Identifying Data 2019/20
Subject (*) Foreign Language Teaching Code 652G01026
Study programme
Grao en Educación Infantil
Descriptors Cycle Period Year Type Credits
Graduate 2nd four-month period
 Third Obligatory 6
Language
English
Teaching method Face-to-face
Prerequisites
Department Didácticas Específicas e Métodos de Investigación e Diagnóstico en Educación
Coordinador
Lasa Álvarez, María Begoña
 E-mail
b.lasa@udc.es
Lecturers
Lasa Álvarez, María Begoña
 E-mail
b.lasa@udc.es
Web
General description Nesta materia introdúcense conceptos fundamentais na área da Didáctica da Lingua Estranxeira en Educación Infantil orientando o proceso de ensino e aprendizaxe dende unha perspectiva crítica e reflexiva. Abordarase a DLE prestando especial atención ás destrezas orais dado que a comprensión e a expresión oral deben entenderse nesta etapa educativa como o punto de partida para o ensino dunha primeira lingua estranxeira. Así mesmo formularase unha revisión de conceptos fundamentais do uso da lingua inglesa que servirán como ferramenta ao estudante non só para abordar os contidos propios desta materia, que serán presentados nesta lingua, senón tamén para o seu futuro como docentes nun espazo europeo plurilingüe.

Study programme competencies
Code Study programme competences
A28 Coñecer experiencias internacionais e exemplos de prácticas de innovadoras en educación infantil.
A40 Promover o interese e o respecto polo medio natural, social e cultural a través de proxectos didácticos adecuados.
A42 Coñecer o currículo de lingua e lectoescritura desta etapa así como as teorías sobre a adquisición e desenvolvemento das aprendizaxes correspondentes.
A43 Favorecer as capacidades da fala e da escritura.
A44 Coñecer e dominar técnicas de expresión oral e escrita.
A45 Coñecer a tradición oral e o folclore.
A46 Comprender o paso da oralidade á escritura e coñecer os diferentes rexistros e usos da lingua.
A47 Coñecer o proceso de aprendizaxe da lectura e a escritura e o seu ensino.
A48 Afrontar situacións de aprendizaxe de linguas en contextos multilingües.
A49 Recoñecer e valorar o uso adecuado da linguaxe verbal e non verbal.
A50 Coñecer e utilizar adecuadamente recursos para a animación á lectura e á escritura.
A51 Adquirir formación literaria e en especial coñecer a literatura infantil.
A52 Ser capaz de fomentar unha primeira aproximación a unha lingua estranxeira.
A54 Coñecer e utilizar cancións para promover a educación auditiva, rítmica e vocal.
A55 Saber utilizar o xogo como recurso didáctico, así como deseñar actividades de aprendizaxe baseadas en principios lúdicos.
A60 Coñecer e aplicar os procesos de interacción e comunicación na aula, así como dominar as destrezas e habilidades sociais necesarias para fomentar un clima que facilite a aprendizaxe e a convivencia.
B7 Comunicarse de maneira efectiva nun contorno de traballo.
B10 Capacidade de análise e síntese.
B11 Capacidade de busca e manexo de información.
B12 Capacidade de organización e planificación.
B15 Capacidade para asumir a necesidade dun desenvolvemento profesional continuo, a través da reflexión sobre a propia práctica.
B16 Capacidade para integrarse e comunicarse con expertos noutras áreas e en contextos diferentes.
B17 Capacidade para presentar, defender e debater ideas utilizando argumentos sólidos.
B18 Capacidade para relacionarse positivamente con outras persoas.
B19 Comunicación oral e escrita na lingua materna.
B20 Coñecemento de outras culturas e de outras costumes.
B21 Coñecemento e comunicación en linguas estranxeiras.
B24 Recoñecemento e respecto á diversidade e á multiculturalidade.
B25 Utilización das TIC no ámbito de estudo e do contexto profesional.
C1 Expresarse correctamente, tanto de forma oral coma escrita, nas linguas oficiais da comunidade autónoma.
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.
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.
C8 Valorar a importancia que ten a investigación, a innovación e o desenvolvemento tecnolóxico no avance socioeconómico e cultural da sociedade.

Learning aims
Learning outcomes Study programme competences
To know and master oral and written expression techniques. A43
A44
A47
A50
 B10
B19
B20
B21
 C1
C2
To understand the passage from orality to writing and to distinguish the different registers and uses of the language. A46
 B12
B15
B17
B18
B21
 C2
To address situations of language learning in multilingual contexts. A42
A48
 B16
B18
B20
B21
 C1
C2
C6
To recognize and value the proper use of verbal and non-verbal language. A49
 B7
B21
B25
 C2
C6
To be able to foster a first approach to a foreign language. A51
A52
A55
A60
 B21
B24
 C2
C7
To learn about international experiences and examples of innovative practices in early childhood education. A28
A40
 B11
 C3
C8
To know and use songs to promote auditory, rhythmic and vocal education. A45
A54

Contents
Topic Sub-topic
1. Didáctica - Models and guidelines for acquiring Foreign Languages.
- Communicative contents in Foreign Languages.
- Elements of the teaching and learning process of Foreign Languages.
- Methodologies for teaching and learning Foreign Languages.
- Spoken expression and comprehension in Foreign Languages.
- Didactic resources and proposals for communication.
- European policies´ analysis concerning acquiring Foreign Languages.
- European Framework of Reference for Languages. Language Portfolio.
- Syllabus for Foreign Languages in Early Childhood Education.
- Cross-curricular projects in Early Childhood Education.
2.Use of English - Use of English contents according to B1/B2 level CEFR

Planning
Methodologies / tests Competencies Ordinary class hours Student’s personal work hours Total hours
Guest lecture / keynote speech A40 A42 A47 A48 A51 A52 A60 B19 B20 B21 B24 C2 24 20 44
Oral presentation A43 A44 A45 A49 A60 B15 B17 B21 C2 4.5 10 14.5
Mixed objective/subjective test A42 A44 A46 A47 B10 B12 B17 B21 C2 1.5 25 26.5
Collaborative learning A40 A42 A50 A54 A55 A60 B7 B16 B18 B25 C1 C6 12 18 30
Document analysis A28 A42 B11 B20 C3 C8 0 23 23
Student portfolio A48 B11 B12 B15 B20 B21 C2 C7 C8 0 10 10
 
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
Guest lecture / keynote speech Oral presentation (using audiovisual material and student interaction) designed to transmit knowledge and encourage learning. Presentations of this type are variously referred to as ‘expository method’, ‘guest lectures’ or ‘keynote speeches’. (The term ‘keynote’ refers only to a type of speech delivered on special occasions, for which the lecture sets the tone or establishes the underlying theme; it is characterised by its distinctive content, structure and purpose, and relies almost exclusively on the spoken word to communicate its ideas.)
Oral presentation Core component of teaching-learning process involving coordinated oral interaction between student and teacher, including proposition, explanation and dynamic exposition of facts, topics, tasks, ideas and principles.
Mixed objective/subjective test Mixed test consisting of essay-type and objective test questions. Essay section consists of open (extended answer) questions; objective test may contain multiple-choice, ordering and sequencing, short answer, binary, completion and/or multiple-matching questions.
Collaborative learning Guided teaching-learning procedures (overseen in person and/or using ICT methods) based on organisation of class into small groups in which students work together to solve tasks assigned by teacher, with aim of optimising their learning experience and that of other members of group.
Document analysis Research skills development involving use of audiovisual and/or bibliographical documents (documentary or film extracts, news items, advertising images, photographs, articles, legal texts, etc.) relating to specific topic of study, with targeted analysis activities. Used as introduction to topic, as focus for case study, to explain abstract processes and present complex situations, or as strategy for synthesising content (theoretical and practical).
Student portfolio Folder or binder divided into clearly marked or labelled sections containing record or products of learning activities performed over a given period, with student’s progress charted through marks achieved and comments of teacher. Portfolio includes: class notes, research, project outlines and development, article analysis, summaries, tests, self-assessment, tasks and task outcomes, teacher’s progress reports, etc.

Personalized attention
Methodologies
Document analysis
Student portfolio
Description
The oral presentations, as well as the assignments carried out throughout the course and the portfolio, may entail the need for personalized attention during office hours.
Students without regular attendence may also receive personalized attention during office hours, or in case they can not attend during that time, a special appointment may be arranged via email or phone.

Assessment
Methodologies Competencies Description Qualification
Mixed objective/subjective test A42 A44 A46 A47 B10 B12 B17 B21 C2 Proba que integra preguntas tipo. probas de ensaio e probas obxectivas.
65
Oral presentation A43 A44 A45 A49 A60 B15 B17 B21 C2 Exposición oral de traballos en grupo. 10
Document analysis A28 A42 B11 B20 C3 C8 Conxunto de procedimentos de ensino-aprendizaxe guiados de forma presencial e/ou apoiados con TIC baseados na organización da clase en grupos pequenos nos que os alumnos e as alumnas traballan na resolución de tarefas orientadas a optimizar o seu propio aprendizaxe.
20
Student portfolio A48 B11 B12 B15 B20 B21 C2 C7 C8 Inclúe os materiais produco das actividades de aprendizaxe realizadas polo alumnado. 5
 
Assessment comments

Assessment for students with regular attendance:

Assessment will be based on the following criteria
and items:

 Assessment criteria:

- Accomplishment of the stated objectives

- Understanding of theoretical and practical
contents

-
Evaluation of collaborative and individual tasks done throughout the year

Assessment
items:

- I.1.
Use of English. 2 marks.

- I.2.
Foreign Language Didactics. 3 marks.

- I.3.
Written expression and comprehension. 1.5 marks.

- I.4.
Project. 2 marks.

- I.5.
Oral presentation. 1 mark.

- I.6.
Portfolio (optional). 0.5 marks.

Items I.1, I.2 and I.3 will be assessed individually
on the date fixed by the official calendar. Items I.4, I.5 will be assessed
individually or in groups (max. 4 students) on the date chosen at the beginning
of the module. Item I.6 is optional.
The portfolio includes written and oral activities, tasks and exercises done in
the classroom. These must be accompanied with a comment or reflection regarding
the application in a Early Childhood classroom.

Items 1, 2, 3, 4 and 5 are compulsory. The final
qualification will be the result of adding each of items´ marks. A failing
grade means that all items must be done once again for the next opportunity.

Assessment for students without regular attendance:

1. Students
with official academic exemption:

According to the law that deals with undergraduate
students at University of A Coruña and their dedication (approved by the Govern
Council on the 29th of May 2012), these students can ask the Dean
for partial time dedication so attendance is not compulsory for them.

2. Students with continuation of studies (repeat
students) 

3. Students who attend lectures less than 80%

Assessment criteria:

- Accomplishment of the stated objectives

- Understanding of theoretical and practical
contents

-
Evaluation of collaborative and individual tasks done throughout the year

Assessment
items:

- I.1.
Use of English. 2 marks.

- I.2.
Foreign Language Didactics. 3 marks.

- I.3.
Written expression and comprehension. 1.5 marks.

- I.4.
Project. 2 marks.

- I.5.
Oral presentation. 1 mark.

- I.6.
Portfolio (optional). 0.5 marks.

Items I.1, I.2 and I.3 will be assessed individually
on the date fixed by the official calendar. Items I.4, I.5 will be assessed
individually on the date chosen at the beginning of the module. Item I.6 is
optional. The portfolio includes
written and oral activities, tasks and exercises done in the classroom. These
must be accompanied with a comment or reflection regarding the application in a
Primary classroom.

Items 1, 2, 3, 4 and 5 are compulsory. The final
qualification will be the result of adding each of items´ marks. A failing
grade means that all items must be done once again for the next opportunity.as probas na súa totalidade na seguinte convocatoria.

Sources of information
Basic

Uso da lingua:

Principal:


- Murphy, Raymond (calqueira edición): English Grammar in Use (with answers). Cambridge. Cambridge University Press. 

Complementaria:

- Bolton, David & Goodey, Noel (1996): English Grammar in Steps (with answers). London. Richmond Publishing.

- Collins & Build: Essential English Dictionary.

- Eastwood, J. (1994): Oxford Practice Grammar (with answers). Oxford. Oxford University Press.

- Hancock, M. (1995). Pronunciation Games. Cambridge. Cambridge University Press.

- McCarthy, M. & O’Dell, F. (1994): English Vocabulary in Use. Cambridge. Cambridge University Press.

- Sánchez Benedito, F. (1991): Gramática inglesa. Madrid. Alhambra Longman.

- Soars, John & Liz, (1991): Headway Pre-Intermediate (Student's Book &    Workbook), O.U. P.

- Swan, M. (1995): Practical English Usage. Oxford. Oxford University Press.

-Swan, M. (2001): The Good Grammar Book. Oxford. Oxford University Press.

Didáctica:

- Brewster J., Ellis G., Girard D. (1992): The Primary English Teacher's Guide. London. Penguin Books.

- Brumfit, C. & Moon, J. and Tongue, R. (1991): Teaching English to Children. Collins ELT.

- Dufeu, B. (1994): Teaching Myself. Oxford. Oxford University Press.

- Ellis G., Brewster J. (1991): The Storytelling Handbook. London. Penguin Books.

- Ellis G. (1997): We're Kids in Britain. Longman.

- Moon, J.(2000). Children Learning English. Macmillan Heinemann.

- Murado, J. (2010). Didáctica de Inglés en Educación Infantil. Ideas Propias.

- Nixon, C. (2005). Primary Pronunciation Games. Oxford: Oxford Universtiy Press.

- Richards, J. (1999). Approaches and Methods in Language Teaching. Cambridge. Cambridge University Press.

- Scott, W. A. & Ytreberg, L. H. (1990).Teaching English to Children. Longman.

- Tejada Molina, Gabriel (1994).  Me and You (Diseño curricular de inglés para principiantes). Jaén. Universidad de Jaén.

- Vale, D. & Feunteun, A. (1995). Teaching Children English. C.U.P.

- Vez Jeremías, J. M. (2000).  Fundamentos lingüísticos en la enseñanza de lenguas extranjeras. Barcelona. Ariel.

- Son moi interesantes os artigos relacionados con este tema e publicados nos diferentes números da Revista Linguaxe e Textos que edita e coordina a área de Didáctica da Lingua e a Literatura do Departamento de Didácticas Específicas da Universidade Da coruña.
Complementary


Recommendations
Subjects that it is recommended to have taken before

Subjects that are recommended to be taken simultaneously

Subjects that continue the syllabus

Other comments

Oral presentations, activities, tasks and the portfolio done throughout the module may need individual support during office hours.

Resources must be used sustainably in order to avoid negative effects on the environment. Therefore, it is recommended to send activities, projects and task online. Otherwise, it is preferable that plastic is not used, double-page printing, recycled paper and avoid printing drafts.

It is crucial to remember the ethical principles regarding sustainability values in professional and personal behaviour.


(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.