Logo UAB
2022/2023

Catalan as a Second Language

Code: 105850 ECTS Credits: 6
Degree Type Year Semester
2503998 Catalan Philology: Literary Studies and Linguistics OT 4 1
2504380 English and Catalan Studies OT 3 1
2504380 English and Catalan Studies OT 4 1

Contact

Name:
Ignasi de Loiola Badia Capdevila
Email:
ignasi.badia@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

Prerequisites

The course requires an initial level of Catalan C2-Proficiency of the Common European Framework of Reference for Languages: Learning, Teaching, Assessment.

The contents of the language courses of 1 year are supposed

Objectives and Contextualisation

The goals of the course are:

- to know the difference mechanisms of language acquisition of L1 and L2;

- to know the methodologies of foreign language teaching and how to use them;

- to know the existing resources to teach Catalan as a foreign language

Competences

    Catalan Philology: Literary Studies and Linguistics
  • Act with ethical responsibility and respect for fundamental rights, diversity and democratic values.
  • Assess gender inequalities when acting in this field of knowledge.
  • Critically apply the different instruments of analysis to different types of linguistic data.
  • Critically read and interpret texts.
  • Demonstrate a mastery of the rules of the Catalan language, its linguistic bases and all its application in the academic and professional fields.
  • Display teamwork skills.
  • Innovate in the methods and processes of this area of knowledge in response to the needs and wishes of society.
  • Students must be capable of applying their knowledge to their work or vocation in a professional way and they should have building arguments and problem resolution skills within their area of study.
  • Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
  • Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
  • Students must develop the necessary learning skills to undertake further training with a high degree of autonomy.
  • Use digital tools and specific documentary sources.
    English and Catalan Studies
  • Act in one's own field of knowledge evaluating inequalities based on sex/gender.
  • Apply the concepts, resources and methods acquired during the study of variations of English and Catalan language, be it in a historical context or in the current global social and multilingual context.
  • Critically apply the different instruments of analysis to different types of linguistic data.
  • Demonstrate knowledge of the rules of Catalan and mastery of its foundations and applications in the academic and professional fields.
  • Demonstrate the ability to work autonomously and in teams with the aim of attaining the planned objectives in multicultural and interdisciplinary contexts.
  • Innovate in the methods and processes of this area of knowledge in response to the needs and wishes of society.
  • Students can apply the knowledge to their own work or vocation in a professional manner and have the powers generally demonstrated by preparing and defending arguments and solving problems within their area of study.
  • Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
  • Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.
  • Use digital tools and specific documentary sources to gather and organise information.

Learning Outcomes

  1. Analyse, interpret and evaluate theories of first-, second- and third-language acquisition in distinct contexts of acquisition.
  2. Competently use the fundamental digital and bibliographic tools for studying philology.
  3. Construct a written text that is grammatically and lexically correct.
  4. Distinguish between grammatical gender and natural gender.
  5. Gain a greater capacity for reading, interpreting and critically analysing literary and linguistic texts.
  6. Identify and understand distinct theories of first-, second- and third-language acquisition.
  7. Interpret sociolinguistic data obtained using quantitative or qualitative methods.
  8. Interpret texts in depth and provide standpoints from which to analyse them critically.
  9. Locate specialised and academic information and select this according to its relevance.
  10. Make appropriate use of the knowledge acquired in order to collect data and handle documentary sources in the study of Catalan language and literature.
  11. Plan work effectively, individually or in groups, in order to fulfil the planned objectives.
  12. Plan, organise and carry out work in a team.
  13. Produce normatively correct written and oral texts.
  14. Producing a written text that is grammatically and lexically correct.
  15. Propose projects and actions in accordance with the principles of ethical responsibility and respect for fundamental rights, diversity and democratic values.
  16. Strengthen the capacity of reading, interpretation and critical analysis of literary texts and language.
  17. Use available resources for studying Catalan as a foreign language.
  18. Use digital tools to obtain, classify, interpret and analyse relevant data related to the study of Spanish language and literature.
  19. Use technological resources (digital and audiovisual) to acquire knowledge and apply it in language and literature.
  20. Work independently in the synchronic and diachronic study of Catalan language and literature.
  21. Work self-sufficiently on the synchronic and diachronic study of Catalan language and literature.
  22. Write text commentaries from a critical standpoint.

Content

  1. Catalan as a L1 and L2.
  2. Linguistic typology and Catalan. Catalan among Romance Languages. Passive competence among languages in the same family and of different language types.
  3. Linguistic theories and language teaching.
  4. Linguistic competence and comunicative competence.
  5. Methodological issues in language teaching.
  6. Analysis of existing resources.
  7. Preparation of a teaching unit.

Methodology

The teacher's lectures will combined with a problem solving methodology and the general methodology will be based on:  

a. Theoretical presentations of the topics an classroom discussions;

b. Práctical analysis of situations.  

c. Debates and written presentations about methodological questions;  

d. Solving problems; 

e. Study of the literature on the topic;

f. Creation of a teachinf unit. 

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      
Creation of a didactic unit 40 1.6 10, 3, 4, 2, 17, 7, 8, 12, 5, 13, 15, 22, 21, 19
Type: Supervised      
Critical analysis and debate on theoretical proposals and pedagogical resources 40 1.6 10, 3, 4, 2, 17, 7, 8, 12, 5, 13, 15, 22, 21, 19
Type: Autonomous      
Lerning 40 1.6 10, 3, 4, 2, 17, 7, 8, 12, 5, 13, 15, 22, 21, 19

Assessment

Assessment

This subject is assessed by means of the control of active paricipation i n class (10%); a final exam (50%), a set of exercises and homework  (30%) and oral exam (10%).

The dates of each of the assessment items will be provided at the beginning of the course and published in Moodle. Any changes will also be announced in Moodle.

An exercise or questionnaire not handed in and a quiz or an exam not done will count as a zero, unless it is duly justified.

Students will obtain a Not assessed course mark unless they have submitted more than 30% of the assessment items.
 

Procedure for reviewing grades awarded

On carrying out each evaluation activity, lecturers will inform students (on Moodle) of the procedures to be followed for reviewing all grades awarded, and the date on which such a review will take place.

 

Reassesssment

Reassessment for this subject requires a content-synthesis exam, for which the following conditions are applicable:

Only students who have a 3,5 (o higher) in final average mark will be allowed to sit the reassessment exam, and who bee evaluated in a 2/3 of the evaluable activities. 

The reassessment exam will cover all the course contents.

The maximum reassessment mark is a 5.

Evaluation activities excluded from reassessment

Quizzes, exercises and questions on readings.

VERY IMPORTANT: Partial or total plagiarising will immediately result in a FAIL (0) for the plagiarised exercise(first-year subjects) or the WHOLE SUBJECT (second-, third- and fourth-year subjects). PLAGIARISING consists of copying text from unacknowledged sources -whether this is part of a sentence or a whole text- with the intention of passing itoff as the student's own production. It includes cutting and pasting from internet sources, presented unmodified in the student's own text. Plagiarising is a SERIOUS OFFENCE. Students must respect authors' intellectual property, always identifying the sources they may use; they must also be responsible for the originality and authenticity of their own texts.

In the event of a student committing any irregularity that may lead to a significant variation in the grade awarded to an assessment activity, the student will be given a zero for this activity, regardless of any disciplinary process that may take place. In the event of several irregularities in assessment activities of the same subject, the student will be given a zero as the final grade for this subject.

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Classroom participation 10% 4 0.16 1, 10, 3, 14, 4, 2, 17, 18, 6, 7, 8, 9, 11, 12, 5, 16, 13, 15, 22, 21, 20, 19
Exercises 30% 6 0.24 1, 10, 3, 14, 4, 2, 17, 18, 6, 7, 8, 9, 11, 12, 5, 16, 13, 15, 22, 21, 20, 19
Final exam 50% 2 0.08 1, 10, 3, 14, 4, 2, 17, 18, 6, 7, 8, 9, 11, 12, 5, 16, 13, 15, 22, 21, 20, 19
Oral assessemnts 10% 18 0.72 1, 10, 3, 14, 4, 2, 17, 18, 6, 7, 8, 9, 11, 12, 5, 16, 13, 15, 22, 21, 20, 19

Bibliography

 

BEL, A. (2001), Teoria lingüística i adquisició del llenguatge: anàlisi comparada dels trets morfològics en català i en castellà. Barcelona, IEC. 

Caplletra, 35 (tardor 2003). Volum monogràfic sobre adquisició de llengües coordinat per 

CUENCA, M. J. (1992), Teories gramaticals i ensenyament de llengües. València, Tàndem. 

GUASTI, M.T. (2002), Language acquisition: the growth of grammar. Cambridge (Mass.), The MIT Press. 

DOUGHTY, C. & M.H. LONG eds. (2003) The handbook of second language acquisition. Malden: Blackwell. 

LICERAS, J. M. (2009) La adquisición de lenguas extranjeras II: A la búsqueda de los principios y mecanismos que regulan la adquisición del lenguaje no nativo. Madrid: Visor. 

MECREL, Marc Europeu Comú de referència per a l'Ensenyament de les llengües. 

https://llengua.gencat.cat/ca/serveis/informacio_i_difusio/publicacions_en_linia/classific_temes/temes_materials_didactics/marc_europeu_de_referencia_per_a_les_llengues

ORTEGA, Lourdes (2009) Understanding Second Language Acquisition. Routledge.

PAYRATÓ, LL. (1985), La interferència lingüística. Barcelona, Curial. 

SAVILLE-TROIKE, Muriel & Karen BARTO (2017 erd. ed.) INtroducing Second language Acquisition. Cambridge University Press.

Software

No specific software is needed.