Projects for Teaching and Learning Language
Code: 103536 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 2500798 Primary Education | OT | 4 | 1 |
Contact
- Name:
- Xavier Fontich Vicens
- Email:
- xavier.fontich@uab.cat
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.
Prerequisites
No prerequisit is required.
Objectives and Contextualisation
Elective subject that deepens the integrated processes of teaching and learning. It aims to reflect on the challenges presented by the language training practices of schoolchildren in Catalonia and to think of new didactic approaches to work in classrooms, at a time of educational and social debate on methodologies. It is organized with a seminar work that constantly brings teaching practices into contact with the theoretical frameworks that underpin and explain them. The objectives are to acquire knowledge and skills in the following aspects of language teaching: (1) The selection and integration of the different types of linguistic and communicative content of the curriculum in teaching and learning units inspired by the results of the current research, units that are usually called "projects" or "teaching sequences". (2) The consideration of the multilingualism of our society and the school curriculum as facts that determine the planning of language learning and the proposals for intervention in the classrooms. (3) The reflective observation of the reality of the classroom in relation to the knowledge provided by didactic research as a key element for teaching innovation and the improvement of education in the schools of our country. the subject takes into account the gender perspective both in terms of specific content that needs to be worked on linked to inclusive language and in terms of the visibility of women's contributions to the disciplinary field.
Competences
- Develop and evaluate contents of the curriculum by means of appropriate didactic resources and promote the corresponding skills in pupils.
- Effectively address language learning situations in multicultural and multilingual contexts.
- Incorporate information and communications technology to learn, communicate and share in educational contexts.
- 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
- Analyse and support curricular proposals, know how to disclose their foundations and find ways to work on language with pupils.
- Being able to develop activities and didactic material focusing on language learning adapted to the social and specific contexts of each educational centre.
- Being aware of the possibilities of constructing knowledge in collaborative situations and being able to manage them.
- Communicate using language that is not sexist or discriminatory.
- Consider how gender stereotypes and roles impinge on the exercise of the profession.
- Manage teamwork and know how to analyse the aspects and difficulties of interest.
- Produce didactic sequences for teaching and learning official languages in primary education.
- Understand the possibilities of teaching resources through ICT and their specificities in relation to learning.
- Using ICTs and CLTs in developing and drawing up practical work and in designing didactic proposals.
Content
1. The planning of language teaching in primary education.
- The integrated consideration of different languages that students must learn.
- Learning the skills of language use as a crosscutting content of the stage. Language as a
construction of knowledge tool.
- The role of reflection on language and declarative content in achieving
communicative and linguistic competences.
- The role of the student in language learning. Contextualitzation of teaching proposals, meaning and
motivation. Learning awareness.
2. Projects (or teaching sequences) as a learning and teaching tools.
- The language as a human activity. Social aspects of the nature of the lenguages. Conception of
speech genres.
- The use of languages from a process view.
- Integration of different types of learning content in units meaningful to students.
- Assessment of language and its different functions from the perspective of an inclusive school.
- Analysis of teaching materials in different media and its potential.
3. The reflective and reasoned observation of teaching situations and learning
languages
- Criteria to analyze and assess the phenomena that take place in the classroom when language is taught. The role of
interaction.
- Dynamic relationship between theory and practice. Features of didactic knowledge.
- Teamwork linking theory and practice to grow knowledge and achieving better
results.
Methodology
The teaching methodology is based on the assumption that knowledge is constructed in the collaborative processes
between teachers and students, and among students. This knowledge is built mainly in
performing tasks in which acquired knowledge is mobilized in order to assimilate new
knowledge provided by teachers directly, but especially through reading and sharing experiences.
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 | |||
| Groupe sessions | 45 | 1.8 | 1, 8 |
| Type: Supervised | |||
| Tutorials | 30 | 1.2 | 1, 3, 8, 7, 6, 2, 9 |
| Type: Autonomous | |||
| Self-study | 75 | 3 | 1, 8, 7, 6 |
Assessment
Assessment has two lines: monitoring the learning process during the course and the final achievement the objectives and competencies. To pass the course must have attended at least 80% of the class sessions, have developed and presented all the activities in the prescribed period and overcome each of the 3 blocks of activities evaluation. Oral and written Catalan and Spanish languages at an academic level, equivalent to C2 of the CEFR, is a prerequisite for pass the course. Written assignement in groupe work will be presented to the class on the date previously required. This affects those who follow the continuous evaluation. For the single evaluation, the work must be handed in on the day of the exam. For everyone, the exam will take place on Wednesday, January 24, 2024 from 4:00 p.m. to 6:30 p.m. The second-chance exam will be held on Wednesday, January 31, 2024 from 4:00 p.m. to 6:30 p.m.
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| individual test about the contents | 50% | 0 | 0 | 1, 4, 8, 7, 6, 5 |
| participation and tasks realized in the classroom | 15% | 0 | 0 | 1, 8, 7, 6, 2 |
| written assignment in groupe work | 35% | 0 | 0 | 1, 3, 8, 7, 6, 9 |
Bibliography
Besora, R. (2003) Escola i creativitat. Pagès.
Camps, A. i Zayas, F. (coords) (2006) Seqüències didàctiques per aprendre gramàtica. Graó
Camps, C. i Uribe, P. (2021) La construcción del discurso escrito en un entorno académico: una visión de la dinámica del aprendizaje de los géneros discursivos. In Camps, A. y Fontich, X. (eds.) (2020). La actividad metalingüística como espacio de encuentro de la escritura y la gramática: Un itinerario de enseñanza e investigación en educación lingüística. Universidad Nacional de San Juan. https://www.researchgate.net/publication/369481098_La_actividad_metalinguistica_como_espacio_de_encuentro_de_la_escritura_y_la_gramatica_Un_itinerario_de_ensenanza_e_investigacion_en_educacion_linguistica
Camps, A. i Fontich, X. (2019). Innovación en la enseñanza de la lengua. A S. Fabregat y E. del P. Jiménez-Pérez (eds.), Innovación docente: Investigaciones y propuestas (pp.129-41). Graó.
Cassany, D. (2011) En_línia. LLegir i escriure a la xarxa. Graó
Carbonell, J. (2014) Pedagogías del siglo XXI. Octaedro
DDAA (2010) Competències i didàctica de la llengua. Monografia de la revista Articles, 51.
DDAA (2012) La lectura a les activitats d'escriptura. Monografia de la revista Articles, 56.
DDAA (2012) Projectes de treball per ensenyar i aprendre llengua i literatura. Monografia de la revista Articles, 57.
DDAA (2014) El sentit de l'aprenentatge avui. Monografia de la revista GUIX, 405.
Fontich, X. (2020). Projectes per aprendre literatura: interpretació i creativitat a l’aula. UAB.
Fontich, X. & Fabregat, S. (2021). Escuela e interacción social: Hablar para pensar, para aprender, para ser. A F. Pesántez-Avilés, L. Álvarez-Rodas y Á. Torres-Toukoumidis (ed.), Covida-20: una coalición educativa para enfrentar la pandemia (pp. 54-65). Pearson.
Majó Masferrer, F.; Baqueró Alòs, M. (2014) Los proyectos interdisciplinarios. Graó
Martín García, X. (2006) Investigar y aprender. Cómo organizar un proyecto. Horsori
Palou, J. i Bosch, C. (ccords) (2005) La lengua oral a l'escola. 10 experiències didàctiques. Graó
Palou, J.; Fons, M.; Cela, J. (coord.) (2016) Escenaris nous, aprenentatges nous. Dossier.
Palou Sangrà, J.; Fons esteve, M. (coords.) (2016) Didáctica de la lengua y la literatura en educación primaria. Síntesis.
Perrenoud, P. (2012) Cuando la escueña pretende preparar para la vida. Graó
Rodríguez Gonzalo, C. (coord) (2008) La lengua escrita y los proyectos de trabajo. Propuestas para el aula. Perifèric.
Zayas, F. (2021). Darle a la lengua. COedCO.
Software
The software to be used will basically be word processors and data and presentation programs as well as document repositories.