Degree | Type | Year | Semester |
---|---|---|---|
2500798 Primary Education | OB | 3 | 2 |
The subjects School Language Project and Plurilingualism and Teaching Social Sciences include a joint project. We recommended you enrol in these subjects in the same year and group.
This course provides an insight into the basic knowledge all future primary teachers should possess regarding how to deal with linguistic diversity in the classroom. Students will gain reflective and practical tools to learn to manage language education in a multilingual curriculum and in a specific context of Catalonia.
The course aims to allow participants to:
MODULE 1
Unit 1. Society, languages and school
Unit 2. Plurilingual uses and plurilingual and intercultural competence
Unit 3. School language projects
MODULE 2
Unit 4. Teaching, learning and assessing foreign languages
Unit 5. The management of communication in the classroom
The course takes for granted that knowledge construction is a collaborative action-based process between the teacher and the students and among students themselves. As a consequence, students are asked to perform tasks that trigger the use of previous knowledge as a mechanism to build new learning experiences and to develop new abilities. The teacher’s monitoring process, the course literature and the analysis of practical experiences nurture the development of those performative learning tasks.
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 | |||
The teacher will introduce the topics to be dealt with in the course, will tutor students individually and will monitor group work. Students will cooperate with their peers to construct shared knowledge and elaborate the course assignments. | 38 | 1.52 | 1, 11, 7, 14, 9, 13, 16 |
Type: Supervised | |||
Tutorials | 25 | 1 | 7, 9, 16 |
Type: Autonomous | |||
Self-study | 62 | 2.48 | 7, 9, 16 |
To pass the subject, it is necessary for students to prove they are good communicators, both orally and in writing. Consequently, teachers will consider the formal aspects of language in all assignments (individual and group) and oral presentations. Students must be able to express themselves fluently and correctly and must show a high degree of understanding of academic texts. An activity can be returned (not evaluated) or given a failing mark if it does not meet those requirements. Students in groups 21, 31 and 41 must demonstrate mastery of the Catalan and Spanish languages (level C2 of the Common European Framework of Reference) and an instrumental level (level B1 of the Common European Framework of Reference) of the English language. Students in group 71 must demonstrate that they have achieved a C1 level of English, both in formal assessment and everyday classroom situations. Inclusive use of language will be taken into consideration.
Class attendance is mandatory: it is necessary to attend a minimum of 80% of the assigned hours for each module. If this requirement is not fulfilled, students’ assignments will not be assessed. Document explaining absences will not void the requirement of attending 80% of the lessons.
It is necessary pass all assessment tasks in order to pass this subject. In case of non-attendance the day and time of individual oral presentations, group marks will not be taken into account. Evaluation tasks will be carried out once a unit or module is completed. Assignments carried out in group and oral presentations cannot be re-taken. A maximum of two individual written solutions to cases/problems can be re-submitted only if a minimum grade of 3.5 is achieved in the first submission. The re-take of the individual written solutions to cases/problems and the individual exam for modules 1 and 2 will take place the week after the end of lessons. The highest possible score for re-takes will be 5.
In accordance with the UAB regulations, copying or plagiarising is a crime that results in a FAIL mark in the subject, and studentswill not beallowed to sit an exam to get a pass mark. An assignment or and will be consideredas a copy, when it reproduces all the work, or a part of the work, presented by another classmate. Plagiarism occurs when part of a printed/digital text produced by an author is presented by the student without citing the original sources. Reproducing the materials (notes, slides, tasks, etc.) made available to students by their teachers is also a case of plagiarism. The possession of documents or devices to copy in an exam is also penalised with a FAIL mark.
Students who enrol for the second time in the course can only request a special evaluation process if the previous year they obtained a pass mark in one of the evaluation tasks in each of the modules and met the minimum attendance requirement.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Individual written submission of the solution to problem/cases discussed in class. | 40% | 0 | 0 | 1, 5, 12, 11, 7, 14, 9, 10, 13, 16, 3 |
Individually written test on the contents taught in modules 1 and 2. | 20% | 0 | 0 | 1, 11, 7, 14, 9, 10, 13, 3 |
Project carried out in small groups based on the contents from module 1 and individual oral presentation of this project. | 20% | 0 | 0 | 1, 2, 5, 4, 12, 7, 8, 10, 15, 13, 16, 6, 3 |
Project in small groups based on the contents in module 2 and individual oral presentation of the project. | 20% | 0 | 0 | 1, 2, 5, 4, 12, 11, 7, 14, 8, 10, 15, 16, 6, 3 |
Specific readings will be assigned in the course program the first day of class. Reference documents:
Ajuntament de Barcelona (2019). Guia de comunicació inclusiva: Per construir un món més igualitari. Barcelona: Ajuntament de Barcelona.
Bou Rueda, Marta (2019). Asking for volunteers: a teacher's strategies to enhance learning while organizing participation. In Dolors Masats, Maria Mont & Nathaly Gonzalez-Acevedo (Ed.), Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century (pp. 275-286). Rothersthorpe: Paragon Publishing.
Dooly, Melinda (2016). Proyectos didácticos para aprender lenguas. In Dolors Masats & Luci Nussbaum (Ed.), Enseñanza y aprendizaje de las lenguas extranjeras en educación secundaria obligatoria (pp.169-193). Madrid: Síntesis.
Dooly, Melinda, & Vallejo, Claudia (2019). Creating an inclusive environment for language support. Open Educational Resources developed within the Making Literacy Meaningful Project (Erasmus+ Key Action 2. 2016-1-DE03-KA201-023008). Barcelona: GREIP.
Dooly, Melinda, & Vallejo, Claudia (2019). Identifying and working with the different levels of linguistic competence of the newcomer. Open Educational Resources developed within the Making Literacy Meaningful Project (Erasmus+ Key Action 2. 2016-1-DE03-KA201-023008). Barcelona: GREIP.
Dooly, Melinda, Masats, Dolors, & Mont, Maria (2021). Launching a solidarity campaign: Technology-enhanced project-based language learning to promote entrepreneurial education and social awareness. Journal of Technology and Science Education, 11 (2), 260-269.
Idiazabal, Itziar, & Dolz, Joaquim (2013). Introducción. Diversidad lingüística y formación plurilingüe. In Joaquim Dolz & Itziar Idiazabal (Ed.), Enseñar (lenguas) en contextos multilingües (pp. 9-28). Leioa: Euskal Herriko Unibertsitateko Argitalpen Zerbitzua.
Llompart, Júlia (2017). La transmissiólingüística intergeneracional inversa: quan fills i filles ensenyenllenguaals progenitors. Treballs de Sociolingüística Catalana, 27, 63-76.
Llompart, Júlia (2022). Students as teachers, teacher as learner: Collaborative plurilingual teaching and learning in interaction. In Dolors Masats & Luci Nussbaum (Ed.) Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings (p. 54-65). Routledge.
Llompart, Júlia, & González, Amparo (2018). Jugar a lingüistas: una propuesta didáctica para el alumnado plurilingüe. Cuadernos de Pedagogía, 488, 40-45.
Marçal, Heura, Kelso, Fiona, & Nogués, Mercè (2011). Guia per a l’ús no sexista del llenguatge a la Universitat Autònoma de Barcelona. Bellaterra: Servei de Llengües i Observatori per a la Igualtat de la Universitat Autònoma de Barcelona.
Masats, Dolors (2017). Key Concepts in Describing Plurilingualism: A Brief Glossary. Open Educational Resources developed within the Making Literacy Meaningful Project (Erasmus+ Key Action 2. 2016-1-DE03-KA201-023008). Barcelona: GREIP.
Masats, Dolors, & Noguerol, Artur (2016). Proyectos lingüísticos de centro y currículo. In Dolors Masats & Luci Nussbaum (Ed.), Enseñanza y aprendizaje de las lenguas extranjeras en educación secundaria obligatoria (pp.59-84). Madrid: Síntesis.
Moore, Emilee (2016). Aprendizaje de lenguas e interacción social. In Dolors Masats & Luci Nussbaum (Ed.), Enseñanza y aprendizaje de las lenguas extranjeras en educación secundaria obligatoria (pp. 35-58). Madrid: Síntesis.
Moore, Emilee (2018). Teaching in and for plurilingualism in the 21st century. A resource for teachers and teacher educators. Konect Teaching Materials no. 2. Barcelona: GREIP.
Moore, Emilee, & Llompart, Júlia (2019). De la didàctica de les llengües a la didàcticadel plurilingüisme. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 2(2), 57-65.
Moore, Emilee, & Palou, Juli (2018). Reading in multilingual environments. In Sílvia Melo-Pfeifer & Christian Helmchen (Ed.), Plurilingual literacy practices at school and in teacher education (pp. 79-102). Bern: Peter Lang.
Mont, Maria, Masats, Dolors, & Dooly, Melinda (2021). Launching a solidarity campaign to support four Syrian kids stranded in Greece. In Dolors Masats & Cèlia Pratginestós (Eds.), Lessons learnt in schools implementing project-based learning. Barcelona: Omnia Science.
Nussbaum, Luci (2013) De las lenguas en contacto al habla plurilingüe. In Virginia Unamuno & Ángel Maldonado (Ed.), Prácticas y repertorios plurilingües en Argentina (pp. 273-283). Bellaterra: Servei de Publicacions de la UAB.
Pascual Calvo, Xavier (2017). Dealing with linguistic diversity in the classroom: a challenge for teachers. Open Educational Resourcesd developed within the Making Literacy Meaningful Project (Erasmus+Key Action 2. 2016-1-DE03-KA201-023008). Barcelona: GREIP.
Phillips, Sarah (1993). Introduction. Young Learners. Resource Books for Teachers (pp. 5-14). Oxford: Oxford Univerity Press.
Pratginestós, Cèlia (2022). Interactional competence in transnational plurilingual peer interactions. In Dolors Masats & Luci Nussbaum (Ed.) Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings (pp. 188-199). Routledge.
Subdirecció General de Llengua i Plurilingüisme (2018). El model lingüístic del sistema educatiu de Catalunya: L’aprenentatge i l’ús de les llengües en un context educatiu multilingüe i multicultural. Barcelona: Departament d’Ensenyament de la Generalitat de Catalunya.
Trenchs Parera, Mireia, Larrea Mendizabal, Imanol, & Newman, Michael (2014). La normalització del cosmopolitisme lingüístic entre els joves del segle xxi? Una exploració de les ideologies lingüístiques a Catalunya. Treballs de Sociolingüística Catalana, 24, 281-301.
Vallejo, Claudia (2022). Plurilingual practices and pluriliteracies in an after-school program: Encouraging children’s use of their entire repertoire for meaning making. In Dolors Masats & Luci Nussbaum (Ed.), Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings (pp. 43-53). Routledge.
Vallejo, Claudia, & Moore, Emilee (2016). Prácticas plurilingües ‘transgresoras’ en un programa extraescolar de refuerzo de la lectura. Signo y Seña, 29, 33-61.
Woolard, Kathryn (2008). Les ideologies lingüístiques: una visió general d'un camp des de l'antropologia lingüística. Revista de Llengua i Dret, 49, 179-199.
No special software is required to enrol in this course.