Projects for Teaching and Learning Language
Code: 103536 ECTS Credits: 6| Degree | Type | Year |
|---|---|---|
| Primary Education | OT | 4 |
Contact
- Name:
- Xavier Fontich Vicens
- Email:
- xavier.fontich@uab.cat
Teaching groups languages
You can view this information at the end of this document.
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.
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Groupe sessions | 45 | 1.8 | 1, 8, 7 |
| Type: Supervised | |||
| Tutorials | 30 | 1.2 | 1, 8, 3, 7, 6, 2, 9 |
| Type: Autonomous | |||
| Self-study | 75 | 3 | 1, 8, 7, 6 |
The teaching methodology of this course is based on the premise that knowledge is constructed collaboratively, both between teachers and students and among the students themselves. This construction process is primarily rooted in completing tasks that activate prior knowledge and support the acquisition of new learning, provided directly by the faculty but, more importantly, through shared readings, experiences, and critical reflection.
The course design integrates in-class activities with independent work, all aimed at encouraging active participation and meaningful learning. Lectures and seminars provide space to introduce key concepts and explore the more complex elements of the syllabus, supported by assigned readings and faculty explanations. Throughout the course, students will have access to a range of resources (both those introduced in class and additional materials) that will enrich the learning process. In certain cases, these tasks or materials may be presented publicly as part of the assessment.
Student engagement is further reinforced through the development of an individual learning portfolio, which helps consolidate the content from a reflective standpoint. In parallel, group-based practical activities will be carried out under the guidance of teaching staff during class sessions and, when necessary, in tutorials. The learning experience is completed with self-assessment and peer-assessment dynamics, encouraging critical thinking and collaborative learning.
Attendance is mandatory, and students must attend at least 80% of classes to pass the course.
Fifteen minutes of one class session, according to the schedule set by the department or degree program, will be reserved for students to complete surveys evaluating the teaching and the course.
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 |
|---|---|---|---|---|
| Group project | 35% | 0 | 0 | 4, 3, 7, 6, 9, 5 |
| Learning portfolio | 50% | 0 | 0 | 1, 4, 8, 7, 6, 2, 9 |
| Peer-feedback of the Portfolio | 15% | 0 | 0 | 3, 7, 6, 9 |
To pass this course, students must demonstrate solid general communication skills, both oral and written, in Catalan and/or Spanish. All activities, whether individual or group-based, will be assessed considering linguistic accuracy, clarity of expression, and formal presentation. Any activity that does not meet these criteria may be returned or failed by the instructor. Furthermore, only original work created exclusively by the student or group will be considered valid.
Copying or plagiarism (whether in assignments or exams) is considered a serious academic offense. Any copied or plagiarized work will receive a grade of 0 and will not be eligible for reassessment. Copying is defined as reproducing all or part of a peer’s work, while plagiarism refers to presenting someone else’s text as one’s own without proper citation, whether in print or digital format.
Students can only be assessed if they have attended and actively participated in at least 80% of the in-person sessions. Systematically arriving late or leaving before attending at least two hours of class will result in the loss of this right.
The continuous assessment of the course is based on three activities. The first is the learning portfolio, an individual task that must include class notes, reflections, outlines, personal summaries, texts and activities completed during the course, and any additional materials deemed relevant. This task accounts for 50% of the final grade and must be submitted by January 14, 2026.
The second activity is a peer assessment of the learning portfolio, to be carried out during the session on December 10, 2025. Each student will present the current state of their portfolio to be assessed by a peer. The grade received will not count, but the assessment the student gives will be evaluated by the instructorand will represent 15% of the final grade. Participation is mandatory. If the student does not have an updated portfolio, they will not be allowed to participate and will receive a 0 without the possibility of recovery. In the case of justified medical absences, an alternative option will be offered.
The third activity, worth 35%, involves designing a group project following the PECBaR model (Collaborative Writing Projects Based on Research). The project will be developed both in and outside the classroom and should reflect the content covered in the course. The submission deadline is January 21, 2026.
To calculate the final grade, students must pass both the learning portfolio and the group project with a minimum score of 5 out of 10. If these are not passed but at least two out of the three tasks have been submitted, and the average mark is 3.5 or higher, the student may take a make-up assessment on January 21, 2026, consisting of a written exam. The peer assessment activity is not eligible for resubmission.
The use of AI technologies is allowed only for text correction, translation, or when explicitly required by the instructor. In such cases, students must clearly indicate which parts were generated using AI, specify the tools used, and include a critical reflection on how they affected the process and outcome. Failure to comply will result in a grade of 0 for the activity with no right to resubmission.
Finally, the instructor will return all graded assignments within a maximum of 20 days.
Students who choose the single assessment option must complete all tasks individually and submit them at the end of the course. Additionally, in order to pass the subject, they must take an exam that will include questions on the topics covered throughout the course. Students opting for the single assessment will not submit or receive formative or summative feedback on the continuous assessment activities carried out during the course. All submissions will take place on a single day, which will also include the exam: January 21, 2026. Resit date: January 28, 2026.
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.
Groups and Languages
Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (TE) Theory | 70 | Catalan | first semester | afternoon |