Languages and Contexts I
Code: 103699 ECTS Credits: 6| Degree | Type | Year |
|---|---|---|
| Primary Education | OB | 1 |
Contact
- Name:
- Ramon Panyella Ferreres
- Email:
- ramon.panyella@uab.cat
Teachers
- Salvador Comelles Garcia
- Mercè Oliva Bartolomé
Teaching groups languages
You can view this information at the end of this document.
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.
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Catalan. Bloc III: Stories | 5 | 0.2 | 3, 16, 10, 19, 20 |
| Catalan: Part I: Oral Language | 15 | 0.6 | 11, 19, 25 |
| Catalan. Part II: written language | 15 | 0.6 | 22, 17 |
| 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, 13, 5, 10, 12, 22, 17, 4, 26, 25 |
|
Actividad |
Horas |
Metodología |
|
|
Facel large group |
5 |
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 |
40 |
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.
Assessment
Continous Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Catalan. Normative Block Exam: normative grammar test and dictation (individual activity) | 18,75 | 1 | 0.04 | 22 |
| Catalan. Exam Block I (individual activity) | 18 | 1 | 0.04 | 3, 8, 13, 5, 9, 10, 11, 19, 20, 17, 18 |
| Catalan. Exam content Block II (individual activity) | 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 or exam ) | 11,25 | 1 | 0.04 | 2, 3, 6, 10, 23, 14, 21, 18, 7 |
| French. Exam (individual activity) | 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 |
The subject will be assessed throughout the academic year through the activities shown in the grid and on the dates indicated in the schedule and which are also included in this section (see below: "Calendar").
Catalan assessment activities (see the box "Continuous assessment activities")
French language assessment activities:
A Portfolio of reading comprehension activities consisting of a selection of class activities. At the beginning of the course, the teaching staff will determine and publish on Moodle the activities that will form part of the portfolio. These activities will always be carried out in an asynchronous online mode using Moodle questionnaires and must be completed in the periods and times set by the teaching staff.
A reading comprehension exam based on the reading of an article from the educational field. This activity will be carried out online in a synchronous mode.
Assessment activities calendar
Group 21
French L.
Examination and portfolio submission (05/12/2026)
Catalan L.:
Examination 1st block (01/13/2026)
Examination 2nd block (04/7/2026)
Regulatory exam (05/19/2026)
Reading aloud submission (after Christmas holidays)
Delivery of story work 3rd block (last weeks of May)
Group 31
French L.
Examination and portfolio submission (12/4/2025)
Catalan L.
Examination 1st block (01/8/2026)
Examination 2nd block (03/26/2026)
Regulatory exam (05/21/2026)
Reading aloud submission (after holidays) Christmas)
Submission of story work 3rd block (last weeks of May)
Group 41
French L.
Examination and submission of portfolio (11/25/2025)
Catalan L.
Examination 1st block (01/13/2026)
Examination 2nd and 3rd block (05/26/2026)
Regulatory exam (02/24/2025 and 05/19/2026)
Delivery of reading aloud (after Christmas holidays)
Group 71
French L.
Examination and submission of portfolio (05/7/2026)
Catalan L.
Examination 1st block (12/18/2025)
Examination 2nd block (03/19/2026)
Regulatory exam (05/21/2026)
Reading aloud submission (after Christmas holidays)
3rd block story work submission (last weeks of May)
Conditions and requirements for passing the subject
In order to pass the subject, the student must have obtained at least a 5 in each of the languages. Otherwise, they will be considered failed. Likewise, all activities to be assessed within each of the languages must also be passed, at least, with a 5.
The final grade will be obtained from the sum of the grades corresponding to the percentage assigned to each language, also indicated in the grid.
Students who accredit a C2 in Catalan validate the normative block (both tests: test and dictation) with a 5.
To pass the Normative Block (Catalan Language), it is necessary to have obtained a pass in both tests of the block: Dictation and normative test. If at the end of the course in If one of the two is failed, the entire block will have to be repeated the following year (dictation and standard test), in addition, of course, to the rest of the subject content (Catalan/French).
Class attendance is mandatory: students must attend a minimum of 80% of classes in each language. Students who cannot meet this requirement for work reasons do not lose the right to take the exam but will have to take part in the reassessment.
To pass this subject, it is necessary to show an attitude compatible with the teaching profession.
In general, the main criteria that will be applied in the grading of the different assessment activities for each of the languages are: 1) informative rigor and conceptual correctness; 2) clarity and expository coherence (oral and written), and 3)linguistic adequacy and correctness. In Catalan, each spelling, lexical and syntactic error will be penalized with a reduction of 0.125 points in the final grade of each of the assessment activities.
Students who have not completed all the assessment activities will be considered to have failed.
The grades for the assessment activities will be made public between a minimum of 15 and a maximum of 20 working days. The teacher will inform students (Moodle) of the procedure and date for consultation and review of the assessed activities.
The maximum grade that can be obtained in the reassessment of the tests in the normative block is 5 (Catalan Language).
To pass this subject, the student must show, in their use of the Catalan language, both orally and in writing, that they have a level of linguistic competence equivalent to that required at level C1 of the Common European Framework of Reference for Languages.
If the teacher detects blatant copying/plagiarism of a work or an exam, the student will be automatically penalized with a failure for the entire subject, which cannot be re-evaluated.
In this subject, the use of Artificial Intelligence (AI) technologies is not allowed in any of its phases. Any work that includes fragments generated with AI will be considered a lack of academic honesty and will be graded with a 0.
Teachers will ensure the inclusive use of language in the various student assessment tasks.
Repeating students
Students repeating the subject who request it may take a global exam for each of the two languages of the subject. They must request this in writing by email to the teaching staff of each language (deadline for making the request: from the beginning of the course until October 10, 2025).
The contents of Normativa (test and dictation) are exempt from the global Catalan language test/work. To recover this block, students must compulsorily take the tests with the entire group on the days established in the continuous assessment calendar.
For each group, the date of the test or submission of the work will be communicated sufficiently in advance to the students who have taken part.
Repeating students who do not take the global test/work must follow the continuous assessment and take the exams and submit the course work on the same dates as the entire group.
Reassessment
A reassessment (recovery) of the activities not passed is established for all students (continuous assessment and single assessment). The right to reassessment for continuous assessment students has two conditions (UAB regulations): a) having submitted 66% of the assessment; and 2) having a minimum average grade of 3.5.
Students who have passed cannot take the reassessment to raise their grade.
The reassessment will be carried out at the end of the class period for each language.
The reassessment dates are as follows:
French Language: Gr 21 (06/2/2026) Gr 31 (06/4/2026) Gr 41 (06/2/2026) Gr 71 (06/4/2026)
Catalan Language: Gr 21 (06/2 and 16/2026) Gr 31 (06/4 and 18/2026) Gr 41 (06/2/2026) Gr 71 (06/4 and 18/2026)
The Portfolio of Comprehension Activities is excluded from the reassessment (French Language).
Single Assessment
Students who take part in the single assessment must request it within the deadlines established in the regulations of the calendar of the Faculty of Education Sciences.
French language: will consist of the same final exam as that of the students in the continuous assessment: reading an article and answering a reading comprehension questionnaire.
Catalan language: will consist of a) a written exam on the contents of the first two blocks (oral and written). On the same day, students must submit the work corresponding to Block III (analysis of children's stories). Test time: 2 hours; and b) a regulatory exam: grammar test and dictation. Exam time: 2 hours.
All Catalan exams will be held on the same day, along with the single assessment of French language.
Single assessment and reassessment dates
GROUP 21: LiC I (Catalan and French), 05/19/2026. Reav: 06/2/2026.
GROUP 41: LiC I (Catalan and French), 26/05/2026.Reav: 2/06/2026.
GROUP 31: LiC I (Catalan and French), 21/05/2026. Reav: 4/06/2026.
Group 71: LiC I (Catalan and French), 28/05/2026. Reav: 18/06/2026.
Bibliography
Catalan
Specific bibliography on the different topics will be provided directly to students in class as they develop the syllabus.
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
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 |
|---|---|---|---|---|
| (SEM) Seminars | 211 | Catalan | annual | morning-mixed |
| (SEM) Seminars | 212 | Catalan | annual | morning-mixed |
| (SEM) Seminars | 213 | Catalan | annual | morning-mixed |
| (SEM) Seminars | 311 | Catalan | annual | morning-mixed |
| (SEM) Seminars | 312 | Catalan | annual | morning-mixed |
| (SEM) Seminars | 313 | Catalan | annual | morning-mixed |
| (SEM) Seminars | 411 | Catalan | annual | afternoon |
| (SEM) Seminars | 412 | Catalan | annual | afternoon |
| (SEM) Seminars | 413 | Catalan | annual | afternoon |
| (SEM) Seminars | 711 | Catalan | annual | afternoon |
| (SEM) Seminars | 712 | Catalan | annual | afternoon |
| (SEM) Seminars | 713 | Catalan | annual | afternoon |
| (TE) Theory | 21 | Catalan | annual | morning-mixed |
| (TE) Theory | 31 | Catalan | annual | morning-mixed |
| (TE) Theory | 41 | Catalan | annual | afternoon |
| (TE) Theory | 71 | Catalan | annual | afternoon |