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.
• Dominar l'expressió i la comprensió oral i escrita amb correcció en les llengües oficials, l'anglès i, optativament, en altres llengües.
• 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. Oral skills in English: the initial stages of speaking.

2. Guidelines for creating a supporting speaking classroom.

3. Controlled, guided, and free speaking activities implementation.

4. Evaluation and creation of speaking materials.

5. Integration of ICT into the speaking curriculum.

• Murphy, V.A. (2014). Second Language Learning in the Early School Years: Trends and Contexts.. Oxford University Press.
• Kormos, J (2006). peech Production and Second Language Acquisition.. Lawrence Erlbaum Associates..
• Kormos, J (2008). The Role of Attention in Monitoring Second Language Speech Production. Language Learning, 50(2),
• Murphy, V. A., Macaro, E., Alba, S., & Cipolla, C. (2014). The influence of learning a second language in primary school on developing firs. Applied Psycholinguistics, 36(5),
• Estrategias para enseñar speaking en Primaria e Infantil. Recuperat , a https://www.unir.net/revista/educacion/estrategias-para-ensenar-speaking-primaria/?utm_source=chatgpt.com

Activitats d'avaluació:

An individual portfolio will be evaluated through a blog that each student creates.
Students must complete all required entries with the expected level of accuracy. The blog will be evaluated through self-assessment and teacher assessment.

A class performance (both in a school setting and in the classroom) will be delivered and evaluated by the teacher, the student themselves, and their peers.

Class participation will be evaluated by the teacher.

Students who fail the subject or do not meet the minimum compulsory attendance requirements will be required to complete a paper and present their findings orally during the final test date.

Resit Eligibility
Students will only be eligible for the resit if they meet one of the following conditions:
a) They have not passed the continuous assessment, have taken the single assessment on the scheduled date and time, and have failed it;
b) They have taken the single assessment and failed it.

Criteris específics de la nota «No Presentat»:
Students who have not completed any of the assessment activities will receive a "Not presented" grade for the course.

Avaluació única:
This consists of an oral exam based on a research paper students must write on the importance of oral production in learning a foreign language (minimum 5 minutes), plus the blog or site containing all the activities and tasks related to all the units (done individually). Students are expected to prepare for the oral exam by familiarising themselves with the material posted on Moodle. The assessment percentages change in the non-continuous assessment: the 20% previously assigned to class participation is distributed among other sections: 50% blog, 50% test (oral presentation and research paper). To pass the course, students must obtain a minimum grade of 5 in the final exam and must also independently pass the portfolio.

Requisits mínims per aprovar:
Participation in this module is considered to be an essential part of students’ training. In view of this, attendance is compulsory. Students who do not attend at least 80% of classes will be required to sit the Non-Continuous Assessment Exam and tasks at the end of the module.
To pass the subject, a minimum grade of 5.0 is required. Students must obtain a minimum score of 5 in each component in order to have their final grade averaged.

Tutoring will be provided at previously agreed times, either in person or online, depending on each student’s individual circumstances.

The interaction will be primarily in person, but teachers and students may communicate via email, Moodle, and other previously agreed platforms.

According to the level of the subject, students will be required to have a good command of English in order to follow the lessons.

Class sessions will combine teacher explanations, students discoveries, debates, quizzes, and student presentations to share activities. Active participation in the sessions is expected and is considered to be an essential part of the training of future English teachers.

Laptops will be required for work both in and out of class.

The use of artificial intelligence (AI) tools is permitted for certain tasks that students must complete to support their learning and resource development. However, AI tools are not allowed during evaluative activities such as tests, exams, or whenever the teaching staff explicitly indicates their prohibition. If the use of AI is suspected or detected in such cases, the student may be required to retake the test, exam, or assignment and defend their work orally (which may be recorded). This oral defense will serve to verify the student’s competencies and ensure the authenticity of the assessment.