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Teaching English as a Foreign Language

Code: 44310 ECTS Credits: 15
2024/2025
Degree Type Year
4310486 Teaching in Secondary Schools, Vocational Training and Language Centres OT 0

Contact

Name:
Emilee Sarah Moore De Luca
Email:
emilee.moore@uab.cat

Teachers

Melinda Dooly Owenby
Berta Torras Vila
Marta Mañosa Martí
Celia Pratginestós Pou

Teaching groups languages

You can view this information at the end of this document.


Prerequisites

Advanced communicative competence in English, equivalent to level C2 of the CEFR, is highly recommended.


Objectives and Contextualisation

This subject is aimed at future teachers of English as a Foreign Language (TEFL) so that they may become familiar with basic teaching strategies for teaching English to teenagers and adults in institutional contexts and acquire basic knowledge and skills to help them continue to improve as teachers of English throughout their professional lives. These goals are based on the following learning objectives:

  • To become familiar with the basic principles underlying Catalan language policies relating to foreign languages in educational curricula. 
  • To become familiar with the basics of the psycho-sociolinguistic principles of learning foreign languages in institutional environments, supported by research in the field.
  • To develop strategies for teaching foreign languages that are coherent with current research about language learning, student needs and the learning context.
  • To design and select materials, activities and lesson/unit plans that are appropriate for the learners, according to the principles established in Catalan curricula concerning foreign languages in compulsory and post-compulsory secondary education and Official Language Schools (Escola Oficial d'Idiomes, EOI).
  • To design and select teaching and assessment materials that are appropriate for students and based on evidence-based pedagogical principles and recommendations from the CEFL and the Catalan foreign languages curricula.
  • To identify and analyse the characteristics of good teaching practices in foreign language classrooms.
  • To be able to assess one's own teaching, to identify strengths and weaknesses and to establish a concrete and realistic plan for improvement.
  • To become familiar with oral and written text genres taught in schools and their characteristics.
  • To use advanced didactic, linguistic and discursive knowledge to write, adapt and edit oral and written texts adapted to students' needs.
  • Collaborate with other student-teachers to achieve the training objectives by cooperating in the completion of the learning tasks.

Regardless of the language certificates handed in at the pre-enrolment stage, students taking this subject are reminded that on completing all course requirements they are eligible to be English teachers, meaning that they need to be strong language models for students. Students who enrol in this subject are expected to be able to express themselves fluently, accurately and appropriately in English - in terms of grammar, vocaulary and pronunciation - in everyday situations and in all situations related to the teaching profession (debates, reports, oral presentations, classroom management, etc.). They should also be able to read and comprehend informative, literary and professional texts without difficulty.

This Master’s Degree is aligned with European policies and guidelines promoting plurilingual competences. For this reason, it is expected that students display a receptive, appreciative an open attitude to the use of languages other than English in this course, whether known to the student or otherwise.


Competences

  • "Design and conduct formal and no-formal activities that help make the center a place of participation and culture in the environment where it is located; develop the functions of mentoring and guiding students in a collaborative and coordinated manner; participate in the evaluation, research and innovation in teaching and learning"
  • "Determine the curriculum that will be implanted in a school participating in the collective planning thereof; develop and implement both group and personalized teaching methodologies adapted to the diversity of students."
  • Acquire strategies to encourage student effort and enhance their capacity to learn by himself and others, and develop thinking skills and decision-making to facilitate autonomy, confidence and personal initiative.
  • Communicate effectively both verbally and non-verbally.
  • Design and develop learning spaces with special attention to equity, education and emotional values, equal rights and opportunities for men and women, civic education and respect for human rights that facilitate life in society, decision making and building a sustainable future.
  • Generate innovative and competitive professional activities and research.
  • Interpret the different educational needs of students in order to propose the most appropriate educational activities.
  • 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.
  • Own the learning skills necessary to carry out continuous training, both in content and teaching specialty, as in the general aspects of teaching.
  • Plan, develop and evaluate the teaching and learning process enhancing educational processes that facilitate the acquisition of the competences of the respective teachings, based on the level and previous training of students as well as the orientation of the same, both individually and in collaboration with other teachers and school professionals
  • Search, obtain, process and communicate information (oral, printed, audiovisual, digital or multimedia), transform it into knowledge and apply it in the teaching and learning in their own areas of specialization.
  • know the processes of interaction and communication in the classroom, mastering social skills and abilities necessary to encourage learning and coexistence in the classroom, and address problems of discipline and conflict resolution.

Learning Outcomes

  1. Communicate effectively, both verbally and non-verbally.
  2. Create a climate that facilitates interaction and values the contributions of students to promote the learning of English in the classroom.
  3. Demonstrate ability to efficiently manage classroom activities in English as a foreign language, and flexibility in the use of other languages ??if the situation so advised.
  4. Demonstrate ability to plan and execute activities learning English as a Foreign Language learners focused on raising awareness about the use of discriminatory language and developing communication strategies for productive discussion and mediation.
  5. Demonstrate initiative and ability to find new educational strategies that respond to the educational challenges that arise and adapt to the characteristics of the students.
  6. Demonstrate knowledge and apply innovative teaching proposals in the field of English, tailored to the needs of students.
  7. Demonstrate knowledge of Angles resumes of Seconday Education and Baccalaureate.
  8. Demonstrate knowledge of cultural and educational value of the English language and contents of the discipline taught in Secondary Education and Baccalaureate, and integrate this content in the framework of science and culture.
  9. Demonstrate knowledge of teaching strategies and the ability to organize and manage spaces and autonomous forms of learning such as classroom learning.
  10. Demonstrate knowledge of the history and recent developments of English, and his prospects, to convey a dynamic view of the same.
  11. Demonstrate sensitivity and respect for all languages learners and use appropriate resources in the management of multilingualism leading to the valuation of all languages present in the classroom and promote the use of English as the language of communication within the scope of the English classroom.
  12. Demonstrate that it is aware of the theoretical bases that sustain current approaches me teaching English as a foreign language and know how to apply it to practical situations of teaching and learning.
  13. Demonstrate the use of assertive strategies in conflict resolution in the classroom.
  14. Identify problems related to teaching and learning of English and suggest possible alternatives and solutions.
  15. Interpret the different educational needs of students in order to propose the most appropriate educational activities.
  16. Participate in improvement proposals in different areas from reflection based on practice.
  17. Possess learning skills necessary to carry out continuous training in both content and didactics of english, as well as general aspects of teaching.
  18. Select and read critical information relating to language teaching.
  19. Select, use and develop materials for teaching English Language.
  20. Show that a configuration of contexts and situations that favor the use of English in Secondary Education, emphasizing its functional character as a tool for information and communication drives.
  21. Transform the english curriculum in sequences of learning activities and programes of work.
  22. Understand the evaluation as an instrument of regulation and to encourage the effort, and meet and develop strategies and techniques for the evaluation of english learning.
  23. Use information and communications technology and integrate them into the teaching and learning of English.

Content

The module includes two integrated content blocks:
 
BLOCK 1: Teaching innovation and initiation to educational research in the English classroom (6 ECTS)
 
1.1. Learning foreign languages.
  • Theoretical models and approaches to the teaching and learning of foreign languages in the classroom.
  • Linguistic competence, communicative competence, interactional competence.
  • Plurilingualism.
1.2. Teacher training and evidence-based professional development.
  • The teacher as researcher in the classroom. The classroom as a space of inquiry.
  • Introduction to action research.
  • CMethods of collecting, treating and analysing data.
  • The research report as an inquiry into teaching practice.
BLOCK 2: Teaching and learning English (9 ECTS)
 
2.1. Organisation of teaching. Curriculum.
  • Foreign language teaching in public education.
  • Foreign language curricula.
2.2. Organisation of teaching.
  • Learning situations.
  • Task and project-based language learning.
  • Strategies and resources for competence-based assessment.
  • Gender perspective in planning.
  • Inclusion in the foreign language classroom.
2.3. Teaching strategies and teaching resources.
  • Communication in the foreign language classroom.
  • Development and assessment of receptive, productive and interactional skills.
  • Digital resources for teaching and learning foreign languages
  • Managing time and space.
  • Individual work, pair-work and group-work.
  • Cooperative and collaborative learning.
  • Selection, analysis and adaptation of teaching resources and materials.
  • Music and games.

Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
On-campus instructor-led activities (lectures, classroom practice, examples, case studies) 97.5 3.9 1, 3, 4, 5, 6, 7, 9, 11, 12, 13, 14, 15, 16, 18, 19, 20, 22, 23
Type: Supervised      
Specialized or on-campus conferences: attention to groups or individuals 75 3 1, 2, 3, 4, 5, 6, 7, 9, 11, 12, 13, 14, 15, 16, 17, 19, 20, 21, 22, 23
Type: Autonomous      
Distance and autonomous learing activities 202.5 8.1 1, 2, 3, 4, 5, 6, 7, 9, 11, 12, 14, 17, 18, 19, 20, 21, 22, 23

The methodology of face-to-face sessions will combine lectures and teacher-led activities with student-led work, pair-work and group-work, presentations, debates and project-based learning. This requires active participation on behalf of students and the sustained use of English. English is the language in which teaching and assessment activities will be carried out.

This subject includes excursions to different schools.

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.


Assessment

Continous Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Active and collaborative participation in learning and assessment tasks (individual grade, throughout the course) 10% 0 0 1, 2, 3, 5, 9, 13, 16, 17, 18, 22, 23
Written and/or oral activities corresponding to Block 1: mind-map (16%, group grade, January/February) and micro-teaching (20%, individual grade, February/March) 36% 0 0 1, 2, 3, 4, 5, 7, 9, 11, 13, 14, 16, 17, 18, 19, 20, 21, 23
Written and/or oral activities corresponding to Block 2: design of a learning situation (32%, group grade, November/December) and of an assessment strategy (22%, individual grade, January/February) 54% 0 0 1, 3, 4, 5, 6, 8, 10, 12, 14, 15, 16, 18, 22, 23

In order to pass the module it is necessary to meet the following requirements:

In order to pass Teaching English as a Foreign Language it is necessary to have passed each of the two blocks of contents that it is divided into. To pass each of these bocks it is necessary to obtain the grade of PASS in the accurate, fluent and adequate use of English. That is to say, to pass the module it is necessary to accredit:

  1. A PASS in English, which requires demonstrating the efficient, fluent, adequate and accurate use (pronunciation, grammar, vocabulary, spelling, text organisation, etc.) of the language in academic and teaching tasks, demonstrating a C2 level of general communicative competence based on the CEFR as well as classroom interactional competence, which includes being a good language model and an effective and efficient manager of communication in English in order to teach this language.
  2. Minimum attendance in face-to-face sessions of 80%.
  3. A pass in all individual assessment tasks.
  4. A pass in each of the two blocks that make up the module.
  5. Demonstrate at all times an ethical commitment to the deontological principles of the profession. The lack of this commitment automatically leads to failing the module.
  6. It will be necessary to show an attitude compatible with the teaching profession, such as: commitment and responsibility with work, respect, participation, active listening, cooperation, empathy, kindness, punctuality, not judging, arguing, etc.
  7. It is also essential to make appropriate use of electronic devices (mobile, computer, tablet, etc.) in the classroom. These devices can ONLY be used for activities related to the subject.

Assessment activities and dates:

A full program will be provided the first day of class and through the subject's Virtual Campus. Each instructor will explain the tasks and evaluation criteria for the block for which they are responsible.

Assignments will be delivered in the module's virtual classroom. Assignments delivered in incorrect formats, which do not include the names of the authors, or which are delivered after the deadline will not be accepted. The student is responsible for ensuring that the format of the files is compatible with the vitual classroom.

Calculation of the overall grade of the module:

As a general rule, the final grade for the subject is the weighted average obtained from all the assessment tasks in the subject. Therefore, once the requirements indicated in the previous section have been met, the overall grade for Teaching English as a Foreign Language is the result of calculating the weighted average of each of the blocks, according to the relative value of each block, so that the Teaching and learning block has a weight of 60% (54% for assessment tasks, 6% for participation) of the final grade, and the Innovation and research in the classroom block has a weight of 40% (36% for assessment tasks, 4% for participation).

Once officially communicated to students through the course program, assessment dates can only be modified by reasons of force majeure. If this is the case, the change of date will be announced through the subject's Virtual Campus.

 Exceptions:

  • Grades earned on group assessment tasks will average with those earned on individual tasks only if the individual tasks have been passed. If there is a significant difference between the grades obtained in individual assessment tasks and group assessment tasks, the weighted average will not be applied automatically.
  • Quality of academic activity requires active, informed, respectful and purposeful participation of students, both in large group and small group activities, which goes beyond getting good grades on assessed tasks. Students who show a high level of quality in the following indicators may see their final grade for the subject/module increased by up to1point (see 10% of final grade for participation).
    • Rigorous punctuality.
    • Active and respectful listening to classmates and instuctors.
    • Relevant and informed contributions to classroom discussions in the form of questions, facts, opinions, etc.
    • Contributions aimed at achieving balanced and harmonious participation by all the people who make up work groups at any given time.
    • Other indicators of active, informed, respectful and purposeful participation.
  • Copying or plagiarism, both in the case of graded work and of examinations, constitutes a crime that may result in failing thecourse. An assignment, activity or exam is considered to be "copied" when it reproduces all or part of the work of a peer. An assignment oractivity is considered to be "plagiarised" when part of an author's text is presented as one's own without citing the sources, regardless of whether the original sources are on paper or in digital format. Work produced using AI will be considered plagiarised.

Single assessment:

Although due to the characteristics of the subject this option is not advisable, this subject includes the single assessment modality. To qualify, it is necessary to request it within the deadline and following the procedures established by Gestió Acadèmica.

It is necessary to attend a minimum of 80% of the hours assigned to the subject. 

The assessment activities are the same and have the same weight as in continuous assessment, with the exception of group work, which will be presented individually if it is not possible to form a group. In addition, an individual interview may be held to confirm that the work submitted is the student's own.

Thedate for single assessment is Wednesday February 12, 2025. This day all the work and tests will be submitted.

Revision:

When teachers communicate grades to students of the different formal assessment tasks, they will inform of the date, time and place of revision.

Claims:

Demands for clarification or claims about the grades received will be formulated in writing through the Virtual Campus within a week after the revision.

Re-sit:

Students are expected to keep up with the pace of the subject, which includes passing each of the assessment tasks. Students who have handed in 2/3 of the tasks with a minimum average grade of 3.5, will be able to re-take the eligible activities failed on Wednesday March 5, 2025. The grade for each of these activities will not exceed 5 points out of 10.

In case of attendance below 80%, an additional individual assignment will be required that must be submitted in writing and orally in the re-sit period (in addition to the other re-sit assignments). The maximum overall grade for the subject in this case will be a 5 out of 10.

Not assessable:

A grade of not assessed will be obtained if 1) 66% of the assessment activities are not submitted and therefore the student has no right to re-sit, 2) 80% of the classes are have not been attended and a pass grade is not obtained in the re-sit period. In all other cases a numerical grade will be assigned.


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Masats, D. (2016). Recursos y materiales para aprender lenguas. In D. Masats & L. Nussbaum (Eds.), Enseñanza y aprendizaje de las lenguas extranjeras en educación secundaria obligatoria (pp. 225-251). Síntesis.

Masats, D. (2017). Conversation analysis at the service of research in the field of second language acquisition (CA-for-SLA). In E. Moore & M. Dooly (Eds), Qualitative approaches to research on plurilingual education / Enfocaments qualitatius per a la recerca en educació plurilingüe / Enfoques cualitativos para la investigación en educación plurilingüe (pp. 321-347). Research-publishing.net.

Masats, D., & Dooly, M. (2011). Una mirada,desde una perspectiva interactivista, hacía el proceso de construcción de tareas comunicativas. Hechos y Proyecciones del Lenguaje, 20, 100-123.

Masats, D., Noguerol, A., Prat, A. & Vilà, N. (2002). Recursos para el desarrollo de la conciencia lingüística. In J.M. Cots  & L. Nussbaum (Eds.), Pensar lo dicho: la reflexión sobre la lengua y la comunicación en la enseñanza de lenguas (pp. 137-151). Editorial Milenio.

Masats, D., & Nussbaum, L. (Eds.) (2016). Enseñanza y aprendizaje de las lenguas extranjeras en educación secundaria obligatòria. Síntesis.

Masats, D., & Nussbaum, L. (Eds.) (2022), Plurilingual classroom practices and participation: Analysing interaction in local and translocal settings. Routledge.

Mercer,N. (2000). Words and minds: How we use language to think together. Routledge.

Moore, E. (2016). Aprendizaje de lenguas e interacción social. In D. Masats & L. Nussbaum (Eds.), Enseñanza y aprendizaje de las lenguas extranjeras en educación secundaria obligatòria (pp. 35-58). Síntesis.

Moore, E., Deal, M., & Herrera, A. (2021). Making Colin the poet real: English language learning as embodied action, aesthetics and emotion. In E. Moore & C. Vallejo (Eds.), Learning English out of school: An inclusive approach to research and action (pp. 143-160). Peter Lang. 

Moore, E., & Dooly, M. (Eds.) (2017). Qualitative approaches to research on plurilingual education / Enfocaments qualitatius per a larecerca en educació plurilingüe / Enfoques cualitativos para la investigación en educación plurilingüe. Research-publishing.net.

Moore, E., & Hawkins, M. (2021). The affordances of an arts-based approach for building opportunities for young people’s learning. In E. Moore & C.Vallejo (Eds.), Learning English out of school: An inclusive approach to research and action (pp. 99-118). Peter Lang.

Moore, E., & Llompart,J. (2017). Collecting, transcribing, analyzing and presenting plurilingual interactional data. In E. Moore & M. Dooly (Eds.), Qualitative approaches to research on plurilingual education / Enfocaments qualitatius per a la recerca en educació plurilingüe / Enfoques cualitativos para la investigación en educación plurilingüe (pp. 403-417). Research-publishing.net.

Moore, E., & Llompart,J. (2019). De la didàctica de les llengües a la didàctica del plurilingüisme. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 2 (2), 57-65.

Moore, E., & Nussbaum, L. (2016). Plurilingüismo en la formación del alumnado de la ESO. In D. Masats & L. Nussbaum (Eds.), Enseñanza y aprendizaje de las lenguas extranjeras en educación secundaria obligatoria (pp. 15-33). Síntesis.

Moore, E., & Vallejo, C. (Eds.) (2021). Learning English out of school: An inclusive approach to research and action. Peter Lang

Navés, T. (2009). Effective content and language integrated learning (CLIL) programmes. In Y. Ruiz de Zarobe & R. M. Jimenez Catalán (Eds.), Content and language integrated learning: Evidence from research in Europe (pp. 22-40). Multilingual Matters.

Navés, T., Miralpeix, I.,& Celaya, M. L. (2005). Who transfers more ... and what? Crosslinguistic influence in relation to school grade and language dominance in EFL. International Journal of Multilingualism, 2(2), 113-122.

Navés, T., Torras i Cherta, M. R., & Celaya, M. L. (2003). La producción escrita en inglés lengua extranjera en contexto escolar: medición y evolución. Anuari de Filologia, 12, 65-80.

Nikula, T. (2005). English as an object and tool of study in classrooms: Interactional effects and pragmatic implications. Linguistics and Education, 16, 27-58.

Noguerol, A. (2009). Didàctica de les llengües en entorns multiculturals. Perspectiva Escolar, 337, 20-27.

Nussbaum, L. (2003). De cómo aprender lenguas y contenidos curriculares actuando. Aula de Innovación Educativa, 129, 20-23.

Nussbaum, L.(2009). Integrar lengua y contenidos. Cuadernos de Eedagogía, 395, 56-58.

Nussbaum, L. (2016). Estudio de la interacción en el aula de lengua extranjera. In D. Masats & L. Nussbaum (Eds.), Enseñanza y aprendizaje de las lenguas extranjeras en educación secundaria obligatoria (pp.113-142). Síntesis.

Nussbaum, L. (2017). Doing research with teachers. In E. Moore & M. Dooly(Eds.), Qualitative approaches to research on plurilingual education / Enfocaments qualitatius per a la recerca en educació plurilingüe / Enfoques cualitativos para la investigación en educación plurilingüe (pp. 46-67). Research-publishing.net.

Nussbaum, L., & Masats, D. (2012). Socialisation langagière en Catalogne: le mutilinguisme commeétayage de pratiques monolingües. In Dreyfus M. & Prieurs J.M. (Eds.) Hétérogénéié et variation. Perspectives socolinguistiques, didactiques etanthropologiques (pp. 155-167). Michel Houdiard.

Nussbaum, L., & Rocha, P. (2008). L’organisation sociale de l’apprentissage dans une approche par projet. Babylonia, 3, 52-55.

Nussbaum, L., & Unamuno, V. (2000). Fluidité et complexité dans la construction du discours entre apprenants de langues étrangères. Acquisition et Interaction en Langue Etrangère, 12, 27-49.

Pallarés, O., Antorán, A. ,& Julià. M. (2007). A how to…”Guide to drawing up acourse plan for the oposicions. Part Two. APAC Magazine, 62, 53-59

Pallarés, O., Antorán, A., & Julià, M. (2007).Designing a syllabus for oposicions. The Macmillan Magazine, 14 (11).

Pelton, R. P. (2010). Making classroom inquiry work: Techniques for effective action research. Lanham, MD: Rowman & Littlefield Education.

Perez-Vidal,C., & Lorenzo, N., & Trench, M.(2016). Les llengües en l’educació: el plurilingüisme i la internacionalització. Fundació Jaume Bofill.

Pinter, Annamaria (2017). Teaching young language learners. Oxford.

Pratginestós, C. (2022). Interactional competence in transnational plurilingual peer interactions. In D. Masats & L.Nussbaum (Eds.), Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings (pp. 188-199). Routledge.

Rué, J., & Domingo, J. (1991). El treball cooperatiu. L’organització social de l’ensenyament il’aprenentatge. Barcanova.

Sadler, R. & Dooly, M. (2012) Language learning in virtual worlds: Research and practice. In Thomas A M., Reinders H. & Warschauer M. (Eds.), Contemporary computer-assisted language learning (pp. 159-182). Continuum.

Shagoury, R., & Power Miller, B. (2012). Living the questions: A guide for teacher-researchers. Stenhouse Publishers.

Thornbury, S. (2006). An A-Z of ELT. Macmillan.

Torras-Vila, B. (2021). Music as a tool for foreign language learning in Early Childhood Education and Primary Education. Proposing innovative CLIL Music teaching approaches. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 4(1), 35-47.

Tragant, E., Miralpeix, I., Serrano, R., Pahissa, I., Navés, T., Gilabert, R., Serra, N. Cómo se enseña inglés en un grupo de institutos donde se obtienen resultados destacables en la prueba de lengua inglesa en las PAU. Revista de Educación, 363, 60-82.

Walsh, S. (2011). Exploring classroom discourse: language in action. Routledge.

Woodward, T. (2001). Planning lessons and courses: Designing sequences of work for the language classroom. Cambridge University Press.


Software

No specific software is required.


Language list

Information on the teaching languages can be checked on the CONTENTS section of the guide.