Submitting tasks:

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.

Linguistic correctness

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.

JULY OPPORTUNITY:

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.

DISPENSA ACADÉMICA:

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.

Learning outcomes	Study programme competences
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

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

Methodologies / tests	Competencies	Ordinary class hours	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	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.

Methodologies	Competencies	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
Submitting tasks: 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. Linguistic correctness 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. JULY OPPORTUNITY: 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. DISPENSA ACADÉMICA: 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.

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