Degree | Type | Year | Semester |
---|---|---|---|
4310486 Teaching in Secondary Schools, Vocational Training and Language Centres | OT | 0 | A |
None.
The goal is to train future secondary school teachers to be able to teach the contents of the language as well as teach literature by integrating disciplinary and didactic knowledge. It includes the Teaching and Learning Blocks of the Language and Literature (9 cr) and Initiation of Research Skills (6 cr).
The specific module of Catalan and Spanish Language and Literature and its teaching is divided into 2 large blocks: Teaching and learning of language and literatura (9cr) i Teaching innovation and educational research (6 cr.)
Teaching and learning of language and literature (9 cr)
Teaching and learning literature and reading (5 cr)
- The evolution of literary teaching. The function attributed to literary teaching, the composition of the corpus of works and school activities over time.
- The evolution of literary competence of apprentices.
- The axes of literary education. Access to text The learning of literary functioning. The cultural interpretation. The relationships between texts and fictional systems.
- Literary and fictional production specific for teenagers.
- The formation of reading habits.
- The school library and reading habits.
- The evolution of the conception of reading and its forms of teaching.
- The development of reading competence Reading as an interpretive system.
The reading processes and the knowledge involved.
- Teaching reading comprehension. School reading practices. Reading multimodal texts and hypertexts.
Teaching and learning of the language (4 cr)
The evolution of the conception of reading and its forms of teaching. The development of reading competence. Reading as an interpretive system. The reading processes and the processes involved. The teaching of reading comprehension. School reading practices. Reading multimodal texts and hypertexts. Conceptions about writing. Characterization of the written language. L'escriptura com a social activitat i situated. Gèneres discursius and sabers imply in the domain of writing. General criteria for programming the teaching of written composition. Activities to learn to write. The role of spelling in written composition. The evaluation of and in the learning of written composition. Use of languages and metalinguistic activity. The grammar concepts of the students. Grammar and multilingualism. The didactic transposition: the contents of grammar teaching. The teaching and learning of grammatical reflection and the use of languages. Programming and methodology of grammar teaching. Teaching and learning formal oral language. Talk to learn. Formal oral discursive genres (monological and dialogic) The evaluation of the oral language. Work based on didactic sequences.
Teaching innovation and educational research (6 cr.)
Classroom activities and dynamics (2cr) - Integrated language treatment. The multilingual programs. - The classroom as a social learning space: work dynamics and teaching strategies. - Activities in the classroom. Typology of tasks and communicative activities. - The class session: time and space management. - New technologies as facilitators of learning in general and as facilitators of communication and interaction. - Opportunities and future challenges in the language teacher's task.
Teaching innovation and school programming (4 cr)
The disciplinary field of the Didactics of language and literature. Introduction to the forms of programming of language and literature. Didactic sequences for the teaching and learning of language and literature: theoretical foundations and criteria for their implementation in the classroom. Preparation phases in the design of didactic sequences of language and literature. The evaluation in the area of language and literature: objectives, foundations, functions and instruments. The observation in the classroom as an instrument for the reflection and self-training of teachers: action research and speech community.
Type: Directed activities
Master class / Expositive class. Case analysis and presentation of examples. Comment of texts. Analysis and discussion of didactic proposals.
Type: Supervised
Collective and individual tutorials.
Type: Autonomous
Personal study Readings and work on readings. Practical activities and didactic proposals (individual and in group).
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 | |||
Face-to-face classes and directed | 97.5 | 3.9 | |
Type: Supervised | |||
Supervised activities | 97.5 | 3.9 | |
Type: Autonomous | |||
Autonomous activities | 180 | 7.2 |
The proposed teaching and assessment methodology that appear in the guide may be subject to changes as a result of the restriccions to face-to-face class attendence imposed by the health authorities.
General considerations
Class attendance is mandatory. The student must attend a minimum of 80% of the full sessions for each and every professor involved in the Module. Otherwise, it will be considered "not submitted"
To approve the module Didàctica de la Llengua i de la Literatura catalana i espanyola it is necessary to pass each one of the blocks of content and each one of the subjects that configure them that are studied independently.
As the main language of the master's and secondary education is Catalan, the oral and written tasks related to this module must be presented in this language. In the written activities (individual or group) will take into account the linguistic correction, the writing and the formal and presentation aspects. It is necessary to express oneself orally with fluency and correctness and a high degree of understanding of the academic texts must be shown. An activity may not be evaluated, returned or suspended if it does not meet any of the aforementioned requirements.
The detail of the evaluation of each subject or content block will be provided with the program at the beginning of the course.
The summative evaluation of each topic or block includes group and individual activities. To be able to make the average, a minimum of 4 must be obtained in each of the evaluation activities that are evaluated.
In the parts of the module taught by each teacher, you can ask for complementary tasks without necessarily being considered evaluation tasks, although they will be of mandatory delivery.
The delivery of works will be carried out primarily via virtual campus. Other delivery alternatives may be enabled, under previous agreement with the professors, when reported in class or through the virtual campus. Works will not be accepted through ways not agreed with the teacher or works with incorrect formats, which do not include the name of the authors, the subject or sent after the deadline.
According to the UAB regulations, the plagiarism or copy will be penalized with a 0 as a grade and the possibility of recovery will be lost, whether it is an individual work or a group work (in this case, all the members of the group will have a 0).
If during the realization of the individual work in class, the teacher considers that a student is trying to copy or is discovered with some type of document or device not authorized by the faculty, it will be qualified with a 0, without recovery option.
The final qualification of the module will take into account:
a) Having approved –passed- all blocks of content taken independently.
b) Compliance with the attendance criteria.
c) The delivery of the proposed tasks within the indicated period.
d) The absence of plagiarism according to the indications explained in the previous points.
Appraisal of materials
I. Teaching innovation and educational research (6 cr)
Observation and interaction in the classroom (2cr)
Teaching innovation and school programming (4cr)
Adaptation of teaching material
Oral presentation on an aspect of the SD designed and implemented in the centre.
II. Teaching and learning of language and literature (9 cr).
Teaching and learning of literature and lecture (5cr)
Reading club.Reading of stories for adolescents, participation in the forum.
Written work of programming literary reading, exercises and presentations in class (group).
Teaching and learning the language (4cr)
Individual reflection document on language teaching in secondary schoolInterventions in the forum and class activities will be taken into account for the final grade.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Teaching Innovation and Educational Research | 40% | 0 | 0 | 15, 13, 5, 6, 7, 10, 12 |
Teaching and learning of language and literature | 60% | 0 | 0 | 15, 1, 13, 2, 4, 3, 8, 9, 18, 10, 11, 12, 14, 16, 17, 19 |
BIBLIOGRAPHY OF I AND II BLOKS
ADELL, P. (2009) La correcció i l’avaluació dels escrits segons la veu del professorat. Articles de Didàctica de la Llengua i la Literatura, 47 : 73-84
BRONCKART, J.P.; PLAZAOLA, I (2000) La transposició didàctica. Història i prespectives d’una problemàtica fundacional. A Camps, A.; Ferrer, M. (coord.) Gramàtica a l’Aula. Barcelona: Graó. (39-63)
CAMPS, A (1998) L’ensenyament de la gramàtica. A Camps, A. i T.Colomer (coord.) L’ensenyament i l’aprenentatge de la llengua i la literatura en l’educació secundària. Barcelona: ICE / Horsori (105-126)
CAMPS, A. (2000) Aprendre gramàtica. A Camps, A.; Ferrer, M. (coord) Gramàtica a l’aula. Barcelona.Graó (pp. 101 – 118)CAMPS, A. (1994): “Projectes de llengua entre la teoria i la pràctica”, Articles de Didàctica de la Llengua i la Literatura, 2, 7-20.
CAMPS, A. (comp.) (2003) Seqüències didàctiques per aprendre a escriure. Barcelona: Graó
CAMPS, A. (coord) (2005) Bases per a l'ensenyament de la gramàtica. Barcelona: Graó.
CAMPS, A.; F.ZAYAS (coord.) Seqüències didàctiques per aprendre gramàtica. Barcelona: Graó.
CHAROLLES, M. and B. COMBETTES (2004). De la frase al discurs: ruptura i continuïtat.Articles de Didàctica de la Llengua i de la Literatura, 33: 79-105.
CHARTIER, A.M. (2004): Enseñar a leer y escribir. Una aproximación histórica. México:Fondo de Cultura Económica.
COLOMER, T. (2006): Andar entre libros. La lectura literaria en la escuela. México:Fondo de Cultura Económica. 2ed.
COLOMER, T. (coord) (2008): Lectures adolescents. Barcelona: Graó.
Consell Assessor de la llengua a l’escola (2007): “El Projecte Lingüístic de Centre” a Conclusions de la comissió del projecte lingüístic de centre (pdf que es pot descarregar a:
http://www20.gencat.cat/docs/Educacio/Documents/ARXIUS/consell-comissio_projecte.pdf
DABÈNE, L. (1992) El desarrollo de la conciencia metalingüística: un objetivo común para la enseñanza. De la lengua materna y de las lenguas extranjeras. Repères, 6
Direcció general de l’Educació Bàsica i el Bartxillerat: Currículum i Organització. http://phobos.xtec.cat/edubib/intranet/index.php (pàgina on es troben tots els documents oficials i el del desplegament del
DURÁN, C. (2010): “Les competències i l’ensenyament de la gramàtica” a Articles de Didàctica de la Llengua i la Literatura, 51. p. 36-50. currículum)
FERRER, M. (2001) Libros de texto y ciencias del lenguaje. Cómo incorporan los libros de texto el resultado de las investigaciones. A Camps, A.(coord.) El aula como espacio de investigación y rfeflexión. Barcelona: Graó. (209-223)
FERRER,M.; ZAYAS,F. (1995) Diversitat discursiva i planificació de continguts. Articles, 4, 1995, 17-28.
GUASCH, O. (2004) Hablar para escribir. A AA.VV. La composición escrita (de 3 a 16 años). Barcelona: Graó. (39-44).
GUASCH, O. (2004) Escribir en una segunda lengua: un doble reto. Textos de Didàctica de la Lengua y laLiteratura, 37, 76-88, 2004
Las bibliotecas escolares en España. Análisis y recomendaciones. Madrid:Fundación Germán Sánchez Ruipérez-IDEA, 2005.
LERNER, D. (2001): Leer y escribir en la escuela: lo real, lo posible y lo necesario. México:Fondo de Cultura Económica
MEEK, M. (2004): En torno a la cultura escrita. México:Fondo de Cultura Económica.
MILIAN GUBERN, M. (2000) Materials per a la formació dels ensenyants. A Camps, A.; Ferrer, M. (coord.) Gramàtica a l’Aula. Barcelona: Graó. (77-95)
MILIAN GUBERN, M. (2005). Parlar per fer gramàtica. Articles de Didàctica de la Llengua i de la Literatura, 37: 11-30.
MILIAN, M. (2009) Parlem d’ortografia: què és, com s’aprèn i com s’ensenya. Articles de Didàctica de la Llengua i la Literatura, 48
Milian, M. (2010) “L’ensenyament de la composició escrita” A. Camps. (coord) Didàctica de la Llengua i la Literatura, Barcelona: Graó, Formació del professorat. Educació secundària, 11, vol.II.MILIAN,M. (1993) Las actividades de escritura en las áreas curriculares no lingüísticas. Aula,14, 34-39.
MILLÁN, J.A. (coord.) (2008): La lectura en España. Informe 2008. Madrid:Federación de Gremios de Editores de España.
MORENO, V. (2004): Lectores competentes. Madrid: Anaya.
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NOGUEROL, A. (2009): “Cap a una nova visió de la programació escolar” a Guix (en premsa)
PÉREZ, A. (2008): “La naturaleza de las competencias básicas y sus aplicaciones pedagógicas”en Cuadernosde Educación 1. (pdf que es pot descarregar a: http://213.0.8.18/portal/Educantabria/Congreso%20Competencias%20Basicas/index.html)
RIBAS, T. (1996). "Los instrumentos de evaluación formativa en una secuencia didáctica de composición escrita." Cultura y Educación(2): 79-91.
RIBAS, T. (1997) Evaluar en la clase de lengua: cómo el alumno gestiona su proceso de escritura. Textos de Didàctica de la Lengua y la Literatura, 11, 53-65
RIBAS, T. (1997): “Evaluar en la clase de lengua: cómo el alumno gestiona su proceso de escritura”, Textos de Didàctica de la Lengua y la Literatura, 11, 53-65.
Ribas, T. (2001) Què pot aportar l’avaluació formativa a l’ensenyament i l’aprenentatge de l’escriptura? . Articles de Didàctica de la Llengua i la Literatura, 25, 31-41RIBAS, T. (2009): “L’avaluació i l’ensenyament de llengües: dos àmbits que s’aproximen”, Articles de Didàctica de la Llengua i la Literatura, 47, 10-25.
ROUXEL, A. (1996): Enseigner la lecture littéraire .Rennes:Presses Universitires de Rennes "Didact. Français".
ZAYAS, F. (2004). Cap a una gramàtica pedagògica. Articles de Didàctica de la Llengua i de la Literatura, 33: 9-26.
ZAYAS, F. (2012) "Los géneros discursivos y la enseñanza de la composición escrita". Revista Iberoamericana de Educación, 59, 66-85.
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