Basic Language Skills for Primary Teachers Education
Code: 104079 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 2500798 Primary Education | OT | 4 | 0 |
Contact
- Name:
- Salvador Comelles Garcia
- Email:
- Salvador.Comelles@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:
- Yes
Teachers
- Giuseppe Simone
Prerequisites
No prerequisites are required to take this course.
Objectives and Contextualisation
Goals
-
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.
Competences
- Effectively address language learning situations in multicultural and multilingual 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
- Being able to develop activities and didactic material focusing on language learning adapted to the social and specific contexts of each educational centre.
- Being aware of the possibilities of constructing knowledge in collaborative situations and being able to manage them.
- Communicate using language that is not sexist or discriminatory.
- Consider how gender stereotypes and roles impinge on the exercise of the profession.
- Manage teamwork and know how to analyse the aspects and difficulties of interest.
Content
CATALAN PHILOLOGY
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.
<pstyle="background: white; margin: 0cm 0cm 0pt; line-height: normal;">
SPANISH PHILOLOGY
- 1. Grammar problems
1.1.The kinds of words
1.2.The sentence
- 2. Linguistic variation
2.1.Spanish and its varieties
2.2.Pragmatic variation: The register
2.3.Linguistic mechanisms for pragmatic adaptation
- 3. Orthography problems
- 4. School dictionaries
4.1.What’s a dictionary?
4.2.School dictionaries in theprimary stage
Methodology
Our teaching approach and assessment procedures may be altered if public health authorities impose new restrictions on public gatherings for COVID-19
See Activities
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 | |||
| Lectures | 45 | 1.8 | 2, 1 |
| Type: Supervised | |||
| Tutoring | 30 | 1.2 | 2, 5, 1 |
| Type: Autonomous | |||
| Individual study | 58 | 2.32 | 2, 5, 1 |
Assessment
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, the copy or plagiarism, both in the case of works and in the case of exams, constitute a crime and will be penalized with a 0 as a mark of the subject losing the possibility of recovering it,whether it is individual or group work (in this case, all members of the group will have a 0). If during the realization of an individual work in class, the teacher considers that a student is trying to copy or some type of document or device not discovered by the teaching staff is discovered, the same will be described with a 0, without option of recovery, and therefore, the subject will be suspended. It will be considered that a job, activity or examination is "copied" when it reproduces a significant part or a part of the work of one or the other partner. It will be considered that a work or activity is "plagiarized" when a part of an author's text without citing the sources is presented, regardless of whether the original sources are on paper or in digital format. (More information on plagiarism at http://wuster.uab.es/web_argumenta_obert/unit_20/sot_2_01.html).
The exams will be held the week after the completion of the seminars.
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Exam (Spanish) (individual) | 23% | 2 | 0.08 | |
| Exam (catalan) (individual) | 40 | 2 | 0.08 | 3, 4 |
| Exercises | 10% | 6 | 0.24 | 2, 5 |
| Exercises (catalan) | 27 | 7 | 0.28 | 3, 1, 4 |
Bibliography
Alcoba, Santiago (coord.) (1999): La oralización, Barcelona: Ariel. ALCOBA, Santiago (coord.) (2000): La expresión oral, Barcelona: Ariel.
Bassols i Puig, M. Margarida y Anna M. TORRENT (2003): Modelos textuales: teoría y práctica, Vic-Barcelona: Eumo-Octaedro.
Boix, E. i Vila, F.X. (1998). Sociolingüística de la llengua catalana. Barcelona: Ariel (pp.296-310)
Beiz, Antonio (coord.) (2008): Saber hablar, Madrid: Instituto Cervantes-Aguilar.
CMPA, Anna i altres (1989). L’ensenyament de l’Ortografia.Barcelona: Graó
Carbó, C.- Lliaterri, J.- MachucaA, M.J.- de la Mota, C.- Riera, M.- Ríos, A. (2004) "Estándar oral y enseñanza de la pronunciación del español como primera lengua y como lengua extranjera", ELUA, Estudios de Lingüística de la Universidad de Alicante, 17: 161-180.
Bustos Sánchez, Inés (2003): La voz: la técnica y la expresión, Barcelona: Paidotribo.
Cazden, Courtney B. (1988). Classroom discourse. The language of teaching and learning. Portsmouth:Heinemann (traducció castellana: El discurso en el aula: el lenguaje de la enseñanza y del aprendizaje. Barcelona: Paidós, 1991.)
Crystal, David (1987) : The Cambridge Encyclopedia of Language. Cambridge: CUP, 1987 (traducció castellana: Enciclopedia del Lenguaje de la Universidad de Cambridge.Madrid: Taurus, 1994.
Cuenca, Maria Josep: Sintaxi catalana. Barcelona: UOC, 2004.
Articles número 20 (gener 2000)
Gómez Torrego, Leonardo (2006): Hablar y escribir correctamente: gramática normativa del español actual, Madrid: Arco/Libros.
Hernánez Guerrero, José Antonio y María del Carmen GARCÍA TEJERA (2004): El Arte de hablar: manual de retórica práctica y de oratoria moderna, Barcelona: Ariel.
IEC (1992). Documents de la Secció Filològica,II. Barcelona: IEC
IEC (1995) Diccionari de la Llengua Catalana. Barcelona, Palma de Mallorca, València: diverses editorials
Montolío, Estrella (coord.) (2000): Manual práctico de escritura académica, Barcelona: Ariel. 3 vols.
Parkes, M.B. (1992). Pause and effect. An Introduction to the History of Punctuation in the West. Cambridge: Scolar Press
Payrató, Lluís (1990): Català col.loquial.Aspectes d’ús corrent de la llengua catalana.València. Universitat de València
Reyzábal, M.ª Victoria (1993): La comunicación oral y su didáctica, Madrid: La Muralla.
Sánchez Lobato, Jesús (coord.) (2006): Saber escribir, Madrid: Instituto Cervantes-Aguilar.
Segarr, Mila (1985): Història de la normativa catalana. Barcelona: Enciclopèdia Catalana
Solà, Joan, et al. (2002) : Gramàtica del català contemporani. Barcelona: Empúries
Sinclair, J; Brazil, D. (1982). Teacher talk. Oxford: OUP
Solà, Joan i Pujol, JosepM (1995) : Ortotipografia. Barcelona: Columna
Tusón, Amparo (1995): Anàlisi de la conversa. Barcelona: Empúries
Tusón, Jesús (1996): L’escriptura. Barcelona: Empúries
Tusón, Jesús (dir (2000).Diccionari de Lingüística. Barcelona: Vox
Software
Special software it's not needed