Degree | Type | Year | Semester |
---|---|---|---|
2500798 Primary Education | OB | 2 | 2 |
A good oral and written command of Catalan and Spanish (C2 level) will be necessary to achieve the aims of the course. An English or French B1 level of the Common European Framework of Reference for Languages will also be required.
This course provides future primary school teachers with background knowledge on the processes of teaching and learning languages in formal settings. Participants will also become familiar with the Language Curriculum for Primary Education and with examples of good practices related to language and literature education, especially in the following areas:
At the end of the course, students must:
1. The scope of the Language Curriculum for Primary Education.
2. Teaching, learning and assessing activities addressed to first writers.
3. Teaching, learning and assessing literary activities addressed to children aged 6-to-8.
4. Teaching, learning and assessing literary activities addressed to children aged 8-to-12.
Our teaching approach and assessment procedures may be altered if public health authorities impose new restrictions on public gatherings for COVID-19
The teaching methodology favours students’ active participation in their learning process in all forms of classroom organisation as detailed below:
Sessions with the whole group: The teacher will introduce the topics to be dealt with in the course, discuss the class readings, set the tasks, tutor students individually or in small groups, monitor group work and give feedback. Students will cooperate with their peers to construct shared knowledge through oral presentations and to elaborate the course assignments.
Seminar sessions: students work in small groups under the supervision of the teacher. Students analyse text or engage in a wide range of activities to link theory with practice.
Assessment
We will provide fifteen minuts of a session to enable the students to fulfill the assessment forms about the teaching praxis and the assessment of the course.
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 | |||
Supervisadas | 15 | 0.6 | |
Tutorías | 30 | 1.2 | |
Type: Supervised | |||
Trabajo autónomo | 30 | 1.2 | |
Type: Autonomous | |||
Presencial gran grupo | 75 | 3 | 1, 7, 22, 15, 8, 9, 23, 24, 18, 20, 16, 17, 21, 25 |
To pass this course, the student must demonstrate a good general communicative competence, both orally and in writing, and a good command of the vehicular language, Catalan.
Class attendance is mandatory: students must attend at least 80% of classes, otherwise they will get a FAIL.
Students must submit all evaluation activities set for the course and obtain a PASS mark (minimum of 5 out of 10) in both exams. The combination of all these scores will result in the course final mark. In case a student does not have a pass mark in all the assessment activities, the teacher will discuss with that student what to do.
In accordance with UAB policy, plagiarism or copy of any task or part of a task will be penalized with a fail (0). Students do not be given the possibility of doing that assignment again. The rule applies to all individual and group tasks (in the latter case, all members of the group who commits plagiarism will score 0 in that assignment). If during the realisation of an individual assessment task in the classroom, the teacher sees a student trying to copy or find any document or device not approved by the faculty, the mark for the task will also be 0, and that student will not be allowed to redo the task.
Written exams for BLOCKS 1 AND 2 - INDIVIDUAL WORK
Block 1 and Block 2 will be assessed through an exam based on the issues dealt with in class and on the compulsory readings (the book by Montserrat Font entitled Llegir i escriure per viure, and the various articles discussed in class). Assessment will measure students’ attainment of course goals, students’ degree of understanding of the contents dealt with in the course and in the compulsory readings.
To pass this part of the course, students must obtain a pass mark (a minimum of 5 out of 10). Marks will be published on the campus 10 days after the delivery of the assignments. In case students want to revise their work with their teachers, theymust ask for an appointment not later than five days after the publication of the marks
Assessment Activity for BLOCK 2 - GROUP WORK
Group work written and oral assignment based on the observation and analysis of a functional reading and / or writing activity addressed to children aged 6 to 8 The evaluation criteria will take into account the clarity of the oral presentation, the quality of analysis of children’s interventions and the relevance of such analysis to meet the course objectives. The oral presentations will be scheduled during the sessions with the whole group.
Assessment Activity for BLOCK 3 - PAIR WORK
Presentation of a literature activity for kids aged 6 to 8.
Written test for block 4 - INDIVIDUAL WORK
Test based on the readings of various children's books and on the theoretical texts listed in the course programme for this section. Students will also be asked to create a classroom activity based on a literary text. To pass the course, students must get a minimum score of 5 out of 10 in this test.
Assessment Activity for Block 4 - PAIR WORK
Pair work assignment on how to use a literary text. The final mark of this assignment can be improved by taking active participation in class and by providing evidence of independent work on the subjects dealt with in this block of contents.
The work of the LiC subject can in no case be recovered, it can only be made up in the case of exams.
The following exams and recuperations have been scheduled for the following dates: 21/22/23 de june (exams ; 5/6/7 de july (recuperation).
BThe evaluation tests will consider respect for inclusion and the gender perspective according to the following criteria:
- Communicate using a non-sexist or discriminatory use of language.
- Assess how stereotypes and gender roles affect professional practice.
- Identify the main inequalities and discrimination based on sex / gender present in society.
- Analyze inequalities due to sex / gender and gender biases in the field of self-knowledge.
- Propose projects and actions that incorporate the gender perspective.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Actividad bloque 2 | 20% | 0 | 0 | 1, 7, 2, 5, 15, 9, 24, 18, 11, 19, 16, 21, 6, 3 |
Actividad bloque 3 | 10% | 0 | 0 | 4, 10, 14, 13, 9, 20, 17 |
Actividad bloque 4 | 20% | 0 | 0 | 4, 14, 15, 8, 3 |
Prueba escrita bloque 4 | 25% | 0 | 0 | 1, 2, 5, 4, 10, 22, 14, 11, 19, 16, 25, 6, 3 |
Prueba escrita bloques 1 y 2 | 25% | 0 | 0 | 2, 5, 8, 23, 24, 18, 11, 12, 19, 17, 6, 3 |
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Chambers, A. (2007). ¿Quieres que te cuente un cuento? Una guía para narradores y cuentacuentos. Fomentos lectores. Banco del Libro.
Colomer, T. (2010). Introducción a la literatura infantil y juvenil actual. Síntesis.
DDAA. (2006). El primer aprenentatge de la lectura i l’escriptura. Articles de Didàctica de la Llengua i la Literatura, nº 40.
Fons, M. (1999). Llegir i escriure per viure. La Galera.
Lluch, G. (ed.). (2000). De la narrativa oral a la literatura per a infants. Invenció d’una tradició literària. Bromera.
Mata Anaya, J; Núñez Delgado, M.P. i Rienda Polo, J. (Coords y Eds). (2015). Didáctica de la lengua y la literatura. Pirámide.
Nemirovsky, M. (2009). Experiencias escolares con la lectura y la escritura. Graó.
Noguerol, A. (2007). Algunes reflexions sobre el nou currículum d'educació primàri. Fòrum. Revista d’Organització i Gestió Educativa, volumen 14: 6-11
Noguerol, A. (2007). El tratamiento integrado de las lenguas en el marco europeo”. Monografia: El tratamiento integrado de las lenguas. Textos de Didáctica de la Lengua y la Literatura, 47, 10-19.
Ribas, T. (2010). La evaluación en el área lingüística. Textos de Didáctica de la Lengua y la Literatura, 53, 10-21
Servei d’Ordenació Curricular. (2009). Currículum d'Educació Primària. Barcelona: Generalitat de Catalunya(es pot consultar l’Àmbit de llengües: llengua catalana i literatura, llengua castellana i literatura, llengua estrangera, segona llengua estrangera en: http://phobos.xtec.cat/edubib/intranet/file.php?file=docs/primaria/llengues_pri.pdf%20.
VERDÍA, E. (2002). Comentarios al Marco común europeo de referencia para las lenguas. Mosaico
Ensenyament i aprenentatge de la literatura als cicles mità i superior de l'EP
Cairney, T. H. (1992). Enseñanza de la comprensión lectora. Morata
Chambers, A. (2009). Dime. Los niños, la lectura y la conversación. Fondo de Cultura Económica.
Chambers, A. (2007). El ambiente de la lectura. Fondo de Cultura Económica.
Colomer, T.;Manresa, M.;Ramada, L.;Reyes, L. (2018). Narrativas literarias en Educación infantil y Primaria. Síntesis.
Colomer, T. (2010). Introducción a la literatura infantil y juvenil actual. Síntesis.
Colomer, T. (2005): Andar entre libros. La lectura literaria en la escuela. FCE.
Colomer, T. (ed.) (2002). La literatura infantil y juvenil catalana: un segle de canvis. ICE de la
UAB.
Colomer, T. (dir.) (2002). Siete llaves para valorar las historias infantiles. Fundación Germán
Sánchez Ruipérez.
Colomer, T.;Olid, I. (2009): Princesitas con tatuaje: las nuevas caras del sexismo en la ficción juvenil.
Textos de Didáctica de la lengua y la literatura, 51, 56-67
DDAA (2002): Lire la littérature a l'école. Pourquoi et comment conduire cet apprentissage spécifique? De la
Llengües i aprenentatge. Haltier.
Duran, T.; Luna, M. (2002). Un i un i un… fan cent. La Galera.
Jolibert, J. (coord.) (1992). Formar infants productors de textos. Graó.
Lluch, G. (2003). Análisis de narrativas infantiles y juveniles. Publicaciones de la UCLM-CEPLI.
Machado, A.M. (2004). Clásicos, niños y jóvenes. Norma.
Molist, P. (2008). Dins del mirall. La literatura infantil explicada als adults. Graó.
Munita, F.;Real, N. (2019). “Simple o ximple? Una reflexió sobre la poesia infantil”. Faristol, núm. 89 (abril), pp. 26-29. ISSN:02013-2427.Versió digital accessible en línia (https://www.clijcat.cat/faristol/descargas/89/6_89.pdf).
Teixidor, E. (2007). La lectura i la vida. Columna.
Valriu, C. (2010). Història de la literatura infantil i juvenil catalana. La Galera.
Portals i recursos digitals
Recursos de literatura infantil i juvenil: http://www.xtec.net/recursos/lit_inf/index.htm i www.gretel-uab.pangea.org/
http://www.xtec.net/epergam/quins/quins.htm?codi=quins_llib
ClijCAT (Consell Català del Llibre Infantil i Juvenil): http://www.clijcat.cat/
Recursos de llengua i literatura: www.xtec.es/recursos/catala/index.htm
Portal del Grup deRecerca en Literatura infantil I Educació literària de la UAB. Conté textos I audios d’autors I narradors, materials didàctics, llibres recomanats, etc. http://www.literatura.gretel.cat
Primer aprenentatge de la llengua escrita, dos portals: http://www.xtec.es/~mjulia/projecte/ i http://www.xtec.es/~mmulas/projecte/index.htm
Portal del CIREL (Centre de Suport a la Innovació i Recerca Educativa en Llengües): http://phobos.xtec.cat/cirel/cirel/
It is no needed any software but a general knowledge of basic technology.