAB.

Nussbaum, L., & Unamuno, V. (2005). Pràctiques interactives entre aprenents de llengües segones i estrangeres. Articles de didàctica de la llengua i la literatura, 37, 57-69.

Nussbaum, L., & Unamuno, V. (eds.) (2006). Usos i competencies multilingües entre escolars d'origen immigrant. Bellaterra: Universitat Autònoma de Barcelona.

Orozco, L. M. (2006). La integración lingüística del alumnado inmigrante: propuestas para el aprendizaje cooperativo. Madrid: Los libros de la Catarata.

Poveda, D. (ed.) (2003). Entre la diferencia y el conflicto: miradas etnográficas a la diversidad cultural en la educación. Cuenca: Servicio de publicaciones de la Universidad de Castilla - La Mancha.

Saura, V. (2018, March). Alumnes sords, els estem escoltant? El Diari de l'Eduació. Available at: http://diarieducacio.cat/alumnes-sords-escoltant/

Sordé, T., i Rios, J. O. (2010). Estratègies d’èxit per a promoure la cohesió social des de l’educació. Eines, 11, 101-107.

Subero, D., Llopart, M., Vila, I., & Esteban-Guitart, M. (2015). La capitalización educativa de los fondos de conocimiento e identidad de estudiantes y familias de origen extranjero: el proyecto Girona. Papeles de Trabajo sobre Cultura, Educación y Desarrollo Humano, 11,  69-73.

Trullen Thomas, M. (2016, 11 de gener). Escola inclusiva, llengua inclusiva: l’harmonia de la llengua. Fem escola a Barcelona. Consorci d’Educació de Barcelona. 

Unamuno, V. (2003). Lenguas, diversidad soociocultural y escuela. Hacia una educación linguistica. Barcelona: Graó.

Unamuno, V. (2005). La diversidad lingüística como riqueza, recurso y reto [número especial: Enseñar lenguas y aprender a comunicar(se) en contextos plurilingües y multiculturales]. Quaderns Digitals. Available at: http://www.quadernsdigitals.net/index.php?accionMenu=hemeroteca.VisualizaArticuloIU.visualizaiarticulo_id=8633

Vallcorba i Cot, J. (2009). El projecte lingüístic i les 'altres llengües'. Perspectiva Escolar, 338, 60-66.

Vallejo, C. & Moore, E. (2016). Prácticas plurilingües ‘transgresoras’ en un programa extraescolar de refuerzo de la lectura. In C. Gandulfo & L. Nussbaum (eds.), Hablantes bi/plurilingües y prácticas educativas: Perspectivas etnográficas e interaccionist. Signo y Seña, 29, 33-61.

Vila, I., Siqués, C., i Roig, T. (2006). Llengua, escola i immigració. Un debat obert. Barcelona: Graó.

Vila, I., & Siqués, C. (2013). Les llengües del'alumnat al sistema educatiu català als inicisdel segle XXI. Articles de Didàctica de la Llengua i de la Literatura, 60, 18-27.

Software

Specific programs will not be used.