ECTS credits ECTS credits: 6
ECTS Hours Rules/Memories Student's work ECTS: 99 Hours of tutorials: 3 Expository Class: 24 Interactive Classroom: 24 Total: 150
Use languages Spanish, Galician, English
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: English and German Philology, Spanish Language and Literature, Theory of Literature and General Linguistics
Areas: English Philology, General Linguistics
Center Faculty of Teacher Training
Call: Second Semester
Teaching: With teaching
Enrolment: Enrollable
DESCRIPTION OF THIS SUBJECT
Teaching Languages in a Multilingual Context is a required, second-year, Spring semester subject in the BA program in Early Childhood Education Teaching, the BA program in Primary School Teaching and also, the double BA program in Early Childhood and Primary Education Teaching. As its name indicates, this subject will help students to prepare for multilingual classroom contexts in the English language teaching classroom in Early Childhood Education (0-6 years of age).
OBJECTIVES
One main objective of this subject is to provide training for future teachers about how languages are acquired in multilingual contexts, and according to the standards set out by the Common European Framework of Reference for Languages (CEFR). Another main objective is to positively contribute to students’ language learning process so that they reach an appropriate level of knowledge and expertise in their own communicative language skills (B1 level) in English, and, thus, be able to apply this knowledge later on as teachers of early childhood education.
A. CORE SECTION: LANGUAGES IN MULTILINGUAL CONTEXTS
Learning languages in multilingual contexts. Teaching languages from a plurilingual perspective: Criteria to organize school plurilingualism and models for plurilingual teaching.
Integrated language treatment. Sources and instruments: The CEFR and the European language Portfolio.
Students will be trained to understand the nature of multilingual situations, their key concepts and peculiarities, as well as the main problems and solutions posed by this type of learning.
The skills necessary to be able to analyze multilingual situations.
Content related to the assessment of multilingual situations, to the importance of respecting different languages, and their usefulness, and to the idea of multilingualism as an important cultural, historical, and communicative heritage that improves mental skills, and so on.
B. SPECIFIC ENGLISH LANGUAGE SECTION CONTENT LIST
Communicative oral and written skills in a foreign language to reach B1.1 according to the CEFR.
Introduction and/or revision and consolidation of structures, basic grammatical concepts (tenses, frequency adverbs, relative clauses, question forms, passive voice, indirect speech, conditionals, etc.)
Introduction of various semantic fields which should be interiorized (particularly those related to early childhood education.). Acquisition of social formulae for daily interaction and strategies (e. g. repair strategies) to favor verbal and non-verbal communication. The organization of oral and written discourse in a cohesive and coherent manner.
Students will practice their interactive skills of listening, reading, writing, speaking, and mediation in an integrated way in order to reach the expected level of communicative competence. This subject allows students to come in contact with and learn to use vocabulary pertinent for use in the early childhood classroom.
Students will also better these skills through listening activities and reading simple authentic texts, as well as interacting orally and with short, written dialogues taken from real life situations.
Students will develop the ability to appreciate linguistic diversity in a tolerant and respectful way as they trust in their own autonomous learning potential and learn from their own mistakes.
BASIC BIBLIOGRAPHY:
- Latham-Koenig, C, C. Oxenden and J. Lambert. 2019. English File. A2/B1. 4th. ed. Student’s Book and workbook. Oxford: OUP.
COMPLEMENTARY BIBLIOGRAPHY:
- Amengual, Mª; Juan, Mª e Salazar, J. (eds). (2006). Adquisición y aprendizaje de lenguas en contextos plurilingües, ensayos y propuestas aplicadas. Universitat de les Illes Baleares (Actas AESLA).
- Baker, C. & Prys Jones, S. (Eds.) (1998): Encyclopedia of bilingualism and bilingual education. Clevedon: Multilingual Matters.
- Bentley, K. (2009). Primary Curriculum Box: CLIL Lessons and Activities for Young Learners. Cambridge: University Press.
- Cassany, D. (2006). El Portfolio Europeo de las Lenguas y sus aplicaciones en el aula. Madrid: MEC.
- Council of Europe (1992). European Charter for Regional or Minority Languages. Strasbourg. ETS nº 148. Tradución: Carta europea das linguas rexionais ou minoritarias. Consello de Europa: Carta Europea das Linguas Rexionais e Minoritarias. http:// www.galego.org/lexislacion/europea/carta.html
- Council of Europe (2000). European Language Portfolio (PEL): Principles and Guidelines. Strasbourg: Council of Europe. (Document DGIV/EDU/LANG (2000) 33).
- Council of Europe (2001). Common European Framework for Languages: Learning, Teaching, Assessment / Un cadre européen commun de référence pour les langues: apprendre, enseigner, évaluer. Tradución: Xunta de Galicia (2005). Marco europeo común de referencia para as linguas: aprendizaxe, ensino, avaliación. http://www.usc.es/snl/forma/marco.pdf http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf
- Council of Europe (2001b). A Common European Framwork of Reference for Languages: Learning, Teaching, Assessment – A General Guide for Users. Strasbourg: Council of Europe. (Document DGIV-EDULANG (2001) 1).
- Crystal, D. (1987). Enciclopedia del lenguaje de la universidad de Cambridge. Madrid: Taurus, 1994.
- Garrote Salazar, M. (2019). Didáctica de segundas lenguas y lenguas extranjeras en Educación Infantil y Primaria. Madrid: Ediciones Paraninfo.
- Lorenzo, F.; Trujillo, F. & Vez, J. M. (2011) Educación bilingüe. Integración de contenidos y segundas lenguas. Madrid: Síntesis.
- Lorenzo, F. (2005). “Políticas lingüísticas europeas: claves de la planificación y aprendizaje de lenguas en la UE”. En Cultura y Educación, 17 (3), pp. 253-263.
- McKay, P. (2006). Assessing Young Learners. Cambridge: University Press.
- Mendoza Fillola, A. (coord.) (1998). Conceptos clave en Didáctica de la Lengua y la Literatura, SEDLL-ICE Universitat Barcelona-Horsori.
- Palacios Martínez, I. M. (dir.) (2007). Diccionario de enseñanza y aprendizaje de lenguas. Madrid: enclave-ELE.
- Phillips, S. (2008). Incredible English Kit. Oxford: University Press.
- Reilly, V. (2003). Very Young Learners. Oxford: University Press.
- Retter, C. (1995). 77 Language Games for Young Learners. Essex: Longman.
- Richards, Jack C., John Platt e Heidi Platt (1992). Diccionario de lingüística aplicada y enseñanza de lenguas. Barcelona: Ariel, 1997.
- Silva Valdivia, B. (2008). “Lingua e escola en Galicia. Balance e propostas de futuro”. Grial nº 179, pp. 48-59.
- Vez, J. M. (ed.) (2002). Didáctica de la lengua extranjera en educación infantil y primaria. Madrid: Síntesis.
- Xunta de Galicia (2010). Decreto 79/2010, do 20 de maio, para o plurilingüismo no ensino non universitario de Galicia. DOG nº 97 de 25 de maio de 2010, páxina 9.242.
As stated in the official study program for the BA in Early Childhood Education Teaching, students should develop certain abilities in four different areas: basic, general, transversal, and specific skills. They are as follows:
GENERAL SKILLS
G3 Design and regulate learning environments in contexts of diversity in order to pay attention to students’ needs, gender equality, equity and respect for human rights.
G6 Approach language learning situations in multicultural and multilingual contexts efficiently. Be able to express oneself in oral and written communication. Master the use of different techniques of expression.
G11 Elaborate thoughts on classroom practice to innovate and enhance teaching. Acquire habits and skills to promote autonomous cooperative learning among students.
BASIC SKILLS
B2 Students should be able to apply the knowledge they acquire during their career in a profession manner and possess the skills they require to be able to demonstrate this by coming up with and defending any necessary arguments, and by solving problems within their area of study.
B4 Students should be able to convey information, ideas, problems, and solutions to specialized and non-specialized audiences.
B5 Students should have developed the learning skills they need to undertake future studies with a high level of self-direction.
TRANSVERSAL SKILLS
T1 Instrumental knowledge of foreign languages.
T3 Instrumental knowledge of IT.
T4 Informational literacy.
SPECIFIC SKILLS
E44 Understand and master the techniques of oral and written expression.
E48 Manage language learning situations in multilingual contexts.
E52 Be able to promote successful initial contact with a foreign language.
METHODOLOGY FOR CORE SECTION:
The lectures will be fundamentally devoted to the development of the general and specific skills related to the learning of languages in multilingual contexts.
The interactive classes will be based on the comment and debate of oral and written texts as well as solving practical cases in groups. At the same time, the language learning in multilingual contexts will be analyzed, and language teaching and learning from a multilingual perspective will be studied paying special attention to the CEFR and the European language portfolio. The development of the students’ communicative competence will be pursued.
The programmed tutorials will be carried out in the teacher’s office in small groups. The types of activities will focus on the analysis of language learning in multilingual contexts, the study and learning of languages, the development of students’ communicative competence, and the acquisition of oral and written skills. These tutorials have been planned to help students solve problems, as well as to guide and counsel them in such a way as to promote their personal autonomy.
Finally, activities to be undertaken outside the classroom will focus on the development of the analysis of language learning in multilingual context as well as on communicative skills. During these activities, the students will apply and consolidate the knowledge they have acquired and practice their personal autonomy.
The assessment of this section will particularly deal with the level of proficiency that the students demonstrate in the skills developed in the lectures, interactive classes and tutorials.
METHODOLOGY FOR THE ENGLISH LANGUAGE SECTION
All classes will be taught in English.
The lectures will be mainly devoted to the development of the skills needed in the process of the acquisition and learning of a foreign language. Thus, the students’ communicative and pragmatic competence will be developed with certain lexical, morphosyntactic and phonological content that will be proposed for their interiorization. For that purpose, written and oral exercises, such as quizzes, writing, multiple choice, true-false exercises, rewriting activities, filling gaps, drills and speaking, will be carried out.
The interactive classes (in smaller groups) are also intended to help develop the students’ communicative competence, especially their oral skills (listening and speaking), by means of exercises that may include speaking, role-plays, dialogues, and storytelling. IT resources and some written activities will be employed as well. Some of these tasks will be done outside the classroom; the USC online platform as well as the textbook website may be used for this purpose.
Tutorials (individual or in small groups) will be used to counsel and guide students in the acquisition of linguistic knowledge and to solve any problems that might have come about in this foreign language teaching / learning process.
During assessment, the professor will consider how well the students have actively participated in the above sessions, and also monitor not only the acquisition of linguistic and methodological contents, but also, how well the students have progressed in the development of their communicative skills.
Assessment will be based, in part, on the continuous evaluation of the student throughout the semester, and in accordance with the official examination periods.
The grading, for each section, will be based on the similar criteria listed below.
FIRST PERIOD OF ASSESSMENT**:
GROUP 1: Students who regularly attend classes:
(A.1) --Preparation and active participation in the classroom:15%
(Positive assessment will be given to the students who excel in their work, attend classes regularly, display a positive attitude to learning, and actively participate in the proposed activities.)
(A.2) --Continuous evaluation of supervised activities: 20%
(B.1)- Final project: 30%
(C.1) - Final written and oral exam: 35 %
(Written exams will be held on the dates officially set by the Faculty.)
GROUP 2: Students who are legally exempt from attending classes*:
(A.1 & A.2) -Active participation in the online classroom and assigned homework: 35%
(Positive assessment will be given to the students who excel in their work, make appropriate use of the virtual classroom, display a positive attitude to learning, and actively participate in the proposed activities.)
(B.1) -Final project: 30 %
(C.1) -Final written and oral exam: 35%
(Written exams will be held on the dates officially set by the Faculty.)
*STUDENTS WHO ARE LEGALLY OR PARTIALLY EXEMPT FROM ATTENDING CLASS SESSIONS should get in touch with the professors in charge of this subject during the first two weeks of class in the Spring semester.
As observed in the above list, for both groups 1 and 2, the preparation of the activities assigned and active participation in the classroom (A.1), as well as the continuous evaluation grade (A.2) make up a significant percentage of the final grade for this subject. Students will not be able to redo A.1 or A.2 if they do not pass them while classes are being held.
Students will pass this subject if they do so simultaneously in the other two areas (B.1 and C.1) as listed above; should they pass only one of them, they will be entitled to keep this mark in the second exam period in July; therefore, they will retake only the area previously graded as Fail.
SECOND PERIOD OF ASSESSMENT:
The students who have passed a section of the first exam period may retain it for this exam, in any case the evaluation system is the same as above.
STUDENTS WHO NEED TO RETAKE THIS SUBJECT:
Students who need to redo this subject, and who have passed the continuous evaluation part of the subject from the work done in class during the academic term may keep this part of their mark accordingly. However, if they have not passed the continuous evaluation part of the subject, they will need to redo the entire subject.
PLEASE NOTE**:
**In any case, for all exam periods, students must pass all the areas listed above in order to receive a passing final grade for this subject.
**Furthermore, students will receive a grade for the CORE SECTION and a grade for the SPECIFIC ENGLISH LANGUAGE SECTION of this subject. The CORE SECTION will make up 35% of the FINAL SUBJECT GRADE and the SPECIFIC ENGLISH LANGUAGE SECTION will count for 65% of the FINAL SUBJECT GRADE. Students must pass both sections in order to obtain a passing final grade for this subject.
**In the event that fraudulent or plagiarized work be submitted for exercises or tests, the terms stated in the “Normativa de avaliación do rendemento académico dos estudantes e de revision de cualificacións” will be applied.
As specified in the official study program for this degree program, this six-ECTS-credit subject will require 150 hours of work by the students: 51 class hours (24 hours of theoretical lectures, 24 hours of interactive seminars, 3 hours of tutorials and 4 hours for the final exam) and 95 hours of autonomous learning. With respect to the students’ workload, apart from the orientations and suggestions provided by the professors in charge during the class period, see also RECOMMENDATIONS FOR THE STUDY OF THIS SUBJECT (below).
The work carried out for this subject should be done according to the standards and specifications set out by the professors. Since this course is part of students’ preparation for their professional future, all assigned tasks must be completed as instructed and turned in on time.
In addition, all the activities turned in for grading must include the consulted bibliographic sources used in the documentation of the work and these sources must be cited according to academic standards for bibliographic and digital citation*. See IMPORTANT NOTICE below.
*IMPORTANT NOTICE: In the USC Rules for Academic Performance (DOG 21 from 21 July, 2011, Art. 16) presenting fraudulent academic work for any type of final evaluation is penalized with a “Fail” in the corresponding exam period. Turning in this type of work may also result in a disciplinary process for the offender. Hence, any detection of plagiarism in any of the academic work turned in for grading in this subject will be penalized with a “Fail” in this subject, even when the student has passing marks in other areas of evaluation. As “plagiarism” we understand when an academic paper includes any partial or complete copy, in literal form or not, of content, or ideas published in other academic papers or in any other type of published format (paper or Internet), and where the student does not cite the source from which the said content or idea was taken. Students who fail because of plagiarism will not be allowed to take part in the second chance exam period.
--Initial level of communicative competence in English, at least A2 (CEFR)
--Instrumental and grammatical mastery of L1/L2.
--Regular class attendance and active participation in class will help the students to improve their performance in both written and oral English. After the completion of an area of study, students are expected to continue their preparation of the vocabulary and/ or tasks assigned using the means provided for them with the online textbook materials and the resources available in the USC online classroom. During the academic year written work may be assigned to allow for the practice of this skill. In order for this practice to be evaluated, all written work must be typewritten, double-spaced, and turned in on time.
--Using bilingual (English-Spanish) dictionaries, monolingual dictionaries (English-English) and basic English Grammar sources, and other resources as needed to consult and study certain concepts (especially those related to language, linguistics and language teaching) is recommended.
--Complete and turn in assigned work during the class period and as per the continuous evaluation method. Do not wait until the end of the semester to prepare this subject.
--Make an effort to improve oral and written linguistic competences. Pay attention to your linguistic production and try to express yourself clearly and appropriately.
PLEASE NOTE: In the event that fraudulent or plagiarized work be submitted in exercises or tests, the terms stated in the “Normativa de avaliación do rendemento académico dos estudantes e de revision de cualificacións” will be applied. See “IMPORTANT NOTICE” above in the “STUDY TIME AND INDIVIDUAL WORK” section.
Jodee Anderson Mcguire
- Department
- English and German Philology
- Area
- English Philology
- Phone
- 982824713
- jo.anderson [at] usc.es
- Category
- Professor: Temporary PhD professor
Iván Enríquez Martínez
Coordinador/a- Department
- Spanish Language and Literature, Theory of Literature and General Linguistics
- Area
- General Linguistics
- Phone
- 982821026
- ivan.enriquez.martinez [at] usc.es
- Category
- Professor: Temporary PhD professor
Veronika Prokopova
- Department
- English and German Philology
- Area
- English Philology
- veronika.prokopova [at] usc.es
- Category
- Professor: Reader
Wednesday | |||
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12:00-13:30 | Grupo /CLE_01 | Spanish, English | Classroom 22 |
16:00-17:30 | Grupo /CLIS_03 | Spanish, English | Classroom 23 |
Thursday | |||
12:00-13:30 | Grupo /CLIS_02 | English, Spanish | Classroom 26 |
13:30-15:00 | Grupo /CLIS_01 | Spanish, English | Classroom 26 |
05.29.2025 16:00-18:00 | Grupo /CLE_01 | Classroom 29 |
06.23.2025 09:00-10:00 | Grupo /CLE_01 | Classroom 29 |