Catalan and Spanish Language and Literature
Code: 44336 ECTS Credits: 10| Degree | Type | Year | Semester |
|---|---|---|---|
| 4310486 Teaching in Secondary Schools, Vocational Training and Language Centres | OT | 0 | A |
Contact
- Name:
- Montserrat Vila Santasusana
- Email:
- montserrat.vila@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
- Cecilio Garriga Escribano
- Max Pàrraga Díaz
- Agustin Sánchez Aguilar
- Laura Muñoz Armijo
Prerequisites
None.
Objectives and Contextualisation
ANGLÈS
The objective of the course is to complete the knowledge of language and literature of future teachers of Catalan or Spanish and give them tools and essential communication strategies in the field of teaching. It consists of two modules:
The first module of Training Complements aims to complete the knowledge of Catalan and Spanish language and literature for future teachers. It includes the blocks of Catalan language and literature and Spanish language and literature.
The second module aims to train future secondary school teachers to teach the contents of the areas of knowledge of language and literature and act as a communicative, innovative and contextualized teacher.
Competences
- Communicate effectively both verbally and non-verbally.
- Know the curricular content of the matters relating to the appropriate teaching specialization and the body of didactic knowledge around the respective teaching and learning.
- Make effective use of integrated information and communications technology.
Learning Outcomes
- Communicate effectively, both verbally and non-verbally.
- Demonstrate knowledge of contexts and situations in which it is used and handled Catalan and Spanish to secondary education, emphasize the functional character.
- Demonstrate knowledge of cultural and educational value of the Catalan and Spanish content of the discipline taught in Secondary Education and Baccalaureate, and integrate this content in the framework of science and culture.
- Demonstrate knowledge of the history and recent developments of the Catalan and Spanish, and his perspectives to convey a dynamic view of the same.
- Use information and communications technology and integrate them into the teaching and learning of Catalan and Spanish.
Content
1. Catalan Language Training Supplements (5 cr.)
Group A (divided) Contents for people with degrees in Hispanic Philology and other specialties (excluding Catalan Philology)
Catalan language
Bibliographic presentation.
Notion of competence in oral and written communication.
Catalan-Castilian interlinguistic analysis: Metalinguistic reflection.
Multilingualism in the classroom.
Analysis of teaching discourse.
Catalan literature
Presence of literature in the digital age.
Major features of catalan literature.
Discussion of the canon.
Group B (whole) Contents for the whole group
Catalan language
Argumentative situations in the teaching field
Argumentative structure.
Type of arguments, according to rhetoric.
The modalization of the statements.
Oral argumentation in controversial school situations.
Catalan literature
Classics of youth literature.
Literature in high school.
Readings in secondary school.
Analysis and interpretation of the works.
2. Spanish Language Training Supplements (5 cr)
Group A (divided) Contents for degrees in Catalan Philology and other specialties (excluding degrees in Hispanic Philology)
Spanish language
Reference works on linguistic issues in spanish. Grammar and spelling. Lexicographic instruments. Manuals of style and good use of Spanish. Network resources Grammatical update: Review of the proposals of the Nueva Gramática en lengua española.
Articulation and pronunciation of spanish. Choice of pronunciation standard. The treatment of linguistic variety within the norm. The prosodic features.
Notions of grammar as a tool for correcting oral and written expression.
Terms of use of the words. Grammatical properties, cultural conditions and lexical variation. Dialectal consistency in the use of the spanish lexicon.
Spanish literature
Basic knowledge of the literary system. The literary text: historical document and aesthetic artefact. Popular literature and cultured literature.
Reading the classics: original texts and adapted versions.
A reading method: instruments of understanding and analysis applied to narrative, poetry and theater in the spanish language.
Commentary on texts from spanish literature.
Group B (whole) Contents for the whole group
Spanish language
The presence of grammar in a curriculum oriented to communicative competence and external evaluation tests.
The linguistic construction of reality. Euphemisms. Grammatical gender and linguistic sexism.
Spanish literature: from the origins to the present day
Canonical texts and reference manuals.
Transversal themes in the history of spanish literature.
Social and historical conditions of spanish literature.
Methodology
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.
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Face-to-face classes and directed | 62.5 | 2.5 | |
| Type: Supervised | |||
| Supervised activities | 50 | 2 | |
| Type: Autonomous | |||
| Autonomous activities | 137.5 | 5.5 |
Assessment
General considerations
Attendance at classes is mandatory. The student must attend a minimum of 80% of the complete sessions of each of the professors participating in the Module.
To pass the Catalan and Spanish Language and Literature Training Supplements you must have passed each of the content blocks.
In the delivered activities, linguistic correction, writing and formal aspects of presentation will be taken into account. Likewise, students must express themselves orally with fluency and correctness.
The details of the evaluation of each subject will be provided with the program at the beginning of the course. The term available to the teaching staff to return the tests is a maximum of 20 working days after delivery.
The teaching staff who teach each module can request additional tasks without necessarily being considered assessment tasks, but mandatory delivery.
Single assessment
The same assessment system will be applied as in the continuous assessment. The student who enrolls at the beginning of the course must follow the procedures provided by the faculty and must inform the teaching staff. It will be evaluated at the end of the Training Supplements module, on March 1.
The single assessment will consist of an oral and/or written test and, if deemed appropriate, an interview linked to the contents of Training Supplements will be added.
The recovery process follows the same procedure as the continuous assessment.
According to UAB regulations, plagiarism or copying of any work will be penalized with a 0 as a qualification, losing the possibility of recovering it, whether it is an individual or group work (in this case, all members of the group will have a 0). If, during the performance of individual work in class, the teacher considers that a student is trying to copy or discovers some type of document or device not authorized by the teaching staff, the same will be graded witha 0, withno recovery option .
1. Catalan Language Training Supplements (5 cr)
language
Reflection on language learning.
Literature
Commentary on a literary text.
The Training Supplements in Catalan Language and Literature will be assessed through a single exercise of the Catalan language or literature content.
2. Spanish Language Training Supplements (5 cr)
The Training Complements in Spanish Language and Literature will be evaluated through a single exercise on the contents of Spanish language or literature. Each student will be able to choose the subject for which they will be assessed (language or literature).
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Individual and/or group classroom practices | 50% | 0 | 0 | 1, 2, 3, 4, 5 |
| Module task | 50% | 0 | 0 | 1, 2, 3, 4, 5 |
Bibliography
Bibliography, Catalan
BAJTIN, M.M. (1998): “El problema de los géneros discursivos” A Estética de la creación verbal (Títtulo original: Éstetika slovesvogo tvorchestva, 1979). Madrid: Ediciones Siglo XXI.
CASAS, M.; CASTELLÀ, J.M. ;VILÀ, M.(2020): L'oratòria a l'abast de tothom. Vic: EUMO
CASAS, M.; CASTELLÀ, J.M. ;VILÀ, M.(2016): Els secrets de parlar en públic. Vic: EUMO
CASTELLÀ, J M.; COMELLES, S.; CROS, A.; VILÀ, M. (2006): "«Yo te respeto, tú me respetas». Estrategias discursivas e imagen social en la relación comunicativa en el aula". Infancia y Aprendizaje, 29.
CASTELLÀ, J M.; COMELLES, S.; CROS,A.; VILÀ, M. (2007): Entendre('s) a clase. Estratègies comunicatives dels docents ben valorats. Barcelona: Graó. Premi Enciclopèdia Catalana.
ESTEVE,O.; VILÀ, M. (2018): “L’enfocament competencial de llengües a través de microseqüències didàctiques”. Articles de didàctica de la llenguai de la literatura, núm. 078
RODRIGUEZ, C; VILÀ, M. (2020): Rubriques i avaluació de gèneres discursius. Monogràfic “Valorar i avaluar” Articles de Didàctica de la Llengua i la Literatura, 85
RODRIGUEZ, C; VILÀ, M. (coord.)(2019): “La reflexió interlingüística” Articles de Didàctica de la Llengua i la Literatura, 8
VILÀ, M. (2009): 6 Criterios para enseñar lengua oral en la Educación Obligatoria. MEC. Portal Digital: www.Leer.es
VILÀ, M.(Coord.)( 2005): El discurso oralformal. Contenidos de aprendizaje y secuencias didácticas.Barcelona: Graó.
VILÀ, M.; CASTELLÀ, J. M. (2014): 10 idees clau. Ensenyar la competència oral a classe. Aprendre a parlar en públic. Barcelona: Graó.
VILÀ, M. CASTELLÀ, J. M. (2016) (coord): “L’avaluació de la llengua oral. Reptes i alternatives”. Monogràfic “Pensar abans de parlar: la oralitat reflexiva” Articles de Didàcticade la Llengua i la Literatura, 70
Online resources
- Optimot, consultes lingüístiques <https://aplicacions.llengua.gencat.cat/llc/AppJava/index.html>
- Gramàtica essencial de la llengua catalana <https://geiec.iec.cat/inici>
- És a dir <https://esadir.cat/>
Catalan Literature
Riquer, Martí; Comas, Antoni; Molas, Joaquim (dir.), Història de la literatura catalana, 11 vol., Barcelona, Ariel, 1984-1988, 4a ed.
Broch, Àlex (dir.), Història de la literatura catalana, 8 vol., Barcelona, Enciclopèdia Catalana, 2016-en curs.
Panorama crític de la literatura catalana. Barcelona: Vicens Vives, 2008-10
- Edat Mitjana. Dels orígens al prehumanisme. Dir. Albert Hauf
- Edat Mitjana. Segle d’Or. Dir. Albert Hauf
- Edat Moderna. Dir. Albert Rossich
- Segle XIX. Dir. Enric Cassany
- Segle XX. Del modernisme a l'avantguarda. Dir. Enric Bou
- Segle XX. De la postguerra a l'actualitat. Dir. Enric Bou
Broch, Àlex; Cornudella, Joan (cur.), Poesia catalana avui. 2000-2015, Juneda, Fonoll, 2016.
Broch, Àlex; Cornudella, Joan (cur.), Novel·la catalana avui. 2000-2016,Juneda, Fonoll, 2017.
Broch, Àlex; Cornudella, Joan; Foguet, Francesc (cur.), Teatre català avui. 2000-2017, Juneda, Fonoll, 2018.
- Specific bibliography on differenttopics will be given in class.
Bibliography, Spanish
Ávila, Raúl (2003). La pronunciación del español: medios de difusión masiva y norma culta. Nueva Revista de Filología Hispánica, 57-79.
Bosque, Ignacio (2018). Qué debemos cambiar en la enseñanza de la gramática. ReGroc. Revista de Gramática Orientada a las Competencias, 1(1), 11-36.
Bosque, Ignacio y Violeta Demonte (dir) (2000): Gramática descriptiva de la lengua española.
Brown, G. & Yule, G. (1983). Análisis del Discurso, Madrid: Visor.
Calsamiglia, Helena & Tusón, Amparo (1999). Las cosas del decir. Barcelona, España: Editorial Arie
Moreno Fernández, Francisco (2010) Las variedades de la lengua española y su enseñanza (Manuales de formación de profesores de español 2/L), Arco Libros, Madrid.
Real Academia Española y Asociación de Academias de la Lengua Española (2009-2011) Nueva gramática de la lengua española. Morfología y sintaxis. Madrid: Espasa. 3 volúmenes.
Real Academia Española y Asociación de Academias de la Lengua Española, Libro de estilo de la lengua española según la norma panhispánica. Madrid: Espasa, 2018.
Bibliography Spanish Literature
Alborg, Juan Luis, Historia de la literatura española, 5 tomos, Madrid, Gredos, 1972-1999.
Azaustre, Antonio, y Juan Casas, Manual de retórica española, Barcelona, Ariel, 1997.
Lázaro Carreter, Fernando, y Evaristo Correa Calderón, Cómo se comenta un texto literario, Madrid, Cátedra, 2006, 37ª edició.
Mainer, José-Carlos, Historia de la literatura española, 9 volumenes, Barcelona, Crítica, 2010-2015.
Moreiro, Julián, Cómo leer textos literarios. El equipaje del lector, Madrid, Edaf, 1996.
Navarro Durán, Rosa, La mirada al texto: comentario de textos literarios, Barcelona, Ariel, 1995.
Quilis, Antonio, Métrica española, Ariel, Madrid, 2013.
Rico, Francisco, Breve biblioteca de autores españoles, Barcelona, Seix Barral, 1990.
Rico, Francisco, Historia y crítica de la literatura española, 9 volumenes más suplementos, Barcelona, Crítica, 1979-2000.
Software
No specific software used