Logo UAB

Languages and Learning

Code: 102075 ECTS Credits: 5
Degree Type Year Semester
2500798 Primary Education OB 3 1


Marilisa Birello

Teaching groups languages

You can check it through this link. To consult the language you will need to enter the CODE of the subject. Please note that this information is provisional until 30 November 2023.


Ana Marķa Cros Alavedra
Maria Teresa Sans Bertran
Artur Vidal Sape


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.

Objectives and Contextualisation

This course provides the basic knowledge necessary for all future primary school teachers. In particular, it provides participants with theoretical and practical tools to teach 8 to 12-year-old students written and oral skills in all content areas, to engage their future pupils in activities that promote metalinguistic awareness, and to organize language learning activities in the classroom. 

The learning goals of the course, achieved through promoting student-teacher interaction, are basically two:

 - To learn how to design and manage environments, activities, and classroom materials to foster metalinguistic reflection and to help 8 to 12-year-old students learn how to write.

 - To understand the theoretical premises underlying language learning theories, approaches, and methods that account for the phenomena that take place in the classroom and to make proposals for innovation that emerge from such premises. 



  • Acquire literary training and know about children's literature.
  • Develop and evaluate contents of the curriculum by means of appropriate didactic resources and promote the corresponding skills in pupils.
  • Incorporate information and communications technology to learn, communicate and share in educational contexts.
  • Speak, read and write correctly and adequately in the official languages of the corresponding Autonomous Community.
  • Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.
  • Understand the process of learning written language and its teaching.
  • Work in teams and with teams (in the same field or interdisciplinary).

Learning Outcomes

  1. Analyse the sex- or gender-based inequalities and the gender biases present in one's own area of knowledge.
  2. Assessing the value of correction, adaptation and acceptability in oral and written productions.
  3. Be aware of the specificity of learning language and literature through ICT and understand their full potential.
  4. Being able to analyse and draw up proposals for class work, taking into account the relevant theoretical frameworks and the goals of the prescriptive curriculum.
  5. Being aware of the educational functions of literature and being familiar with the production of children's literature.
  6. Being aware of the possibilities of constructing knowledge in collaborative situations and being able to manage them.
  7. Being familiar with the didactic approaches that promote an integrated working of the different linguistic and literary contents that take into account the perspective of the pupils.
  8. Communicate using language that is not sexist or discriminatory.
  9. Consider how gender stereotypes and roles impinge on the exercise of the profession.
  10. Form teams that are capable of carrying out activities effectively both in person and remotely in different ways.
  11. Identify the principal forms of sex- or gender-based inequality and discrimination present in society.
  12. Know and appreciate appropriate educational software and web sites for the teaching and learning of languages at different educational levels.
  13. Know and use the main resources and tools of inquiry for one's language.
  14. Know the models that explain the reading and writing process and share current views about the nature of written language.
  15. Knowing how to relate didactic models for teaching reading, writing and literature with the different ways of working with them in the classroom.
  16. Knowing how to use literature in relation to the centre's reading plans, educating school library users and creating reading habits.
  17. Propose projects and actions that incorporate the gender perspective.


BLOCK 1 - School organization of language education

- Language learning school environments. The organization of the space in the language classroom.

- The integration of different contents of the linguistic curriculum in meaningful activities for students: insights into project-based learning and on how to plan teaching sequences.

- Metalinguistic activities as tools to learn the formal uses of languages.

- Teaching of grammar: students’ reflective processes and referential content.


BLOCK 2 - Teaching, learning, and assessing writing activities addressed to 8 to 12-year-old students

- The writing processes. Models and reflections on teaching how to write.

- Writing from a sociocultural perspective: school and social genres.

- Writing as a human activity. Activity theory and formal language learning.

- The integration of linguistic skills in the description of learners’ writing competence.

- The assessment of students’ writing learning processes.


BLOCK 3 - Teaching, learning, and assessing reading activities 

- The reading processes. Models and reflections on teaching how to read.

- The assessment of students’ reading learning processes 


BLOCK 4 - Teaching, learning, and assessing young learners' (children aged 8 to 12) speaking skills

- Interaction in the classroom as a developmental and learning tool.

- Teaching approaches for the development of reception, production, and interaction competencies in the languages in the school curriculum.

- Teaching and learning 8 to 12-year-olds how to speak and interact.

- Criteria for selecting and assessing speaking tasks in the classroom: reception, production, and interaction tasks.




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, who monitors group work and give learners feedback.

Autonomous self-study time:  individual and group work tasks to be carried out outside the classroom

The teaching methodology favours students’ active participation in their learning as it creates spaces for cooperative work. Knowledge is built as a process of contrasting and critically examining information and by establishing a relationship among the new knowledge gained, the experience one possesses and one’s analysis of the immediate reality.


TransNatura Project:

TransNatura is the title of the multidisciplinary project designed between the teaching teams of five of the 3rd year subjects of the Degree in Primary Education (Learning and Development II, Didactics of Experimental Sciences, Visual Music Education and Learning, Physical Education and its Didactics I, Languages and Learning). It consists of two days and one night in nature (Núria Valley) in which the aim is to provide an intense and formative experience in the natural environment which, in addition to working on specific objectives of the disciplines, also facilitates the approach of transversal aspects such as sustainability, healthy living, coexistence and the relationship between school and nature, among others.

It will take place on 23 and 24 October for groups 21 and 71 and on 26 and 27 October for groups 31 and 41; it includes an overnight stay.

Attendance is compulsory. In the event that someone is unable to attend for a justified reason, he/she will have to prove it and carry out compensatory work previously agreed with the teacher. The activities carried out during the outing will form part of the continuous assessment of the different subjects. Details regarding timetable, price, itinerary and luggage will be provided at the beginning of the course.

The estimated price is around 60 euros (including bus, rack railway, dinner, sleeping, breakfast, and lunch on the second day). The UAB opens in October a call for grants to finance field trips.

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      
Seminar sessions: students work in small groups under the supervision of the teacher, who monitors group work and give learners feedback. 25 1 14, 5
Sessions with the whole group: the teacher will introduce the topics to be dealt with the course, discuss the class readings, set the tasks, tutor students individually or in small groups, monitor group work and give feedback. 13 0.52 14, 5
Type: Supervised      
Autonomous self-study time: individual and group work tasks to be carried out outside the classroom 20 0.8 14, 5
Type: Autonomous      
Readings, individual preparation of course contents 63.5 2.54 14, 5


This subject does not provide for a single assessment system.

During small group work and seminar sessions, students will prepare a document to establish self-regulation mechanisms of their own learning process. In addition, teachers will provide a mechanism to track this process. Referring to the final assessment of the subject, evaluation activities will be carried out (see the list in the figure).

Formative assessment tools will be used to evaluate students’ individual or group assignments in all types of assessment activities (directed, supervised, and autonomous).

All assessment tasks need to be passed (minimum grade of 5 out of 10) in order to pass the subject. Language will be part of the assessment in learning portfolios, written works, and oral presentations. No oral presentation or written assignment will obtain a passing mark if students do not demonstrate a good command of Catalan.

The teacher will, in due time, establish a mechanism to help students improve their scores in one particular assignment. Only in the case of the learning portfolio will be given the opportunity to elaborate on an extra assignment to try to get a pass mark on each task (maximum mark 6), for the written works there is not this opportunity.

In accordance with UAB policy, plagiarism or copying 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.

The subject is assessed by means of a learning portfolio that includes different activities distributed throughout the courseand which are detailed below.



Block 1 will be assessed with a theoretical-practical written group activity of justification and analysis of a discursive genre. This task is related to the Transnatura project.

This block also includes two individual reflective activities to be carried out at the beginning and at the end of the course.


Block 2 will be assessed with a written group activity based on the contents of the block.


Block 3 will be assessed by means of an individual oral activity analysis task.


Block 4 will be assessed by means of an oral group activity analysing teaching strategies


This subject will propose to carry out one of the assessment items using the challenge-based learning (CBL) methodology. The aim is to tackle real and complex problems identified by professionals in order to find a suitable definition and point out possible solutions. Challenge-based learning is nowadays a widely recognised methodology that allows not only to deal with real case studies but also to insert students in environments in which they can develop their professional careers in the future.


Activities delivered off time or not competent enough will have to be resit and will not be assessed until 22nd of December 2023.


The group work consists of the design of a didactic unit. The groups will have to choose a discursive genre, decide on the linguistic content to be learned, plan and sequence the activities and design the corresponding activities.


Marking of assessment activities will be done within 15 to 20 working days.



In order to pass this course, students must prove they have a very good command of Catalan (C2 level, as described here: http://www.uab.cat/web/els-estudis/-competencia-linguistica-1345698914384.html). Todo so, at the end of the semester they should sit a C2 language test (tests can also be taken in June).

If students possess a C2 Catalan certificate issued by either Direcció General de Política Lingüística or the language service of this university, they should not take the test.

If the student has not obtained the Catalan level 2 for preschool and Primary Education teachers, the mark will be a 3.

If the student passes the rest of the subject and has failed the Catalan level 2, the next course will have to demonstrate that he/she has obtained it; the whole of the subject will continue the evaluation of synthesis that each teacher will decide.

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
1. Written group work, supervision during the task of writing and the quality of the written text and tasks to be carried out in the classroom. Deadline groups 21 and 31 : 15th December 2023.; groups 41 and 71: 20th December 2023 30% 2 0.08 3, 1, 8, 6, 10, 13, 12, 11, 5, 17, 15, 16, 9, 2
2. Reflective written tasks (at the beginning and at the end). Deadline: the second and the last week of the course. Resitting: until 22th December 2023. 10% 0.25 0.01 1, 8, 14, 13, 11, 17, 15, 9
3. Written task in group about Bloc 1. Deadline: the week after the end of the block. Resitting: until 22th December 2023. 20% 0.5 0.02 1, 8, 6, 10, 14, 11, 17, 4, 9
4. Written task about Bloc 2. Deadline: the week after the end of the Block 2. Resitting: until the 22th of December 2023. 15% 0.25 0.01 1, 8, 13, 12, 11, 17, 7, 9, 2
5. Oral task about Block 3. Deadline: the week after the end of the Block 3. Resitting: until the 22th January 2023. 10% 0.25 0.01 1, 8, 6, 10, 14, 13, 11, 17, 15, 7, 9
6. Oral task about Block 4. Deadline: the week after the end of the Block 4. Resitting: until the 22th of December 2023. 15% 0.25 0.01 1, 8, 6, 10, 13, 11, 17, 4, 9, 2
N2 Exam: : Groups 21 and 31- Friday 15th December from 10:30 to 13h; groups 41 and 71 -15th December from 15:30 to 18h . Mandatory requirement 0 0 2


School organization of language education

Camps, A. (2003). Projectes de llengua entre la teoria i la pràctica. Dins A. Camps, (comp.). Seqüències didàctiques per aprendre a escriure (pp. 33-46). Graó

Cassany, D. (2011). Después de Internet... Textos de Didáctica de la Lengua y la Literatura, 57, 12-22

García-Azkoaga, I. M. & Monterola, I. (2016). Las secuencias didácticas de lengua: una encrucijada entre teoría y metodología. Calidoscópio, 14(1), 46-58. - doi: 10.4013/cld.2016.141.04

Milian, M. (2011). Les seqüències didàctiques per aprendre llengua i ensenyar-ne. Articles de la Llengua i la Literatura, 54, 77-85

Milian, M. (2012). El model de seqüència didàctica vint anys després. Un model vàlid per ensenyar a aprendre i per aprendre a ensenyar. Articles de Didàctica de la llengua i la literatura, 57, 8-21.

Zayas, F., Pérez Esteve, P. (2012). Los géneros discursivos como eje de los Proyectos Lingüísticos de centro. Recuperat de://web.educastur.princast.es/proyectos/abareque/web/index.php?option=com_k2&view=item&id=620:los-g%C3%A9neros-discursivos-como-eje-de-los-proyectos-ling%C3%BC%C3%ADsticos-de-centro&Itemid=64

Zayas, F. (2012) Los géneros discursivos y la enseñanza de la composicion escrita. Revista Iberoamericana de educación, 59


Knowledge of language: its role inlanguage training

Camps, A., Zayas, F. (coord.) (2006). Seqüències didàctiques per aprendre gramàtica. Barcelona: Graó

Camps, A. (2014). Metalinguistic activity in language learning. Dins T. Ribas, X. Fontich, i O. Guasch, (Eds.). Grammar at school.Research in Metalinguistic Activity in Language Education (pp. 25-41). Peter Lang

Casas-Deseures, M., Comajoan-Colomé, L. (2017). Noves perspectives per a l'ensenyament-aprenentatge de la gramàtica: cap a una gramàtica pedagògica. Caplletra. Revista internacional de Filologia, número monogràfic.

Fernández-Rufete Navarro, A (2015). Enseñanza de la ortografía, tratamiento didáctico y consideraciones de los docentes de Educación Primaria de la provincia de Almería, Investigaciones Sobre Lectura, 4, 7-24.

Fontich, X. (2017). Ensenyar gramàtica quan el perquè articula el què i el com. Articles de Didàctica de la Llengua i la Literatura, 72,7-12

Gil, M.R. (2011). Reflexionar sobre la llengua per aprendre a escriure. Un repte difícil però necessari. Guix, 371, 22-26

Llach Carles, S., Baltrons Climent, J. (2012). Descobrint l'ortografia. Perspectiva Escolar, 364, 62-67. Retrieved: https://repositori.upf.edu/handle/10230/25683

Milian, M. (2009). Parlem d'ortografia: què és, com s'aprèn i com s'ensenya. Articles de didáctica de la llengua i la literatura, 48, 10-23

Ribas, T., Fontich, X., i Guasch, O. (2014). Grammar at school. Research in Metalinguistic Activity in Language Education. Peter Lang 

Rodríguez Gonzalo, C. (2015). Reflexión metalingüística y enseñanza de la gramàtica en Educación Primària. Dins J. Mata Anaya, M. P. Núñez Delgado, J. Rienda Polo (Coords. i Eds.) Didáctica de la lengua y la literatura  (pp. 173-209). Pirámide.


Teaching, learning and assessing writing and reading activities addressed to 8 to 12 year olds

Arias-Gundín, O., Fidalgo, R., Martínez-Cocó, B., Bolaños-Alonso, F.-J. (2011). Estrategias de comprensión lectora en alumnos de Educación Primaria y Secundaria. International Journal of Developmental and Educational Psychology, vol. 3(1), 613-620

Bazerman, C. (2018). Lifespan Longitudinal Studies of Writing Development: A Heuristic for an Impossible Dream. Dins C. Bazerman, A.N. Applebee, V. W. Beringer, D. Brandt, S., Graham, J. V. Jeffrey, P. K. Matsuda, S. Murphy, D. Wells Rowe, M. Chleppergrell, i K. Campbell Wilcox. The Lifespan Development of Writing (pp.326-365). NCTE

Birello, M. Giralt Ruiz, M. (2018). Escriure per escriure: reflexionar i construir coneixement a la classe de llengua. Perspectiva Escolar, 398, 16-20 Retrieved: https://ddd.uab.cat/record/189597?ln=ca

Camps, A. (coord.) (2003). Seqüències didàctiques per aprendre a escriure. Barcelona: Graó

Camps, A. (2011). Ensenyar i aprendre a escriure a primària. Guix, 371, 12-16

Canals, M. (2013). "Estimada besàvia". Una carta gairebé impossible. Articles de la Llengua i la Literatura, 61, 54-63

Cassany, D. (2006). Rere les línies. Sobre la lectura contemporània. Barcelona: Empúries

Castelló, M. (2008). Escribir para aprender: estrategiaspara transfromar el conocimiento. Aula de innovación docente, num. 175, 15-21 

Castelló, M. (2002): De la investigación sobre el proceso de composición a la enseñanza de la  escritura. Revista Signos, 35(51-52), 149-162.

Dolz, J., Gagnon, R., i Ribera, P. (2013). Producció escrita i dificultatsd’aprenentatge. Graó.

Fontich, X. (2011). El diàleg a l'aula des de la perspectiva sociocultural. Articles de la Llengua i la Literatura, 54, 68-75

Ferrer, M. (2011). Escriure i aprendre coneixements. Guix, 371, 27-30

Fidalgo, R., García, J.N. (2008). El desarrollode la competencia escrita a través de una enseñanza metacognitiva de la escritura. Cultura y Educación, 20:3, 325-346

Graham, S., Harris, K. (2016). A path to better writing. Evidence-based Practices in the Classroom. The Reading Teacher, 69, 359-365. Retrieved: https://www.creatingrounds.com/uploads/9/6/2/4/96240662/a_path_to_better_writing.pdf

Graham, S. (2019). Changing How Writing Is Taught. Review of Research in Education, 43, 277-303. http://doi.org/10.3102/0091732X18821125

Margallo, A. M., Mata, J. (2015). La lectura: práctica social y formación escolar. Lectura, sociedad y escuela. Dins J. Mata Anaya, M. P. Núñez Delgado, J. Rienda Polo (Coords. y Eds.) Didáctica de la lengua y laliteratura  (pp. 210-239). Pirámide.

Mateo, M. (2011). Cal llegir? El segon llibre també cal. Guix, 372, 41-43

Milian, M. (2011). La composició escrita. Com ensenyem a escriure, com n'aprenen els alumnes? Articles de la Llengua i la Literatura, 54, 104-113

Minguela, M., Solé, I. (2011). Comprenc el que llegeixo? De la valoració de la pròpia comprensió a l'ús d'estratègies de lectura. Articles de la Llengua i la Literatura, 53, 35-44

OCDE. (2018). Marco teórico de lectura PISA 2018. Instituto Nacional de Evaluación Educativa, Ministerio de Educación, Cultura y Deporte.

OCDE. (2019). PISA 2018. Programa para la Evaluación Internacional de los Estudiantes. Informe español. Ministerio de Educación y Formación Profesional.

Palou Sangrà J. i Fons Esteve, M. (2016). La comprensión lectora. Dins J. PalouSangrà i M. Fons Esteve (Coords.). Didáctica de la lengua i la literatura en educación primaria, (pp. 113-127). Editorial Síntesis.

Ribas, T. (2009). L'avaluació i l'ensenyament de llengües: dos àmbits que s'aproximen. Articles de la Llengua i la Literatura,47, 10-25

Ribas Seix, T. ( 2011 ). Avaluar a l'àreade llengua i literatura, dins Anna Camps (coord) Didàctica de la llengua catalana i la literatura. Graó

Sánchez Miguel, E. (2010). La lectura en el aula. Qué se hace, qué se debe hacer y qué se puede hacer. Graó

Sánchez-Rivero, R., Alves, R. A., Limpo, T., i Fidalgo, R. (2021). Análisis de una encuesta sobre la enseñanza de la escritura en la educación obligatoria: prácticas y variables del profesorado. Revista Española de Pedagogía, 79(279), 321-340. https://doi.org/10.22550/REP79-2-2021-01

Solé, I. (2011). La comprensió lectora, una clau per al'aprenentatge. Debats d'Educació, 24. Recuperat de: http://www.fbofill.cat/sites/default/files/548.pdf

Solé, I. (2013). Estrategias de lectura. Graó

Zayas, F. (2012). 10 idees clau: La competència lectora segons PISA.Reflexions i orientacions didàctiques. Graó


Teaching, learning, and assessing young learners' (children aged 8 to 12) speaking skills

Bosch, C., i Palou, J. (2016). Normas que rigen el uso de la llengua oral. Dins J. Palou Sangrà i M. Fons Esteve (Coords.). Didáctica de la lengua i la literatura en educación primaria (pp.183-196). Editorial Síntesis.

Lavernia, J. (2012). Una radionavel·la a l'aula d'acollida. Proposta d'ensenyament-aprenentatge a L2. Articles de didáctica de la llengua i la literatura, 57, 49-60

Palou, J., i Bosch, C. (coords) (2005). La llengua oral a l'escola. Graó

Salaberri, S. (2009). Un centro y un plan que vande la mano. Cuadernos de pedagogía, 395: 62-65.

Sans Bertran, T., i Birello, M. (2021). La retroacció correctiva oral amb estudiants adults poc escolaritzats. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 4(2)

Vilà Santasusana, M., i Castellà Lidon, J. M. (2015). La lengua oral formal: características lingüísticodiscursivas y reflexiones sobre su enseñanza. Dins J. Mata Anaya, M. P. Núñez Delgado, J. Rienda Polo (Coords. y Eds.) Didáctica de la lengua y la literatura  (pp. 15-46). Pirámide



Bernardó Fernández,C., Bastons Vilallonga, N., Comajoan Colomé, Ll.,  (2011). Gramàtica pràctica del català. Teide.

Institut d’Estudis Catalans. (2021). Gramàtica essencial de la llengua catalana. (3a edició). IEC

Mas Prats,M.,Vilagrasa Grandia, A. (2012). Gramàtica catalana de la A a la Z. Publicacions de l'Abadia de Montserrat

Matte Bon, F. (1992). Gramática comunicativa del español. Tomo I -II. Edelsa


We will use Google site or a similar platform.