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2023/2024

Teaching Oral Language in Early Childhood Education

Code: 103679 ECTS Credits: 6
Degree Type Year Semester
2500797 Early Childhood Education OB 2 2

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.

Teachers

Alessia Corsi
Maria Dolors Masats Viladoms
Claudia Carolina Vallejo Rubinstein

Prerequisites

It is of utmost importance that the student, as a future teacher in Early-Child Education, has (or alternatively develops all along the degree) good oral and written communicative skills in Catalan and Spanish (level 1, equivalent to C1). To pass this course, the student must demonstrate, in their different activities that are proposed, good general communication skills, both oral and in written, as well as  a good command of the language contained in the teaching guide.


Objectives and Contextualisation

The course focuses mainly on three areas: (A) The development of communication and language of children from 0 to 6 years, its role in cognitive development and social factors and intervention models that facilitate it; (B) The use of language school: educational resources and educational intervention to both the first cycle and the second cycle of early childhood education, and the introduction of a foreign language in early childhood education; (C) Multilingualism in school and the language center project: the two official languages, immersion programs and foreign language, the welcome and language training for children from other cultures.

At the end of the course, students will:

(1) Have gain knowledge (linguistic, psycholinguistic, sociolinguistic and didactic)  related to the process of acquiring and developing oral languages;

(2) Know the main characteristics of language development of children from 0 to 6 years;

(3) Understand the fundamental notions that current conceptions about teaching and learning languages in multilingual contexts and programs are based on;

(4) Know the elements involved in the classroom communicative and linguistic interaction;

(5) Recognize and identify the crucial role of oral language in different areas of teaching and learning in school;

(6) Know the curriculum of this educational level and know how to design activities that develop the capacities of expression and children's speech;

(7) Analyze the various types of interventions that favor the development of communicative competence of children and make proposals for intervention in the classroom;

(8) Analyze the various types of interventions that favor the development of communicative competence of children from other cultures and make proposals for intervention in the classroom;

(9) Know the educational and methodological resources for the work of oral language in the classroom to the two cycles of Early Childhood Education and know how to analyze the forms of educational intervention proposals;

(10) Know how to use educational resources that facilitate the educational intervention can improve language skills in multicultural and multilingual contexts and promote the use of Catalan in school;

(11) Know the sociolinguistic and psycholinguistic foundations necessary to analyze the treatment of the two languages of the country in school and to develop a multilingual education project contextualized;

(12) Have information on language policies in force in Catalonia, Spain and Europe;

(13) Know the basics and some methodological proposals for the introduction of a foreign language in early childhood education;

(14) Be able to analyze official documents regarding the kindergarten stage, which regulate linguistic activity of schools.


Competences

  • Acquire literary education and especially get to know children's literature.
  • Being able to encourage an initial approach to a foreign language.
  • Deal effectively with language learning situations in multicultural and multilingual contexts.
  • Demonstrate knowledge of the evolution of nonverbal communication and language in early childhood, and be able to identify possible dysfunctions and ensure proper development.
  • Demonstrate knowledge of the evolution of the educational implications of the information and communications technology and in particular of television in early childhood.
  • Demonstrating knowledge of the evolution of non-verbal communication and language in early childhood, knowing how to identify possible dysfunctions and ensuring their proper development.
  • Express other languages and use them for educational purposes: corporal, musical, audiovisual.
  • Know and master oral and written expression techniques.
  • Know the language, reading and writing curriculum at this stage as well as theories on the acquisition and development of relevant learning.
  • Maintain a respectful attitude for the environment (natural, social and cultural) to promote values, behaviours and practices that address gender equality, equity and respect for human rights.
  • Manage information related to the professional environment for decision-making and reporting.
  • Promote speaking and writing skills.
  • Properly express oneself orally and in writing and master the use of different expression techniques.
  • Recognize and evaluate the social reality and the interrelation between factors involved as necessary anticipation of action.
  • Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.
  • Understand oral tradition and folklore.
  • Understand the learning process of reading and writing and how to teach it. Address language learning situations in multilingual contexts. Recognize and value the appropriate use of verbal and non-verbal language.
  • Understand the shift from orality to writing and understand the different registers and uses of language.

Learning Outcomes

  1. Acquire a thorough knowledge of the social and cognitive dimensions of written language and the various dynamics of orality.
  2. Acquire knowledge of the oral language curriculum at this stage as well as theories on the acquisition and development of learning related to it.
  3. Adapt the use of language to social contexts and communicative situations in the professional field.
  4. Analyse situations for learning written language. Analyse and defend the proper use or not of written, oral verbal and nonverbal language.
  5. Analyse the sex- or gender-based inequalities and the gender biases present in one's own area of knowledge.
  6. Assessing the value of correction, adaptation and acceptability in oral and written productions.
  7. Communicate using language that is not sexist or discriminatory.
  8. Demonstrate knowledge of the evolution of the educational implications of the information and communications technology and in particular of television in early childhood.
  9. Describe the evolution of language in early childhood, know how to identify possible dysfunctions and know how to defend teaching guidelines for proper development.
  10. Develop a critical attitude towards uniformist versions of language and acquire basic criteria for addressing language learning in multicultural and multilingual contexts.
  11. Express oneself and know how to use different languages ??for educational purposes: corporal, musical, audiovisual.
  12. Integrate a respectful attitude to the environment (natural, social and cultural) to promote values, behaviours and practices that address gender equality, equity and respect for human rights.
  13. Know Catalan literature of oral tradition (stories, rhymes, poems ...), ways of transmitting it to children and the methodology for their active participation.
  14. Know and appreciate appropriate educational software and web sites for the teaching and learning of infant literature.
  15. Know and use information and communications technology (ICT) and technologies for learning and knowledge relating to the use of oral language at school.
  16. Know and use the main resources and tools of inquiry for one's language.
  17. Knowing how to analyse and manage information relating to the professional sphere in order to make decisions.
  18. Knowing how to analyse aspects of the evolution of non-verbal communication and language in early childhood, identifying possible dysfunctions and suggesting proposals for its proper development.
  19. Knowing how to analyse didactic sequences in which Catalan language learning situations are considered in multicultural and multilingual contexts.
  20. Knowing how to analyse didactic sequences related to learning a foreign language in infant education.
  21. Knowing how to analyse different learning situations for the Catalan language in multilingual contexts. Recognising, simulating and modelling oral verbal and non-verbal language uses.
  22. Knowing how to use language strategies that aid and stimulate the development of children's speaking capacities.
  23. Knowing how to use oral verbal and non-verbal techniques that aid communication and linguistic interaction with children.
  24. Knowing how to use the different registers and uses of oral Catalan language.
  25. Knowing how to use the oral tradition and also folklore in the process of acquiring written language.
  26. Learning how to use children's literature in relation to oral language learning, first learning of written language and literary education with didactic devices appropriate to their objectives.
  27. Making correct use of communication strategies appropriate to children of different ages (movement, gestures, intonation, volume, etc.).
  28. Master the formal and colloquial registers for professional use in oral and written Catalan and Spanish.
  29. Master the use of different expression techniques and express oneself adequately both orally and in writing in situations in the professional field.
  30. Properly express oneself orally and in writing in Catalan and Spanish using different oral verbal and nonverbal expression techniques.
  31. Recognising and evaluating the social reality and the interrelationship of the factors involved, as a necessary prelude to action.
  32. Recognising and, knowing how to analyse and produce the discursive genres pertaining to the academic and professional sphere with enough theoretical and argumentative foundation.
  33. Recognising the literary techniques pertaining to narration and poetry.
  34. Understand the different registers and uses of written language and recognize, in children's written productions, the shift from orality to writing
  35. Understand the languages present in the school as a set of linguistic varieties that are all equally respectable.
  36. Understand the linguistic effects of contact with language in learning situations.
  37. Using verbal interaction in the classroom to promote an exchange of ideas about literary texts that teach children to talk about books and to interpret them.

Content

Contents

 

1. Communication and language

1.1 The concepts communication, language and speech.

1.2 Communicative language and representative functions.

1.3 The evolutionary and gradual process of learning acquisition.

1.4 Communicative and linguistic functions in the family context.

 

2. The communication and language development in the school context.

2.1 The objectives of the work of oral language to children's education.

2.2 The verbal communication at the first cycle of infant education interaction: educational proposals and educational resources.

2.3 The verbal communication at the second cycle of early childhood education interaction: educational proposals and educational resources.

2.4 Analysis of child oral language and teaching suggestions for improvement.

 

3. Multilingualism school

3.1 The oral language in the curriculum of the first and second cycle of Early Childhood Education.

3.2 The linguistic diversity in the classroom. The linguistic diversity of society: language legislation and situation of languages.

3.3 The language school project. The plan for updating the language immersion program in Catalonia and the language integration of children from other cultures. Models of multilingual education: success factors.

3.4 The introduction of a foreign language to children's education.


Methodology

The methodology of this Subject is divided into two areas: large group sessions and seminar sessions. In both cases, the teachers involved will seek to promote a climate not only of exhibition of ideas but also of interaction, participation, and exchange. This will be especially the case in the seminars, in which weekly tasks will be proposed that the students will have to carry out (some readings, some written reflections, the viewing of some video, etc.) in such a way that they nourish the exchange of ideas in the seminar, enabling diverse groupings between students in pairs, small group and large group. In this subject, seminars are essential spaces for the smooth running of learning and the assimilation of content taught as a whole group.

 Activity                        Hours            Methodology                                                       Learning Results

Whole group

classes

15

Exhibitions by teachers of content and basic issues on the syllabus. It is done with the whole group class and allows exposure of the main content through an open and active participation by students.

DDIL.1.1

DDIL.2.1

DDIL.3.1

DDIL.3.2

DDIL.5.1

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DDIL.9.1

EI.1.1

EI.8.1

EI.9.1

EI.10.1

EI.11.1

EI.12.1

TF.1.1

TF.5.1

Seminars

35

Workspaces in doublings (1/2 large group) supervised by faculty where by analyzing documents, case resolution or various activities delves into the contents and topics presented in lectures large group.

DDIL.2.1

DDIL.3.1

DDIL.3.2

DDIL.3.3

DDIL.5.1

DDIL.6.1

DDIL.9.1

EI.9.1

EI.10.1

EI.11.1

EI.11.2

EI.12.1

TF.1.1

TF.5.1

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      
Face large group and splittings 45 1.8 3, 1, 36, 16, 15, 13, 9, 10, 28, 29, 35, 30, 11, 2, 33, 32, 18, 21, 17, 19, 20, 25, 23, 24, 22, 27, 37
Type: Supervised      
Preparation of activities and preparation of essay 30 1.2 3, 1, 36, 34, 16, 15, 14, 13, 9, 10, 28, 29, 35, 30, 2, 33, 32, 18, 21, 19, 25, 23, 24, 26, 22, 27, 37
Type: Autonomous      
Autonomous 75 3 3, 1, 4, 16, 15, 14, 13, 8, 9, 28, 29, 30, 11, 2, 12, 31, 33, 32, 18, 17, 19, 24, 26

Assessment

In order to pass the subject it is necessary to pass the four evaluation activities. Group work and individual tasks cannot be retaken. The exams can be reatken on July 1 in the case of group 62, and on July 5 in the case of group 61. The minimum grade for all four tasks ia a 4. The maximum grade obtained in retake of the exams is a 5.

Throughout the course it will be necessary to deliver several assignments as part of assessment activity number 4. They must be delivered in due time. Attendance in group sessions does not count in the final grade. Attendance and active participation in the seminars is mandatory in a minimum of 80% and has an impact on the final grade, otherwise this activity will be considered not presented. Assessment activity number 2 consists of a group work written assigment and its oral presentation in class. Attendance at both sessions of presentation of this written work is mandatory. In group 61 these two sessions are held on April 26 and May 3, in group 62 they are held on May 13 and 27. The exam of blocks 1 and 2 is on May 10 for group 61 and the exam of block 3 is on June 21. Due to calendar time constraints, in the case of group 62 the examination of the three blocks is on June 17.

Students are is expected to have a positive attitude. It is recommended that they maintain a proactive attitude when dealing with possible problems that might arise, as well as be open to seek solutions and accept the proposals eventually arbitrated by the teacher. Students must show an attitude of active listening, respect, participation, cooperation and empathy, as well as kindness, punctuality and proper use of electronic devices (mobile, computer, etc.). Student  should demonstrate they are responsible and rigorous in the autonomous work and that they participate actively during the lectures, showing critical thinking with others and with oneself. They should maintain a favourable attitude to favour a friendly, positive, and democratic environment in class, where diversity is respected. Finally, they must ensure that the work submitted is original and free of plagiarism; in the event that we detect plagiarism or the use of artificial intelligence(through programs that detect it, for example) that piece of will be automatically rejected.

THIS COURSE CANNOT BE PASSED WITH A SINGLE EVALUATION.


Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
(1) Individual written test on the contents of blocks 1 & 2 30% 0 0 3, 1, 4, 34, 16, 14, 13, 9, 28, 29, 30, 2, 12, 31, 33, 32, 18, 17, 25, 24, 26
(2) Group written assigment and oral presentation 25% 0 0 3, 1, 36, 16, 15, 14, 13, 8, 9, 10, 28, 29, 35, 30, 11, 2, 12, 31, 33, 32, 18, 21, 17, 19, 20, 25, 23, 24, 26, 22, 27, 37, 6
(3) Individual written test on the contents of blocks 3 10% 0 0 3, 36, 7, 10, 35, 11, 12, 21, 19, 20, 25
(4) Active participation in face-to-face sessions and completion of individual tasks related to the course contents master classes - individual activities 35% 0 0 5, 36, 7, 15, 14, 9, 35, 30, 11, 2, 12, 31, 18, 21, 17, 19, 22

Bibliography

Bigas, M. & Correig, M. (2000). Didáctica de la lengua en la educación infantil. Madrid: Síntesis.

 

Bullich, E. & Maure, M. (1996). Manual del rondallaire. Barcelona: Edicions de la Magrana.

 

Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.

 

Del Rio Pérez, M. J. (1999). La llengua oral a l'escola: una introducció. Barcelona: Edicions de la Universitat Oberta de Catalunya.

 

Del Rio Pérez, M. J. (1993). Psicopedagogia de la lengua oral un enfoque comunicativo. Barcelona: Editorial Horsori , S.L.

 

Ferrer Serrahima, I. (2012). L'artesania de la comunicació. Diàleg, escolta i llenguatge en l'etapa 0-6. Barcelona: Graó.

 

Fons, M. & Palou, J. (2016). Didáctica de la lengua y la literatura en educación infantil. Madrid: Síntesis.

 

Fontich, X. & Fabregat, S. (2021). Escuela e interacción social: Hablar para pensar, para aprender, para ser. In F. Pesántez-Avilés, L. Álvarez-Rodas y Á. Torres-Toukoumidis (ed.), Covida-20: una coalición educativa para enfrentar la pandemia (pp. 54-65). Quito: Pearson.

 

Generalitat de Catalunya. Departament d'educació (2008). Currículum d'Educació Infantil. Barcelona.

 

Generalitat de Catalunya. Departament d'ensenyament (2003). L'ús del llenguatge a l'escola. Propostes d'intervenció per a l'alumnat amb dificultats de comunicació i llenguatge. Barcelona.

 

Hermoso, A i altres (2013). Dos nens, una nena i un cargol. Ensenyar llengua i ciències en la diversitat lingüística de Parvulari. Barcelona: Barcanova

 

Huguet, T.; Solé I. & Bassedas E. (1999). Aprendre i ensenyar a l'Educació infantil. Barcelona: Graó.

 

Janer , G. (2010). Literatura oral y ecologíade lo imaginario. Madrid: Fundación Germán Sánchez Ruipérez.

 

Palou, J.; Carreras, M. & Bosch, C. (2005). La lengua oral en la escuela: 10 experiencias didácticas. Barcelona: Graó.

 

Pelegrin, A. (2004). La aventura de oir. Cuentos tradicionales y literatura infantil. Madrid: Grupo Anaya SA.

 

Perera, J. (2010) Educación plurilingüe. Revista Aula de Innovacion Educativa, 197, 30-34.

 

Picq, P.; Sagart, L. & Dehaene, C. (2009). La història més bonica del llenguatge. Barcelona: Edicions de 1984.

 

Pinter, A. (2006). Teaching Young Language Learners. Oxford: Oxford University Press

 

Ruiz Bikandi, U. (ed.) (2000). Didáctica de la segunda lengua en la educación infantil y primaria. Madrid: Síntesis.

 

Sánchez-Cano, M. (2009). La conversa en petits grups a l'aula. Barcelona: Graó

 

Sánchez-Cano, M. (2001). Aprendiendo a hablar con ayuda. Lleida:Milenio

 

Sánchez Cano, M. (1999). Aprenent i ensenyant a parlar. Lleida: Pagès Editors

 

Unamuno, V. (2003). Lengua, escuela y diversidad sociocultural. Barcelona: Graó

 

Vila, I.;Siqués, C. (2006). Infància estrangerai coneixement de la llengua de l'escola. Revista Articles de Didàctica de la Llengua i la Literatura, 38, 29-37.

 

Vila, I.; Siqués, C. & Roig, T. (2006). Llengua, escola i immigració: un debat obert. Barcelona: Graó

 

 

Webs d'interès:

El pla per a l'actualització del programa d'immersió lingüística a Catalunya 

http://blocs.mesvilaweb.cat/media/cGlsWzFd_153243_1_3029_1.pdf


Recursos Departament Ensenyament

www.xtec.es/recursos/catala/index.htm


Contes infantils

www.unamadecontes.cat/


Recursos contes

www.xtec.es/recursos/lit_inf/contes/


Grup Gretel literatura infantil

www.gretel-uab.pangea.org/endevinalles/


Software

The software to be used will basically be word processors and presentation programs as well as document repositories.