Languages and Contexts I
Code: 103699 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 2500798 Primary Education | OB | 1 | A |
Contact
- Name:
- Ramon Panyella Ferreres
- Email:
- ramon.panyella@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
- Salvador Comelles Garcia
- Mercè Oliva Bartolomé
Prerequisites
It is advisable to review the rules of the Catalan language (equivalent to the European level C1del Common Framework Reference for Languages). It is advisable to have basic knowledge of French.
Objectives and Contextualisation
This course is the first to find students on the subject "Teaching and learning of languages" and provides knowledge that will serve as the foundation for other subjects.
Objectives:
-Offering a broad perspective of the knowledge involved in the use and learning of languages
-Encouraging collaboration of teachers of all languages in achieving the objectives of language training
-Help develop strategies to continue to learn independently outside the classroom
-Understand texts curriculum of primary education in French
- Analyze literary texts as a basis for the expressive possibilities of language
Competences
- Effectively address language learning situations in multicultural and multilingual contexts.
- Foster reading and critical analysis of the texts in different scientific fields and cultural contents in the school curriculum.
- Foster reading and encourage writing.
- 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 basic principles of the sciences of language and communication.
- Work in teams and with teams (in the same field or interdisciplinary).
Learning Outcomes
- Adapt the use of language to social contexts and communication situations.
- Analyse the sex- or gender-based inequalities and the gender biases present in one's own area of knowledge.
- Apply the knowledge gained to the selection, reading and interpretation of texts from different scientific and cultural domains.
- Being able to use different strategies in order to understand texts in a foreign language.
- 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.
- Critically understand multicultural and multilingual contexts.
- Develop a critical attitude towards uniformist versions of language.
- Distinguish genres of speech.
- Distinguish standards and variations in any linguistic production.
- Establish work teams to develop activities independently.
- Form teams that are capable of carrying out activities effectively both in person and remotely in different ways.
- Identify the principal forms of sex- or gender-based inequality and discrimination present in society.
- Identifying the main mechanisms of lexical creation.
- Know and use the main resources and tools of inquiry for one's language.
- Knowing how to apply grammatical knowledge to the analysis of oral and written productions.
- Knowing how to perfom an expressive reading of literary texts.
- Perceiving the possibilities of the significance of oral and written discourse.
- Producing texts suited to different levels of formality.
- Propose projects and actions that incorporate the gender perspective.
- Recognize the basic grammatical elements in the form of an argument.
- Understand languages as a set of linguistic varieties that are all equally respectable.
- Understand the linguistic effects of contact with language.
- Using ICTs and CLTs in the development and production of practical work and in the design of didactic proposals.
- Using ICTs in developing and drawing up practical work.
Content
1. Strategies for autonomous language learning. Resources and query tools (paper and online).
2. The language contact. Linguistic interference.
3. Analysis of the oral tongue. Production and oral expression. Phonetics, prosody and diction.
4. Strategies for reading comprehension. Textual structures: analysis and production.
5. Literary texts: tales and stories (children and adults). Significance levels and contexts of production. Understanding and interpretation.
6. The teaching grammar and grammatical argument. The grammatical analysis of oral and written texts.
7. Comparative Grammar: common structures and particular structures.
Methodology
|
Actividad |
Horas |
Metodología |
|
|
Facel large group |
2 |
Exhibitions of basic issues. It is made with whole group and allows exposure of content through an open and active participation by students. |
EP3.2, EP3.3, EP3.4 |
|
Seminars |
43 |
Most of the classroom learning is done through seminars, work spaces in small groups (group 1/3) led by Professor, where the contents of the subject is working. In the seminars the basics are analyzed, the study topics and readings are discussed, doubts are clarified and text analysis is performed. In esyas sessions are organized individual activities and group oral and written. |
EP3.1, EP3.2, EP3.3 EP4.1, EP4.2, EP4.3 TF3.1, TF3.7, TF9.1, TF9.2 G1.3, G1.6, 61.7 MP44.1, MP44.2, MP44.3 MP47.1, MP47.2, MP47.3, MP47.4 MP49.1, MP49.3 |
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 | |||
| Catalan. Bloc III: Stories | 5 | 0.2 | 3, 16, 10, 19, 20 |
| Catalan. Part II: written language | 15 | 0.6 | 22, 17 |
| Catalan: Part I: Oral Language | 15 | 0.6 | 11, 19, 25 |
| French | 10 | 0.4 | 3, 10, 12, 22, 17, 4, 26, 25 |
| Type: Autonomous | |||
| Catalan: Part I Part II Part III | 74.5 | 2.98 | 1, 3, 16, 9, 11, 23, 19, 22, 17, 25 |
| French | 23 | 0.92 | 3, 5, 13, 10, 12, 22, 17, 4, 26, 25 |
Assessment
The evaluation of the subject will be made throughout the academic year through the activities listed. The final grade is obtained from the sum of the notes corresponding to the percentage allocated to each language.
Students who are repeating may request to take a global test for each of subject’s two languages. They will have to request it in writing from the teachers of each language (the deadline for doing so will be communicated at the start of the course by email).
The French language assessment consists of two parts:
1. A Portfolio of written comprehension activities consisting of a selection of class activities. At the beginning of the course, teachers will determine and make public in moodle the activities that will be part of the portfolio. These activities will always be done in asynchronous online mode using moodle questionnaires and must be completed within the periods and times set by teachers.
2. A written comprehension exam based on reading an article in the field of education. This activity will be done online in synchronous mode.
In order to pass the subject, it is necessary that the student has obtained at least 5 in each of the languages. Otherwise, it shall be deemed suspended. Also, all activities to be evaluated within each of the languages must also pass at least a 5.
Students who can acredit level C2 in Catalan are exempt from the test and dictation (“proves de normativa”) and will be awarded a 5.
To pass the Regulations Block, you must have passed the two tests in the block: Dictation and regulations test. If one of the two is suspended at the end of the year, the entire block must be repeated the following year (dictation and regulatory test).
Class attendance is mandatory: the student must attendaminimum of 80% of classes of each language. Students who, for work reasons, can’t meet this requirement they don’t lose the right to examine themselves but will have to take a single assessment (see "Single evaluation" below).
Generally,themain criteria to be applied in the classification of the different assessment activities of each of the languages are: 1) conceptual rigor and correction information; 2) clarity and consistency exhibition (oral and written), and 3) adequacy and linguistic correctness. In Catalan, every misspelling, syntactic lexicon i will be penalized with a reduction of 0.125 points in the final grade of each assessment activities
It qualifies as suspend the student who has not done all evaluation activities.
The grades of the evaluation activities will be made public between a minimum of 15 and a maximum of 20 working days. The teacher will inform the students (Moodle) of the procedure and the date of consultation and review of the evaluated activities.
A revaluation (recovery) of the activities not passed is established for all students (continuous evaluation and single evaluation). The right to revaluation for continuous assessment students has two conditions (UAB regulations): a) having handed in 66% of the evaluation; and 2) have a minimum grade point average of 3.5.
Passed students can’t present themselves for the reassessment to raise their grade.
The revaluation will take place at the end of the class period for each of the languages.
Revaluation dates: French: 28/05/2024 (group 21) 14/12/2023 (group 31) 30/01/2024 (group 41) 23/05/2024 (group 71).
Catalan: 28/05/2024 and 11/06/2024 (groups 21) 18 and 25/06/2024 and 41) 20 and 27/06/2024 (group 31) 13 and 20/06/2024 (group 71).
The Portfolio of Comprehension Activities is excluded fromthe reassessment (French Language).
Themaximummark that will be able to obtain in the revaluation of the rules block tests is of 5. (Catalan Language).
To pass this subject is necessary for the student show, using the Catalan language both orally and in writing, that has a level of linguistic competence equivalent to thatrequired by the levelC1 of the Common European Framework of Reference for Languages.
Teachers will ensure the inclusive use of language in the various assessment tasks of students.
If the teachers detects a flagrant copy /translation in an exam, the student will be penalized with a failing and will not be able to access the re-evaluation
SINGLE EVALUATION
Students taking the single assessment must request it between 29/09 and 13/10 2023 (Educational Sciences Faculty Calendar)
French language
It will consist of the same final test as that of students in the continued evaluation:reading anarticle and answering a reading comprehension quiz.
The dates of the single evaluation: 07/05/2024 (gr.21) 01/02/2024 (gr.31) 28/11/2023 (gr. 41) 02/05/2024 (gr.71).
The dates of the reavaluation single evaluation will be the same as those of the whole group
Catalan language
It will consist of: a) a written test on the contents of the first two blocks (oral and written). On the same day, the students will have to give the work corresponding to Block III (Analysis of children's stories). Test time: 2 hours; and b) in a regulatory test: grammar test and dictation. Test time: 2 hours.
The tests will be done on the same day (4 hours) at the end of the class period.
Single evaluation dates: Tuesday groups (21 and 41): 28/05/2024 Thursday groups (31 and 71): 30/05/2024
The revaluation of single evaluation studentswill be done with the whole group.
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Catalan. Normative Block Exam: normative grammar test and dictation | 18,75 | 1 | 0.04 | 22 |
| Catalan. Exam Block I | 18 | 1 | 0.04 | 3, 5, 13, 8, 9, 10, 11, 19, 20, 17, 18 |
| Catalan. Exam content Block II | 22,5 | 1 | 0.04 | 1, 16, 10, 23, 15, 19, 20, 17 |
| Catalan. Reading loud voice (individual activity) | 4,5 | 1 | 0.04 | 3, 9, 23, 18 |
| Catalan. Stories (Activity in pairs) | 11,25 | 1 | 0.04 | 2, 3, 6, 10, 23, 14, 21, 18, 7 |
| French. Exam | 18 | 1 | 0.04 | 12, 22, 17, 4, 26, 25 |
| French. Portfolio of comprehension activities (individual activity) | 7 | 1.5 | 0.06 | 2, 24, 6, 8, 23, 14, 20, 21, 4, 7 |
Bibliography
Catalan
I. WEB RESOURCES
Dictionaries
- http://dlc.iec.cat/
- http://www.enciclopedia.cat/
- http://multilingue.cat
- http://www.paraulari.net
Phonetic, pronunciation and elocution
University websites of Language and books online
http://www.uoc.edu/serveilinguistic/home/index.html
http://www.spluv.es/PDFS/gramatica_zero.pdf
II.Books
1. Regulation of catalan language
phonetich:
Castellanos, J.A. (1997). Manual de pronunciació (criteris i exercicis d’elocució). Vic: Eumo
grammar
Castellanos, J.A. (1989). Quadern. Normativa bàsica de la llengua catalana. Bellaterra: Servei de Publicacions de la UAB
2. Regulations and description of the language:
Badia, J. (1997). El llibre de la llengua catalana. Barcelona: Castellnou
2. Books about specific topics
- Direcció General de Política Lingüística. (1989). Majúscules i minúscules. Barcelona: Generalitat de Catalunya, Departament de Cultura
- Direcció General de Política Lingüística.(1997). Abreviacions. Barcelona: Generalitat deCatalunya, Departament de Cultura
- Solà, J., Pujol, J.M. (1989) Tractat de puntuació. Barcelona: Columna
- Gabinet de Llengua Catalana. (1992). Les majúscules i les minúscules. Bellaterra: UAB
- Gabinet de Llengua Catalana. (1993). Els signes de puntuació. Bellaterra: UAB
- Gabinet de Llengua Catalana. (1994). Les referències i les citacions bibliogràfiques, les notes i els índexs. Bellaterra: UAB
FRENCH
Dictionary online: http://www.larousse.fr/dictionnaires/espagnol-francais
Websites where to find reading documents: http://www.momes.net
Websites where to find educational articles: https://www.icem-pedagogie-freinet.org/
Callamand, M. (1991), Grammaire vivante du français. Paris: Clé International
Moirand, S. (1979), Situations d’écrit. Paris: Clé International
Murphy, R. (1994) La grammaire expliquée du français. Paris: Clé International
Software
If it's necessary