Denominación de la asignatura |
Advanced Didactics of the English Language |
Grado al que pertenece |
Maestro en Educación Infantil |
Créditos ECTS |
6 |
Carácter de la asignatura | Optativa |
In this course we will study in depth some of the most important aspects in the language learning process. We will see that learning a foreign language is a different experience than learning other subjects and there are many aspects we need to master when designing curricula, activities or lesson plans. We will start reflecting upon the importance of motivation and how it can influence learners’ attitude towards the learning process. Afterwards, we will focus on interactive learning and we will see different approaches to teach language in an interactive, active and meaningful way. We will then study how to teach listening, speaking, reading and writing, reflecting on the teaching possibilities these four skills have and how we should plan the lessons according to the different types of exercises and the teaching/learning objectives.
As teaching a foreign language is much more than just teaching how to speak and write, we will reflect upon the cultural and intercultural dimension of foreign language learning, focusing on the different stages we must go through to promote an intercultural education which help learners to communicate in a variety of cultural environments and getting over prejudices and stereotypes. Finally, we will focus on a very important aspect which is closely related with motivation: assessment. We will study in depth how to assess using different methods to make learning a much more complete and motivational experience and we will have the opportunity to design our own tests, discuss them and be able to think critically about our teaching and assessing practice.
We will combine both theoretical and practical knowledge and we will design activities, discuss about controversial topics, and read research articles which will help us complement the contents included in the key ideas. In short, we will learn more about how to teach a foreign language from a more advance perspective, developing critical thinking about different topics and being able to put into practice the theoretical contents we will study during the term. Welcome everyone!
Competencias generales
Instrumentales:
Personales:
Sistemáticas:
Competencias específicas
Comunes a todos los perfiles de Maestro:
Específicas de la mención de lengua inglesa:
UNIT 1. Motivation in the English classroom
What is motivation?
Motivation in the L2 classroom
Motivating students: motivational strategies
Basic motivational conditions
Generating initial motivation
Mantaining and protecting motivation
UNIT 2. Interaction in the English classroom
What is interaction? Why is it so important in language learning?
Interactive activities for small and large groups
Teaching grammar using interactive oral activities
Different materials to promote interactive language learning
Using drama in the English classroom
UNIT 3. Oral skills: listening and speaking in the FL classroom
Analysis of different formats for listening lessons
The comprehension approach (CA). Reading versus listening
Different types of listening and appropriate responses
Interaction: integrating speaking and listening
Decoding messages
Decoding and meaning building. The Interactive Compensatory Hypothesis
UNIT 4. Written skills: reading and writing
Reading and reading skills
Jolly Phonics: An Introduction to Literacy Skills.
Designing/using reading comprehension exercises
Reading approaches. Different ways of using texts in the FL classroom
Authentic materials: advantages and disadvantages
Textual intervention
UNIT 5. The role of culture in EFL (English as a foreign language)
English as an international language. Some introductory thoughts on culture
The concepts of multicultural, pluricultural, sociocultural and intercultural
Prejudices and stereotypes in the foreign language classroom
Developmental Model of Intercultural Sensitivity
UNIT 6. Assessing language learning
Key issues in language assessment
What is a good test/ assessment activity?
How to assess oral skills
How to assess receptive skills
Las actividades formativas de la asignatura se han elaborado con el objetivo de adaptar el proceso de aprendizaje a las diferentes capacidades, necesidades e intereses de los alumnos.
Las actividades formativas de esta asignatura son las siguientes:
En la programación semanal puedes consultar cuáles son las actividades concretas que tienes que realizar en esta asignatura.
Estas actividades formativas prácticas se completan, por supuesto, con estas otras:
Bibliografía básica
Los textos necesarios para el estudio de la asignatura han sido elaborados por la Unir y están disponibles en formato digital para consulta, descarga e impresión en el aula virtual.
Bibliografía complementaria
ALADERSON, J. C, CLAPHAM, C. and WALL, D. (1995): Language Test Construction and Evaluation. Cambridge: Cambridge UP.
BARKER, C. (1977): Theatre Games: A new approach to drama training. London: Methuen.
BIRCH, D. (1991): The Language of Drama. London: Macmillan.
BROWN, G. & YULE, G. (1983): Teaching the spoken language. Cambridge: Cambridge University Press.
CARTER, R. and McRAE, J. (1996): Language, literature and the learner. Creative classroom practice. London: Longman.
COLLIE, J. and SLATER, S. (1987): Literature in the Language Classroom. A resource book of ideas and activities. Cambridge University Press.
DÖMYEI, Z. (2001): Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press.
FIELD, J. (2008): Listening in the Language Classroom. Cambridge University Press.
GRAY ROYKA, J. (2002): Overcoming the fear of using Drama in English Language Teaching. Andong National University Language Center (Korea) from The Internet TESL Journal, Vol. VIII, No. 6.
GRELLET, F. (2009): Developing Reading Skills. Cambridge University Press.
HUGHES, A. (2003): Testing for Language Teachers. Cambridge: Cambridge UP.
KRAMSCH, C. (1993): Context and Culture in Language Teaching. Oxford: Oxford University Press.
LAFAYETTE, R. C. (1978): Teaching Culture: Strategies and Techniques. Centre for Applied Linguistics. Virginia: Arlington.
LEE, J. & VAN PATTEN, B. (2003): Making communicative language teaching happen (2nd ed.). Boston: McGraw-Hill.
McRAE, J. (1991/1997): Literature with a small ‘l’. Basingstoke: Macmillan/MEP.
MICCOLI, L. (2003): English through drama for oral skills development. ETL Journal ,Volume 57/2. Oxford University Press.
POPE, R. (1995): Textual Intervention. Routledge (chapters 3 to 5). London.
RIVERS, W. (2000): Interactive language teaching. Cambridge University Press.
ROST, M. (2002): Teaching and researching listening. New York: Pearson.
VANDERSON, A. & LYNCH, T. (1988): Listening. New York: Oxford University Press.
WAJNRYB, R. (2003): Stories. Narrative Activities in the Language Classroom. Cambridge: University Press.
El sistema de calificación se basa en la siguiente escala numérica:
0 - 4, 9 |
Suspenso |
(SS) |
5,0 - 6,9 |
Aprobado |
(AP) |
7,0 - 8,9 |
Notable |
(NT) |
9,0 - 10 |
Sobresaliente |
(SB) |
La calificación se compone de dos partes principales:
El examen se realiza al final del cuatrimestre y es de carácter PRESENCIAL y OBLIGATORIO. Supone el 60% de la calificación final (6 puntos sobre 10) y para que la nota obtenida en este examen se sume a la nota final, es obligatorio APROBARLO (es decir, obtener 3 puntos de los 6 totales del examen).
La evaluación continua supone el 40% de la calificación final (es decir, 4 puntos de los 10 máximos). Este 40% de la nota final se compone de las calificaciones obtenidas en las diferentes actividades formativas llevadas a cabo durante el cuatrimestre.
Ten en cuenta que la suma de las puntuaciones de las actividades de la evaluación continua es de 6 puntos. Así, puedes hacer las que prefieras hasta conseguir un máximo de 4 puntos (que es la calificación máxima que se puede obtener en la evaluación continua). En la programación semanal de la asignatura, se detalla la calificación máxima de cada actividad o evento concreto puntuables.
Obviamente, al tratarse de formación online puedes organizar tu tiempo de estudio como desees, siempre y cuando vayas cumpliendo las fechas de entrega de actividades, trabajos y exámenes. Nosotros, para ayudarte, te proponemos los siguientes pasos:
Recuerda que en el aula virtual de Lo que necesitas saber antes de empezar puedes consultar el funcionamiento de las distintas herramientas del aula virtual: Correo, Foro, Sesiones presenciales virtuales, Envío de actividades, etc.
Ten en cuenta estos consejos…
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