Degree | Type | Year | Semester |
---|---|---|---|
4310486 Teaching in Secondary Schools, Vocational Training and Language Centres | OT | 0 | A |
It would be desirable to have a minimum level of C1 to register for this module.
This subject is aimed at future teachers of English as a Foreign Language (TEFL) so that they may become familiar with basic teaching strategies for teaching English to teenagers and adults in institutional contexts and acquire basic knowledge and skills to help them continue to improve as teachers of English throughout their professional lives. These goals are based on the following learning objectives:
Regardless of the language certificates handed in at the pre-enrolment stage, students taking this subject are reminded that on completing all course requirements they are eligible to be English teachers, meaning that they need to be strong language models for students. Students who enrol in this subject are expected to be able to express themselves fluently, accurately and appropriately in English - in terms of grammar, vocabulary and pronunciation - in everyday situations and in all situations related to the teaching profession (debates, reports, oral presentations, classroom management, etc.). They should also be able to read and comprehend informative, literary and professional texts without difficulty.
This Master’s Degree is aligned with European policies and guidelines promoting plurilingual competences. For this reason, it is expected that students display a receptive, appreciative an open attitude to the use of languages other than English in this course, whether known to the student or otherwise.
ENGLISH (10 ECTS)
3.1 Common European Framework of Reference (CEFR) for languages: learning, teaching, evaluation
3.2. Academic oral and written skills
3.3. Classroom Discourse Analysis
3.4. Literary and audiovisual production and popular culture for adolescent and adult learners
The methodology of face-to-face sessions will combine lectures and teacher-led activities with student-led work, pair and groupwork, presentations, debates and project-based learning. This requires active participation on behalf of students and the sustained use of the target language. English is the language in which the great majority of teaching and learning and assessment activities will be carried out.
Our teaching approach and assessment procedures may be altered if public health authorities impose new restrictions on public gatherings for COVID-19
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.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
On-campus instructor-led activities (lectures, classroom practice, examples, case studies) | 62.5 | 2.5 | 1, 3, 4, 6, 10, 5, 9, 14, 8, 11, 13, 15 |
Type: Supervised | |||
Specialized or on-campus conferences: attention to groups or individuals | 50 | 2 | 1, 2, 3, 4, 6, 10, 5, 7, 9, 14, 8, 11, 12, 15 |
Type: Autonomous | |||
Distance and autonomous learing activities | 137.5 | 5.5 | 1, 2, 3, 4, 6, 9, 14, 8, 12, 13, 15 |
The following requirements need to be met to pass this module:
Calculation of the Final Mark for this module:
Once officially communicated to the students, the scheduled dates can only be modified by reasons of a higher power. If this is the case, the change of date will be announced through the virtual portal of the subject.
ACTIVITY / ASSESSMENT TASK |
|
% |
DATE |
Initial Diagnostic test of English Language competence |
|
30 |
29th Oct. |
Personal Interview |
|
20 |
19th & 26th Nov. |
Written academic paper |
|
20 |
At the end of content block 1 |
Transcriptions |
|
10 |
At the end of content block 2 |
Literature paper |
|
20 |
At the end of content block 3 |
Re-take exam |
|
|
18th Feb. |
TOTAL |
|
100 |
|
Table 1. Assessment tasks, specific weight and scheduled date.
Review:
As well as the communication of the evaluation of assignments to the students, the instructor is also responsible for providing the date, time and place of review.
Appeals:
Requests for clarification or appeals about the grades received will be made in writing through the Virtual Campus in the mailbox created for this purpose. The student must use the form provided in due course.
Re-take exam:
Students are expected to do continuous work to pass each one of the evaluation tasks and, consequently, of the different parts that make up the module. Students who have failed one part may take an overall second-chance test on the dates specified in Table 1.
In the event that tests or exams cannot be taken onsite, they will be adapted to an online format made available through the UAB’s virtual tools (original weighting will be maintained). Homework, activities and class participation will be carried out through forums, wikis and/or discussion on Teams or Zoom, etc. Lecturers will ensure that students are able to access these virtual tools, or will offer them feasible alternatives.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
English - Diagnostic Test | 30% | 0 | 0 | 1, 8, 12, 15 |
Literature paper | 20% | 0 | 0 | 1, 3, 4, 10, 5, 7, 9, 8, 13, 15 |
Personal Interview | 20% | 0 | 0 | 1, 3, 10, 8, 15 |
Transcriptions | 10% | 0 | 0 | 1, 3, 4, 9, 11, 13, 15 |
Written Academic paper | 20% | 0 | 0 | 1, 2, 3, 4, 6, 10, 5, 7, 9, 14, 8, 11, 12, 13, 15 |
Kennedy-Scanlon, M., Pladevall, E., Cebrián, J. (2012) - Guided Error Correction: Exercises for Spanish-speaking students of English. Level B2. Bellaterra: Servei de Publicacions UAB.
Kennedy-Scanlon, M., Cebrián, J., Bradbury, J. (2009) - Guided Error Correction: Exercises for Spanish-speaking students of English. Level C1-Book1. Bellaterra: Servei de Publicacions. UAB
Recommended bibliography
Bailey, K. M. (2007). Practical English language teaching: Speaking. Higher Education Press.
Celce-Muria M. (2001). Teaching English as a second or foreign language. Boston: Heinle & Heinle / Thomson Learning.
Council of Europe (2001).Marc europeu comú de referència per a les llengües: aprendre, ensenyar, avaluar. Strasbourg. Council of Europe. Disponible a:
http://llengua.gencat.cat/ca/serveis/informacio_i_difusio/publicacions_en_linia/classific_temes/temes_materials_didactics/marc_europeu_de_referencia_per_a_les_llengues
Council of Europe (2005). Política lingüística del Consell d’Europa En Plurilingual education in Europe. Strasbourg: Council of Europe, pp.6-8. Disponible en: www.coe.int.
Dalton-Puffer, C. (2007). Discourse in content and language integrated learning. Amsterdam: John Benjamins.
Moore, E. (2016). Aprendizaje de lenguas e interacción social. In D. Masats & L. Nussbaum (Eds.) Enseñanza y aprendizaje de las lenguas extranjeras en educación secundaria obligatòria. Madrid: Síntesis, pp. 35-58.
Murphy, Raymond (2008) Essential Grammar in Use. Cambridge: CUP
Nussbaum, L. (2001). El discurso en el aula de lengua extranjera. In Nussbaum, L. & Bernaus M. (Eds.) Didáctica de las lenguas extranjeras en la educación secundaria obligatoria. Madrid: Síntesis, pp. 137-172.
Swan, Michael (2002), Practical English Usage. Oxford: OUP
We don't use any.