Study programme competencies |
Code
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Study programme competences / results
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A1 |
(CE-G1)Coñecer as características dos estudantes, os seus contextos sociais e motivacións |
A3 |
(CE-G3)Elaborar propostas baseadas na adquisición de coñecementos, destrezas e aptitudes intelectuais e emocionais. |
A8 |
(CE-G8)Promover accións de educación emocional, en valores e formación cidadá |
A9 |
(CE-G9)Participar na definición do proxecto educativo e nas actividades xerais do centro atendendo a criterios de mellora da calidade, atención á diversidade, prevención de problemas de aprendizaxe e convivencia |
A10 |
(CE-G10)Relacionar a educación co medio e comprender a función educadora da familia e a comunidade, tanto na adquisición de competencias e aprendizaxe como na educación no respecto dos dereitos e liberdades, na igualdade de dereitos e oportunidades entre homes e mulleres e na igualdade de trato e non discriminación das persoas con discapacidade |
A11 |
(CE-G11)Coñecer a evolución histórica da familia, os seus diferentes tipos e a incidencia do contexto familiar na educación. |
A13 |
(CE-G13)Comprender as implicacións educativas da situación lingüística galega e adquirir e aplicar criterios, estratexias e recursos pedagóxicos para participar na planificación e desenvolvemento do plano lingüístico do centro. |
A15 |
(CE-E1)Coñecer o valor formativo e cultural das materias correspondentes á especialización. |
A17 |
(CE-E3)Coñecer a historia e os desenvolvementos recentes das materias e as súas perspectivas para poder transmitir unha visión dinámica das mesmas |
C2 |
Dominar a expresión e a comprensión de forma oral e escrita dun idioma estranxeiro. |
C3 |
Utilizar as ferramentas básicas das tecnoloxías da información e as comunicacións (TIC) necesarias para o exercicio da súa profesión e para a aprendizaxe ao longo da súa vida. |
C4 |
Desenvolverse para o exercicio dunha cidadanía aberta, culta, crítica, comprometida, democrática e solidaria, capaz de analizar a realidade, diagnosticar problemas, formular e implantar solucións baseadas no coñecemento e orientadas ao ben común. |
C6 |
Valorar criticamente o coñecemento, a tecnoloxía e a información dispoñible para resolver os problemas cos que deben enfrontarse. |
C7 |
Asumir como profesional e cidadán a importancia da aprendizaxe ao longo da vida. |
Learning aims |
Learning outcomes |
Study programme competences / results |
Ao termo do curso, o alumno deberá ser capaz de comprender
as competencias necesarias implicadas na aprendizaxe dunha lingua.
|
AJ3 AJ15 AJ17
|
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CC2 CC3 CC6
|
Desenvolver materiais que promovan determinadas competencias lingüísticas. |
|
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CC3
|
Fomentar un clima que facilite a aprendizaxe e poña en valor as achegas dos estudantes.
|
AJ8
|
|
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Coñecer e aplicar propostas docentes innovadoras no ámbito da especialización cursada. |
AJ11 AJ15
|
|
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Integrar a formación en comunicación audiovisual e multimedia no proceso de ensino-aprendizaxe. |
AJ9
|
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Coñecer estratexias e procedementos de avaliación e entender a avaliación como un procedemento de regulación da aprendizaxe e estímulo ao esforzo. |
AJ1 AJ10
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Identificar os problemas relativos ao ensino e a aprendizaxe das materias da especialización e expor alternativas e solucións. |
AJ13 AJ15 AJ17
|
|
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Desenvolverse para o exercicio dunha cidadanía aberta, culta, crítica, comprometida, democrática e solidaria, capaz de analizar a realidade, diagnosticar problemas, formular e implantar solucións baseadas no coñecemento e orientadas ao ben común. |
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CC4
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Asumir como profesional e cidadán a importancia da aprendizaxe ao longo da vida. |
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CC7
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Contents |
Topic |
Sub-topic |
Language, Learning and Teaching
|
1 Questions about Second Language Acquisition
– Learner Characteristics
– Learning Processes
– Age and Acquisition
2 Language
3 Learning and Teaching
4 Schools of Thought in Second Language Acquisition
– Structural Linguistics and Behavioral Psychology
– Generative Linguistics and Cognitive Psychology
– Constructivism: A Multidisciplinary Approach
5 Nineteen Centuries of Language Teaching
– The Grammar-Translation Method
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First Language Acquisition
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Age Factors
1 First Language Acquisition
– Theories and Approaches
2 First Language Acquisition Insights Applied to Language Teaching
– The Direct Method
– The Gouin Series
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Human Learning
Styles and Strategies
Personality Factors
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Psychological Factors
1 Human Learning
– Learning and Training
– Types of Learning
– The Audio-Lingual Method
2 Styles and Strategies
– Learning Styles
– Strategies
– The Silent Way
3 Personality Factors
– Affective Factors in Second Language Acquisition
– Motivation
– Desuggestopedia
4 Two more Language Teaching Methods
– Community Language Learning
– Total Physical Response
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Communicative Competence |
Sociocultural Factors
1 Communicative Competence
– Language Functions
– Communicative Language Teaching
– Concept-Based, Task-Based, and Participatory Approaches
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Toward a Theory of Second Language Acquisition
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Linguistic Factors
1 Krashen's Input Hypothesis
– The Natural Approach
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The Post-Method Era |
Putting everything together
– Learning Strategy Trainig
– Cooperative Learning
– Multiple Intelligences
|
Planning |
Methodologies / tests |
Competencies / Results |
Teaching hours (in-person & virtual) |
Student’s personal work hours |
Total hours |
Collaborative learning |
A1 A8 A10 A11 C2 |
10 |
10 |
20 |
Student portfolio |
C4 C7 |
2 |
6 |
8 |
Oral presentation |
A15 A17 C2 C3 C6 |
3 |
17 |
20 |
Workshop |
A3 A9 A13 A15 A17 |
10 |
25 |
35 |
Objective test |
A15 A17 C2 |
3 |
12 |
15 |
|
Personalized attention |
|
2 |
0 |
2 |
|
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies |
Methodologies |
Description |
Collaborative learning |
Traballo en parellas ou grupos reducidos para optimizar a aprendizaxe. |
Student portfolio |
O alumno elaborará un portafolios que inciuirá:
– diversos cuestionarios
– fichas de sobre os distintos métodos de ensino de idiomas
– glosario |
Oral presentation |
Ao longo do curso, cada alumno terá que facer unha presentación oral individual que consistirá na demostración dun dos métodos estudados en clase. |
Workshop |
Taller orientado a identificar os diferentes estilos de aprendizaxe. |
Objective test |
Exame final. |
Personalized attention |
Methodologies
|
Workshop |
Student portfolio |
|
Description |
Os alumnos que necesiten atención personalizada serán atendidos nas horas de titorías. |
|
Assessment |
Methodologies
|
Competencies / Results |
Description
|
Qualification
|
Workshop |
A3 A9 A13 A15 A17 |
Taller práctico. |
20 |
Collaborative learning |
A1 A8 A10 A11 C2 |
Participación en los trabajos en grupo y exposición de los mismos en el aula. |
15 |
Student portfolio |
C4 C7 |
Cuestionarios, fichas y glosario. |
15 |
Objective test |
A15 A17 C2 |
Examen final |
35 |
Oral presentation |
A15 A17 C2 C3 C6 |
Presentación de trabajo individual. |
15 |
|
Assessment comments |
Students are required to attend the compulsory sessions, unless they have applied for exemption within the time period specified by the Academic Commission of the degree, and this exemption
has been granted. This exemption will be valid provided students comply with the rules on attendance in force in the three universities participating in the programme, and provided they comply with the assessment systems which are specified in the teaching guides for each module. Students should be aware, however, that not attending certain classroom sessions may affect their final grades.
Students who have been granted exemption, as specified in the university regulations,will be assessed according to the criteria applied to the July opportunity.
Students who do not submit a supervised project, or who fail to submit at least 50% of the other tasks for assessment, will be graded as absent from assessment (NP: no presentado).
Students who do not pass in the first opportunity will be able to re-sit in July, when they will be required to demonstrate that they have acquired the skills for each module via two types of assessment: a supervised project with the same percentage value and characteristics as in the first opportunity, plus the exercises agreed upon with the lecturer(s) as a substitute for the other activities of the module.
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Sources of information |
Basic
|
Atkinson, Dwight (2011). Alternative approaches to second language acquisition . New York: Routledge
Thornbury, Scott (2006). An A–Z of ELT. Macmillan Books for Teachers
Thornbury, Scott (). An A–Z of ELT. http://scottthornbury.wordpress.com/index/
Richards, Jack (2001). Approaches and Methodos in Language Teaching. Cambridge, CUP
Kumaravadivelu, B (2004). Beyond Methods. New Haven, Yale University Press
Littlewood, William (2002). Communicative Language Teaching. Cambridge, CUP
Brown, Douglas H. (2007). Principles of Language Learning and Teaching. White Planes, NY, Pearson
Nunan, David (2004). Task-based Language Teaching. Cambridge, CUP
Tanner, Rosie & Catherine Green (2009). Tasks for Teacher Education. London, Longman
Brown, Douglas H. (2007). Teaching by Principle. White Planes, NY, Pearson
Larsen-Freeman, Diane (2004). Techniques and Principles in Language Teaching. Oxford, OUP
Kumaravadivelu, B (2008). Understanding Language Teaching. New Jersey, Lawrence Erlbaum Associates |
Additional specific bibliography will be provided for each method. |
Complementary
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Recommendations |
Subjects that it is recommended to have taken before |
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Subjects that are recommended to be taken simultaneously |
Curriculum development and didactics of the foreign language/652609921 | Resources, strategies and didactic materials in the classroom of foreign languages/652609922 | Methodology of the education - learning of the foreign language/652609923 | Evaluation of the education - learning of the foreign language/652609924 | Proxectos de innovación e investigación educativa en linguas estranxeiras/652609E31 |
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Subjects that continue the syllabus |
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