Study programme competencies |
Code
|
Study programme competences / results
|
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. |
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 |
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. |
A14 |
(CE-G14) Respectar e promover os dereitos humanos, os valores da cultura da paz e dos valores democráticos, e o recoñecemento dos principios e fundamentos da atención á diversidade. |
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 |
A18 |
(CE-E4)Coñecer contextos e situacións en que se usan ou aplican os diversos contidos curriculares |
A19 |
(CE-E5)Coñecer os desenvolvementos teórico-prácticos do ensino e a aprendizaxe das materias correspondentes. |
A27 |
(CE-E13)Identificar os problemas relativos ao ensino e a aprendizaxe das materias da especialización e expor alternativas e solucións. |
A33 |
(CE-P2) Acreditar un bo dominio da expresión oral e escrita na práctica docente |
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 |
To know the history of foreign language teaching and learning fron the Ancient Era to the present. |
AJ15 AJ17 AJ18
|
|
CC2 CC6
|
To know the main foreign language teaching and learning methods, the historical context in which they emerged, the factor influencing their emergence and the theoretical approach on which they are based.
|
AJ10 AJ13 AJ14 AJ15 AJ17 AJ18 AJ19
|
|
CC2 CC4 CC6
|
To be able to critically assess the different foreign language teaching and learning methods and their role in present-day foreign language teaching processes. |
AJ10 AJ13 AJ14 AJ15 AJ19 AJ27
|
|
CC2 CC4 CC6
|
To be able to take advantage of elements from the different foreign language teaching and learning methods for their teaching practice and, particularly, for their lesson design. |
AJ1 AJ3 AJ10 AJ13 AJ14 AJ15 AJ18 AJ27 AJ33
|
|
CC2 CC3 CC4 CC6 CC7
|
Contents |
Topic |
Sub-topic |
0. Introduction |
Questions, Concepts and Definitions. |
1. Teaching language before the 18th Century |
1.1 The Beginning: Mesopotamia, Egypt, Greece, Rome
1.2 Medieval Language Teaching: Scholasticism and Language.
1.3 The Renaissance
1.4 Post-Renaissance: Grammatical vs. Conversational Tradition. |
2. The Classical Period (1750s-1880s) |
2.1 The Grammar-Translation Method |
3. The Reform Period (1880s-1920s) |
3.1 Historical Context and the necessity of reform
3.2 Pre-reformers
3.3 The European Reform Movement
3.4 The Natural Approach
3.5 The Direct Method |
4. Towards a science-based teaching (1920s onwards) |
4.1 Context and Palmer's Oral Method
4.2 Structuralist Methods and the SLT
4.3 The Audio-lingual Method. |
5. Communicative Methods |
5.1 Emergence. The Threshold level project and Notional-Functional Syllabuses
5.2 Communicative Language Teaching
5.3 Task Based Language Teaching
5.4 Content and Language Integrated Learning. |
6. Humanistic Methods |
6.1 General principles
6.2 Total Physical Response (TPR)
6.3 The Silent Way
6.4 (De)Suggestopedia |
7. Wrapping up |
7.1 The Post Method Era
|
Planning |
Methodologies / tests |
Competencies / Results |
Teaching hours (in-person & virtual) |
Student’s personal work hours |
Total hours |
Collaborative learning |
A1 A3 A10 A13 A15 A18 A27 C2 C3 C4 C6 C7 |
10 |
20 |
30 |
Oral presentation |
A1 A3 A10 A13 A15 A18 A27 A33 C2 C3 C4 C6 C7 |
6 |
17 |
23 |
Student portfolio |
A15 A17 A19 C2 C4 C6 C7 |
2 |
8 |
10 |
Workshop |
A3 A13 A14 A15 A17 A18 A27 C2 C4 C6 |
10 |
25 |
35 |
|
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 |
Work in pairs or small groups to boost learning. |
Oral presentation |
Every student will take part in a group oral presentation about one of the methods under study. |
Student portfolio |
Every student will complete a portfolio which will contain a file for every foreign language teaching method under study in the subject. |
Workshop |
A workshop to identify the different learning styles. |
Personalized attention |
Methodologies
|
Collaborative learning |
|
Description |
Students needing personalized attention will be received during tutorial hours. As part of the assessment for the group project (Collaborative Learning), every group will have a Personalized Attention session. |
|
Assessment |
Methodologies
|
Competencies / Results |
Description
|
Qualification
|
Workshop |
A3 A13 A14 A15 A17 A18 A27 C2 C4 C6 |
Set of small tasks to be completed during the course. |
30 |
Collaborative learning |
A1 A3 A10 A13 A15 A18 A27 C2 C3 C4 C6 C7 |
A group project about the utility and the applicability of the different methods to teaching practices nowadays. |
30 |
Student portfolio |
A15 A17 A19 C2 C4 C6 C7 |
An individual portfolio which will contain a file for every foreign language teaching method under study in the subject |
20 |
Oral presentation |
A1 A3 A10 A13 A15 A18 A27 A33 C2 C3 C4 C6 C7 |
Oral presentation of the Group Project, to be marked individually. |
20 |
|
Assessment comments |
Late submissions with no justification will be applied a 25%
penalty. Plagiarised tasks will be given a 0 automatically. Plagiarism
detection tools can be used. Any fault against academic integrity (plagiarism,
copying a task or an exam...) will be penalised, according to the Regulamento
Disciplinar do Estudantado da UdC, articles 10.3.f and 11.4.b, with a
Qualification of Fail (Suspenso) for both opportunities in the Course.
- Non Presentado (NP) Qualification:
To be able to obtain the Non Presentado (NP) qualification,
students must not have handed in the group project (Collaborative Learning) or done their Oral Presentation.
Written activities must meet the minimum requirements of
linguistic correctness (spelling and grammar, punctuation, syntax, lexical
precision, or formal register) students are assumed to have for this level.
Mistakes WILL be penalized.
Students not able to pass the subject in the first opportunity
must sit the second opportunity in July. The proportion of each assessment item
will be the same, although the different tasks will be
changed for new, specific ones. Those parts of the subject that students have
already passed (more than 50% of the marks) in the first opportunity cannot be repeated
for July.
Students will an officially recognised "dispensa
académica" will be assessed following the instructions for the July
opportunity, maintaining the same proportion for the assessment items and
adapting the tasks so that they can be completed asynchronously. Students in
this situation must contact the teachers as soon as they become aware of it.
|
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
|
|
|
Recommendations |
Subjects that it is recommended to have taken before |
|
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 |
|
Other comments |
- Measures in favour of diversity
The subject could be adapted for students requiring the adoption
of specific measures in favour of diversity, according to the instructions of
the Unidade de Atención á Diversidade (https://www.udc.es/cufie/ADI/), with
which you can contact during the periods established by this Unit. You can also
count with the advice from the ADI tutor (pat.filoloxia@udc.gal).
- Measures in favour of equality
In accordance with the various regulations governing university
teaching, it is necessary to incorporate a gender perspective into this
subject. This includes, among other measures, the use of non-sexist language,
bibliographies that are inclusive from a gender perspective, and encouraging
participation from all students in class, regardless of their gender.
We will pay particular attention to identifying and addressing
sexist prejudices and attitudes. We will actively work towards the modification
of this environment and the promotion of values of respect and equality.
Our efforts will focus on detecting cases of gender
discrimination and implementing appropriate actions to rectify such cases. |
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