Estudia

• Conèixer els objectius, continguts curriculars i criteris d'avaluació de l'Educació Infantil.
• Relacionar el currículum de l’àrea de Llengües amb la seva didàctica.
• Promoure i facilitar els aprenentatges en la primera infantesa, des d'una perspectiva globalitzadora i integradora de les diferents dimensions cognitiva, emocional, psicomotora i volitiva.
• Dissenyar, planificar l’activitat docent i l’aprenentatge en l’àrea de Llengües.
• Utilitzar correctament tècniques de comprensió i d’expressió oral en anglès
• Dissenyar i regular espais d'aprenentatge que atenguin a les necessitats educatives de l'alumnat, a la igualtat de génere, a l'equitat i al respecte als drets humans, emprant estratègies didàctiques de l'educació artística.
• Abordar amb eficàcia situacions d'aprenentatge de llengües en contextos multiculturals i plurilingües.
• Tenir estratègies i recursos per afavorir la correcta evolució del llenguatge oral i escrit.
• Conèixer l'evolució del llenguatge en la primera infància, saber identificar possibles disfuncions i vetllar per la seva correcta evolució.
• Expressar-se oralment i per escrit i dominar l'ús de diferents tècniques d'expressió.
• Conèixer les implicacions educatives de les tecnologies de la informació i la comunicació i, en particular, de la televisió en la primera infantesa.
• Adquirir hàbits i destreses per a l'aprenentatge autònom i cooperatiu i promoure'l entre els estudiants.
• Analitzar les implicacions educatives de les tecnologies de la comunicació i els llenguatges audiovisuals en l’ensenyament i l’aprenentatge de llengües.

1. Learning literacy skills in English: the initial stages

2. Guidelines for creating a supporting writing classroom

3. Using controlled, guided and free writing activities

4. Assessment and creation of literacy materials and activities.

• Cameron, Lynne (2001 ). Teaching languages to young learners . Cambridge [etc.]: Cambridge University Press. Catàleg
• Ellis, Gail (2002 ). The Primary English teacher's guide (New ed.). Harlow: Pearson Education. Catàleg
• Gautam, Pitamber (2019). Writing Skils: An Instructional Overview. Journal of NELTA Gandaki (JoNG),, 2(), 74-90
• Grabe, William (1996 ). Theory and practice of writing : an applied linguistic perspective . London [etc.]: Longman. Catàleg
• Hedge, Tricia (2000 ). Teaching and learning in the language classroom . Oxford: Oxford University Press. Catàleg
• Lee, I., Mak, P., Yuan, R. E. (2019). Assessment as learning in primary writing classrooms: An exploratory study. Studies in Educational Evaluation, 62(), 72-81
• Polio, C. & Williams, J. (2009). Teaching and Testing Writing. Dins M. H. Long & C. J. Doughty (Ed.), The Handbook of Language Teaching (, p. 486-517). Wiley.
• Reilly, Jackie (cop. 2005 ). Writing with Children . Oxford: Oxford University Press. Catàleg
• Weigle, Sara Cushing (2016). Second language writing assessment. Dins R. M. Manchón & P. K. Matsuda (Ed.), Handbook of Second and Foreign Language Writing (, p. 473-493). De Gruyter Mouton.
• Weigle, S. C. (2004). Integrating reading and writing in a competency test for non-native speakers of . Assessing Writing, 9(), 27-55
• Cruaud, C. (2018). The playful frame: gamification in a French as a foreign language class. Innovation in Language Learning and Teaching, 12(4), 303-343
• Emmitt, M., Hornsby, D., Wilson, L. (2013). The Place of Phonics in Learning to Read and Write.. Australian Literacy Educators’ Association.
• Parveen, S. and Ikhtiar, A. (2023). . Enhancing Language Learning in the Classroom: The Impact of Gamification on Le. Pakistan Languages and Humanities Review, 7(2), 846-854

Activitats d'avaluació:

- In order to pass the course, all assessable activities must be submitted within the established deadline.
- The maximum grade for a recoverable activity is 5 (out of 10).
- It is the student's responsibility to ensure proper linguistic presentation of assessment activities.
- In written assignments, bibliographic references must be correctly cited following APA guidelines.
- Fraudulent completion of the assignments required for the assessment of the course will result in a failing grade for the corresponding official assessment session.
- If AI tools are used, the specific tool must be identified, the nature of its use explained, and it must be referenced in accordance with current APA guidelines. Failure to meet these requirements will be considered fraudulent use.
- In case of doubts regarding the authorship of any assessment activity, the student may be required to attend a face-to-face interview (which may be recorded) in order to verify their knowledge and competencies, and to ensure the authorship of the submitted work. If authorship cannot be confirmed, the assessment will receive a failing grade.

Criteris específics de la nota «No Presentat»:
Students who do not hand in the student's journal will get 'not presented' as a final mark

Students who do not attend 80% of the classes will get 'not presented' as a final mark.

Avaluació única:
If a student cannot attend class regularly due to force majeure, the non-continuous assessment route must be used. In this case, the student must notify the teacher responsible for their group and submit a request to the Academic Secretary within the established period.
The non-continuous assessment consists of a literature review, a written exam, and a brief oral conversation related to the content covered during the module.
Students are expected to prepare for the exam by familiarizing themselves with the materials posted on Moodle.

Requisits mínims per aprovar:
The final average must be at least a 5 to pass the course.

At least, one tutoring session per group is compulsory during the design of the activity/learning material.

Students can arrange a tutoring session whenever it is required.

Lessons are conceived as the proper room and moment for dialogue and discussion, where students will be invited to share their doubts and interests.
Students can contact the lecturer by e-mail whenever it is required.

The students will need to have a good command of English according to the level of the course (B2).