Estudia

• Relacionar el currículum de l’àrea de Llengües amb la seva didàctica.
• Participar oralment i per escrit en anglès en activitats pròpies de l’àmbit educatiu seguint els models comunicatius formals.
• Fomentar la lectura i el comentari crític de texts relacionats amb els continguts del currículum escolar.
• Fer propostes de seqüències educatives que afavoreixen el respecte i la convivència d’aula.
• Identificar estratègies i recursos per afavorir l’adquisició d’una nova llengua en contextos multilingües i multiculturals.
• Conèixer models de millora de la qualitat amb aplicació als centres educatius.

1. Primary education foreign language teaching and learning.

2. Foreign language teaching approaches and methodologies for primary education classroom, with a focus on competency-based teaching and learning.

3. The curricular dimensions: oral communication, reading comprehension, written expression, knowledge of how language works, literary education, plurilingualism, and interculturality.

4. Activity designs and selection of appropriate topics and materials for foreign language teaching.

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• Cantón Mayo, I., Pérez Barriouluengo, E. (2017). Oral Competence in English at the end of Primary Education. Porta Linguarum, 28(), 37-48
• Cendoya, A. M., Di Bin, V., Peluffo, M. V.. (2008). AICLE: Aprendizaje integrado de contenidos y lenguas extranjeras o CLIL. Puertas Abiertas, 4(4), 65-68
• Cenoz, J., Gorter, D. (2010). The Diversity of Multilingualism in Education. International Journal of the Sociology of Language, (205), 37-53
• Cenoz, J., Gorter, D. (2017). Minority Languages and sustainable translanguaging: threat or opportunity?. Journal of Mulitlingual and Multicultural Development, 38(10), 901-912
• Coral, J., Lleixà, T. (2013). L'aprenentatge integrat de continguts i llengua estrangera a Catalunya. Estudis . Temps d'Educació, (45), 7-16
• Cortina-Pérez, Beatriz. Andúgar, Ana. Álvarez-Cofiño, Angela. Corral, Silvia. Martínez León, Natalia. Otto, Ana (2022). Addressing future challenges in early language learning and multilingual education (1st ed.). Madrid: Dykinson, S.L. Catàleg
• Council of Europe (2007). From linguistic diversity to plurilingual education: Guide for the development o. Recuperat , a https://rm.coe.int/16802fc1c4
• Cruz-Ferreira, M. (2014). Multilingualism: myths and facts.. Polydromo, (7),
• Cummins, Jim (2000). Language, power and pedagogy : bilingual children in the crossfire. Clevedon [etc: Multilingual Matters. Catàleg
• Cummins, Jim (2002). Lenguaje, poder y pedagogía : niños y niñas bilingües entre dos fuegos. Madrid: Ministerio de Educación, Cultura y Deporte. Secretaría General Técnica. Catàleg
• Cummins, Jim (2001). Negotiating identities : education for empowerment in a diverse society (2nd ed.). Los Angeles, CA: California Association for Bilingual Education. Catàleg
• Cummins, Jim. Schecter, Sandra. (2003). Multilingual education in practice : using diversity as a resource. Portsmouth, NH: Heinemann. Catàleg
• Dörnyei, Zoltán. (2008). Estrategias de motivación en el aula de lenguas. Barcelona: UOC. Catàleg
• Ellis, Gail (2019). Teaching children how to learn (1st edition). Stuttgart: Delta Publishing. Catàleg
• Escamilla, Amparo (2011). Las Competencias en la programación de aula : infantil y primaria (3-12 años). Grao. Catàleg
• Escobar Urmeneta, C. (2019). An Introduction to Content and Language Integrated Learning for Teachers and Tea. CLIL Journal of Innovation and Research in Plurilingual and Pluricutural Educati, 2(1), 7-19
• Esteve, O., Atienza, E. (2015). Tender puentes entre lenguas y culturas. Cuadernos de Pedagogía, 458(), 34-39
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Activitats d'avaluació:

- Active and critical participation in all activities will be taken into account.
- To pass the course, all assessable activities must be submitted within the established deadline.
- The maximum grade for a resubmitted/recoverable activity is 5.
- It is the student’s responsibility to ensure the linguistic quality and correct presentation of assessment activities.
- It is mandatory that bibliographic references in assignments be cited correctly using APA guidelines.
- Fraudulent completion of tests or assignments required for course assessment will result in a failing grade in the corresponding official assessment period.
- If AI tools are used, the specific tool used and how it was used must be clearly stated, and it must be cited according to the current APA guidelines (7th edition). Failure to meet these requirements will be considered fraudulent use.
- In cases where there are doubts regarding the authorship of any assessment, the student may be required to attend an in-person interview (which may be recorded) to verify their knowledge and competencies and to confirm authorship of the assessment. If it cannot be confirmed that the student is the author of the work, the assessment will receive a failing grade.

Criteris específics de la nota «No Presentat»:
- A student is considered “Not Assessed” if they do not submit any of the assessable assignments.

Avaluació única:
- If a student cannot attend classes regularly due to force majeure, they must do the non-continuous assessment. In this case, the student must notify the professor responsible for their group and submit an application to the Academic Secretariat within the established period.

- The non-continuous assessment consists in a written exam (40%) plus a brief oral presentation (25%) related to the content worked on during the module. Students are expected to prepare for the exam by familiarising themselves with the material posted on the moodle. Students must also hand in a Compendium of activities and material(35%).

Requisits mínims per aprovar:
- The COIL/group project and the exam must both be passed with a grade of at least 5.
- To pass the course, the final average grade across all assessable activities must be at least 5.

Please contact the professor responsible for your group to arrange tutorial sessions

In addition to communication and interaction in the classroom, the resources available through the Moodle platform and email will also be used.

Please contact the professor responsible for your group if you have any questions or need further clarification.

Students must be able to understand and communicate orally and in writing in English.

For the double-degree group, a COIL activity is planned with students from BSS B. Education Training College in Alathur, India.