New Foreign Language I: English Course Description 2019-2020 · 2020. 2. 5. · G9. Innovation and...

Teaching English as a Foreign Language I

Didàctica de la Llengua Estrangera I: anglés

Module Guide 2019-2020

Grau de Mestre/a en Educació Primària

Teaching Englih as a Foreign Language I: English. Course description

FLORIDA UNIVERSITÀRIA – Grau en Mestre/a en Educació Primària

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1.- Identification .................................................................................................. 2

2.- Description and general objectives ............................................................... 3

3.- Specific pre-requisites ................................................................................... 3

4.- Competences ................................................................................................ 3

5.- Learning Outcomes ....................................................................................... 6

6.- Activities and methodology ............................................................................ 8

7.- Syllabus......................................................................................................... 9

8.- Assessment ................................................................................................. 11

9.- Students in Special Situations ..................................................................... 13

10. References ................................................................................................. 14

11. Specific regulations .................................................................................... 18

12. Office hours ................................................................................................ 18

© FLORIDA UNIVERSITÀRIA Este material docent no podrà ser reproduït total o parcialment, ni transmetre’s por procediments electrònics, mecànics, magnètics o per sistemes de emmagatzemament i recuperació informàtica o qualsevol altre medi, ni prestar, alquilar o cedir el seu us de qualsevol altra forma, amb o sens ànim de lucre, sense el permís previ, per escrit, de FLORIDA CENTRE DE FORMACIÓ, S.C.V.



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1.- Identification

Subject: 33663 Teaching English as a Foreign Language

Module: Subject / Foreign Language Teacher

Type of module: Elective subject

ECTS: 6 ECTS

Course: Primary Teacher Education

Level/term: Level 3 / 1st term

Department: English Language teaching unit / Education

Teacher: Abraham Cerveró [email protected] Office D.1.1. Ext. 401 Office hours: Mondays: 11:00 – 13:00 Tuesdays: 10:30 - 11:30 Always by appointment and online

Language English



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2. Description and general objectives

This subject is a means to introduce students to the field of language didactics

focusing on foreign language teaching and learning from a dynamic

perspective, which is in keeping with the lifelong learning program fostered by

the European Space of Higher Education.

The course deals with the acquisition of a foreign language in natural and

instructional contexts considering the main theoretical approaches to the topic

in the field of language teaching and learning. This subject also focuses on the

different methods employed in foreign language teaching from a critical as well

as practical perspective.

Students will also be introduced to the educational system, in which the

basic learning contents, objectives and methodology for a foreign language in

Primary Education are determined.

3. Specific pre-requisites

Students are required to prove their competence in English in a standard

of CERF Level B2 or higher. Previous knowledge on language teaching

acquired in the course English language for teachers.

4. Competences

FLORIDA UNIVERSITARIA’S COMPETENCES

G1. ICT

G2. Oral Communication

G3. Written Communication

G4. Foreign Language Proficiency

G5. Team-working

G6. Conflict Solving

G7. Continuous Professional Development

G8. Commitment and Ethics

G9. Innovation and Creativity

G10. Leadership

G11. Self-regulated and efficient learning

COURSE COMPETENCES

BASIC AND GENERAL



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BC1. Ability to possess and understand knowledge on a field of study which is based on the secondary education. It includes some aspects related to this specific knowledge which proceed from the latest research.

BC2. Ability to apply knowledge to his work in a professional way and to be able to be competent on elaborating and defending a position when reasoning and solving problems in the field of study.

BC3. Ability to gather and interpret relevant data in order to explain ideas that support their reasons in topics related to social issues, science or ethics.

BC4. Ability to transmit information, ideas, issues and solutions to a specialized or non-specialized audience.

BC5. Ability to develop Learning strategies to continue their long-life Learning process with a high degree of autonomy.



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GC1. Ability to be proficient in Spanish and Catalan.

GC2. Ability to use ICT tools properly as a usual tool.

GC3. Ability to analyse critically and bring critically in the lectures the most relevant issues to today's society that affect promotes ties between families and schools: social and educational impact of audio-visual languages and screens; changes in gender relations and multicultural, intercultural and intergenerational; discrimination and social inclusion and sustainable development; and also to promote educational actions to prepare for an active and democratic citizenship as well as to be committed to equality, especially among both men and women.

GC4. Ability to promote cooperative learning activities as well as individual effort.

GC5. Ability to assume long-life learning processes with respect pedagogical and social scientific changes.

GC6. Ability to get to know the interaction processes and communication in the classroom.

GC7. Ability to recognize the identity of each educational stage and their cognitive, psychomotor, social, communicative and affective characteristics.

GC8. Ability to design, plan and evaluate coeducational activities for multicultural, multilingual and coeducational contexts.

GC9. Ability to team-work with different teachers to mentor every student individually with regard to the teaching plans in the classroom and other facilities at school.

GC10. Ability to understand and apply basic educational research methods and to be able to design innovative educational projects, and state assessment criteria.

GC11. Ability to understand that systematic observation as an essential means to reflect on the practice and reality, as well as to contribute to the innovation and improvement in education.

GC12. Ability to identify and plan actions for students with special needs and mixed-abilities as well as promoting the acquisition of resources to increase their educational inclusion.

GC1. Ability to be proficient in Spanish and Catalan.

GC2. Ability to use ICT tools properly as a usual tool.

SPECIFIC COMPETENCES



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SC157. Ability to teach foreign languages in Primary Education.

SC158. Ability to design and implementing CLIL projects.

SC159. Ability to Support pre-primary school teachers to teach a foreign language.

SC160. Ability to be able to understand and produce orals and written texts in a foreign language in formal and informal settings.

SC161. Ability to consolidate and acquire basic concepts and terms in the grammatical description of the foreign language with regard to phonology, morphology, syntax, semantics and discourse-pragmatics

SC162. Ability to be aware of one’s learning process and developing learning strategies inside and outside the classroom.

SC163. Ability to get to know the most relevant aspects of the foreign culture: geographical facts, history, literature, social institutions, ways of life and traditions.

SC164. Ability to act as a mediator between mother and foreign languages and cultures.

SC165. Ability to interpret the cultural implications of language uses in an appropriate way.

SC166. Ability to get acquainted with the official curriculum for foreign languages.

SC 167. Ability to analyse the relationship between language theories and the teaching of foreign languages.

SC 168. Ability to get to know and analyse the different theories on the acquisition of a foreign language as well as the teaching approaches and the learning skills involved.

SC169. Ability to get to know the specificity of foreign language teaching in the education system.

SC170. Ability to develop skills in order to teach and learn the communicative competence in a foreign language

SC171. Ability to apply balanced assessment criteria with respect to communicative competence, students’ attitudes and learning processes.

5. Learning Outcomes

Learning Outcomes COMPETENCES



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O1. To have acquired general knowledge on the field of language didactics focusing on the teaching and learning of a foreign language in the current European context.

B2, B3, B4, B5, B6, B7, B8, B9, B10, SC157, SC158, SC159, SC160, SC161, SC167, SC168

O2. To understand the process of the acquisition of a foreign language in natural and instructional contexts considering the main theoretical and methodological approaches within the field from a critical perspective.

B2, B3, B4, B5, B6, B7, B8, B9, B10, SC157, SC158, SC159, SC160, SC161, SC167, SC168

O3. To have acquired knowledge of the basic concepts and factors affecting foreign Language teaching and learning.

B2, B3, B4, B5, B6, SC157, SC158, SC159, SC160, SC167, SC168

O4. To be able to self-monitor the learning process and develop learning strategies in and outside the classroom.

B2, B3, B5, B6, B7, B9, B10, SC157, SC158, SC159, SC160, SC161, SC162, SC163, SC167, SC168

O5. To have acquired knowledge on the school frame within the local educational system, in which the basic learning, contents and methodology for a foreign language in Primary Education are determined.

B2, B3, B5, B6, B7, B9, B10, SC157, SC158, SC159, SC160, SC161, SC162, SC166, SC167, SC168, SC169, SC170

O6. To have acquired general knowledge on the field of language didactics focusing on the teaching and learning of a foreign language in the current European context.

B2, B3, B5, B6, B7, B9, B10, B11, B12, SC157, SC158, SC159, SC160, SC161, SC162, SC163, SC164, SC165, SC166, SC167, SC168



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6. Activities and methodology

The students’ workload in this particular subject is equivalent to 25 hours per

credit. According to this amount, the workload is 150 hours in total;

distributed as follows:

• In-class activities (60 hours)

Although classes will be mostly practical, students should also expect

theoretical classes in which the vocabulary and grammar features and the

contents of the subject will be put into practice. Activities will range from:

lectures, seminars, workshops, team-working, etc… The main objective is

to improve students’ communicative competence.

The guidance and materials necessary for the development of these activities

will be provided to students either during the classes or uploaded on

FloridaOberta. Students are also expected to bring the textbook and

handouts to class on which most activities will be based.

• Self-study activities (90 hours)

The model of the teacher as researcher in the classroom focuses the student

individual activity in the asking of relevant questions and the search,

analysis, processing and later conveying of information. In this sense,

individual and team work will be enhanced. These projects will be oriented,

supervised and assessed by the teacher.

As stated above, the workload is split into the following activities and these

are the approximate percentages of each kind:

IN-CLASS ACTIVITIES

Teaching Model Methodology %

Theoretical Lectures

Brief glance on course contents, debates, problem-solving and activity setting.

25%

Practical Lectures

Analysing and composing texts on language learning and language teaching. Carrying out activities relating theoretical basis with real cases or research.

30%

TEAMWORKING

Doing research on the contents the conditions of language learning. Developing criteria to find out the most suitable methodology with regard to the situation.

20%



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INTERDISCIPLINARY PROJECT

Solving problems and conflicts. Adapting their professional competences to a specific situation on a real school problem Discussing, suggesting, planning, implementing and assessing their intervention with respect to English Language teaching and plurilingualism.

25%

Total (40% of the whole subject hours) 100%

SELF-STUDY ACTIVITIES

Teaching model

Methodology Percentage

TEAM WORK

Doing research on the contents. Developing criteria to find out the most suitable methodology with regard to the situation.

40%

INDIVIDUAL WORK

Students’ own work and study.

60%

Total (60% of the whole subject hours) 100%

7. Syllabus

The contents of this subject focus on the development of competences that

enable future teachers to be familiar with teaching methods, language learning

processes and research trends by practicing the language and developing all

skills defined in the CEFRL.

Contents

Unit 1. An introduction to the Study of SLA.

Second Language Acquisition:

Definition

Disciplines involved

Key terms

Unit 2. Language Learning

Learning a first language

Early childhood bilingualism

Theoretical approaches:

Behaviourism



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Innatism

The interactionist position

Learning a foreign language

Theoretical approaches:

Behaviourism

Innatism

The interactionist position

Unit 3. Individual differences in the acquisition of a foreign language

Internal factors (learners factors)

External factors socio-affective factors

Unit 4. Foreign Language teaching: basic concepts

Learning to learn: Learner strategies

Communicative competence

Interlanguage, input, intake, output, error

Bilingualism, multilingualism, plurilingualism

Unit 5. Methods and approaches in teaching English as a foreign language

Grammar-translation

Audiolingual method

Direct method

Communicative approach:

Natural method

Notional-functional

Task-based Language Teaching and learning

Alternative methods:

Suggestopedia

TPR

Silent way

Unit 6. Content and Language Integrated Learning & Pluriliteracies

Understanding CLIL & Pluriliteracies

Planning, teaching and assessing under a CLIL approach

Use of Pluriliteracies in primary education



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Planning

Coursework Learning outcomes Hours

Defining key terms O1, O3, O4, O5, O6 2

Writing an opinion essay on teaching and learning foreign languages

O1, O2, O3, O4, O5, O6, O7

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Presenting orally individual differences in teaching and learning a FL

O1, O2, O3, O4, O5, O6 4

Designing and delivering a teaching instruction in class following the principles of a given method

O1, O2, O3, O4, O5, O6, O7

4

Identifying CLIL & Pluriliteracies core features and main characteristics

O1, O3, O4, O6, O7 2

8.- Assessment

Assessment methods

ASSESSMENT for IP students

Assessment methods Assessed Learning

outcomes

%

1. Essay: Methods and Language Learning (IW)

O1,O2,O3,O4,O5 30%

2. Presentation: Individual differences (TW)

O1,O2,O3,O4,O5 10%

3. BMELTET participation - (IW) O1,O2,O3,O4,O5 10%

4. Micro-teaching: class +lesson plan (TW)

O3,O4,O5,O6,O7 20%

5. Final Interview (IW) O3,O4,O5,O6, O7 15%

6. Integrated Project. O1,O2,O3,O4,O5,O6 15%

ASSESSMENT for NON-IP students



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Assessment methods Assessed Learning

outcomes %

1. Essay: Methods and Language Learning (IW) O1,O2,O3,O4,O5 30%

2. Presentation: Individual differences (TW/PW) O1,O2,O3,O4,O5 10%

3. BMELTET participation - (IW) O1,O2,O3,O4,O5 15%

4. Micro-teaching: class +lesson plan (TW) O3,O4,O5,O6,O7 20%

6. Final Interview (IW) O3,O4,O5,O6, O7 25%



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Marking

IMPORTANT NOTICE ABOUT PLAGIARISM

Marking

IMPORTANT NOTICE

Plagiarism is the deliberate and significant insertion in your own work of material

from someone else, for instance, a published source such as a book or article,

or another student’s piece of work, without stating the extent or source or

quoting in inverted commas.

ANY INSTANCE OF PLAGIARISM WILL RESULT IN AN INSTANT DIRECT

"FAIL" IN THE MODULE AND THE STUDENT WILL HAVE TO RESIT.

The percentage of each procedure can be modified 5 – 10% depending on

the Covid -19 situation and the completion of the tasks in class.

The final mark of this module will depend mostly on the degree of involvement

of the students in class. Participation is mostly welcome since it is essential in

order to acquire the specific competences and improve your proficiency in the

language. Students will be asked to produce a printed and hand-written copy of

the class dossier to the final interview. Students who do not produce it the day

of the interview will be able to get 5 marks out of 10 in that particular procedure.

Students will be assessed on the basis of continuous evaluation. If a

student fails to attend a minimum of 80% of complete (from the beginning to the

end) lectures, s/he will have to take two exams about all the contents in the

course: one of them will be written 60% of that mark and the other one will be

oral 40%.

Students who should take the resit examination will have to face a written

exam and an oral exam. The written part will stand for 60% of the final mark and

the oral part the 40%.

9. Students in Special Situations

Special regulations with regards to the COVID-19 situation:



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Attendance will be compulsory unless stated otherwise by the authorities.

Students who cannot attend lectures should let the teacher know in advance.

Particularly if they are vulnerable. Students in this particular position must

produce a medical statement to justify their absence from lectures according to

the regulations.

All the students will be assessed on the basis of continuous assessment. If a

student fails to attend a minimum of 70% of lectures, and they can justify with a

contract slip or illness report, they will have to contact the teacher before

October in order to arrange a plan.

Failing to attend lectures will result in the sitting an exam for the 100% of

the subject, the assessment of language skills & use of English will have

the same percentages as for the rest of the students.

Students who are in a vulnerable situation will follow an individual plan and

produce the same outcomes as their counterparts in class.

If the student does not contact the teacher or does not attend classes, they will

have to take a test about all the contents in the course in the first examination

the result of the test will stand for than 50%. In the second examination, the test

will stand for 100%.

Students can have tutorials with the teacher via TEAMS as the presence in class

must be reduced.

If a student is in a special situation they must:

• Contact the teacher at the beginning of the term or as soon as you

know you will not be able to attend the course.

• Carry out all the activities done in classes.

• Meet the rest of the students online outside lectures for cooperative

projects.

10. References

Annotated references:

• Bikandi, U. (ed) (2000) Didáctica de la Segunda Lengua en Educación

Infantil y Primaria. Madrid: Síntesis.



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This manual is a good compendium of appropriate practical issues to be

dealt with when teaching English as a foreign language.

• ESSENTIAL!

Coyle, D., Hood, P. & Marsh, D. (2010). CLIL. Cambridge: Cambridge

University Press.

The theoretical support and explanation for CLIL practice are widely

provided by the authors. The section devoted on how to deal with the

cultural issues is compulsory for trainees.

• Lightbown, P. M., & Spada, N. (2006) How Languages are Learned.

Oxford: Oxford University Press.

A “must” for future teachers and scholars who have just started to deal with

SLA. This manual includes clear and state-of-the-art theories on learning

a first, second or foreign langue theory. A simple and comprehensible

glace at the factors affecting SLA or FLA. A review on clichés related to

learning languages.

• Marsh, D. Mehisto, P. and Frígols, M.J. (2008) Uncovering CLIL. London:

Macmillan.

It is an essential reader for CLIL implementers. It will help teachers and

trainees to find their way through to put CLIL into practice and assess their

lessons.

• ESSENTIAL! Richards, J. C. & Rodgers, T. S. (2014) Approaches and

Methods in Language Teaching. Cambridge: Cambridge University Press.

This FLT best-seller has become a reference book for practitioners,

trainees and researchers in TEFL. It provides thorough information with

respect to language and learning theories supporting approaches and

methods as well as the roles of teachers and students.



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Basic references:

• Cameron, L. (2001) Teaching Languages to Young Learners.

Cambridge: Cambridge University Press.

• Dale, L., & Tanner, R. (2012). CLIL Activities: a resource for subject and

language teachers. Cambridge: Cambridge University Press.

• Ellis, R. (2003) Task-based languages learning and teaching. Oxford:

OUP.

• González Piñeiro, M., Guillén Díaz, C., & Vez, J. M. (2010). Didáctica de

las lenguas modernas: competencia plurilingüe e intercultural. Madrid:

Síntesis.

• Hedge, T. (2002) Teaching and Learning in the Language Classroom.

Oxford: Oxford University Press.

• Lorenzo, F., Trujillo, T., & Vez, J. M. (2011). Educación bilingüe:

integración de contenidos y segundas lenguas. Madrid: Síntesis.

• Ortega, L. (2009). Understanding second language acquisition. London:

Hodder Education.

• VanPatten, B. & Benati, A. (2010) Key Terms in Second Language

Acquisition. London: Continuum.

Complementary references:

• Alcaraz Varó, E. et al. (2003) Enseñanza y aprendizaje de las lenguas

modernas. Madrid: Rialp.

• Cassany, D., Luna, M. & Sanz, G. (2006) Ensenyar llengua. Barcelona:

Graó.

• Council of Europe (2001) Common European Framework of Reference

for Languages Learning, Teaching, Assessment. Cambridge: Cambridge

University Press.

• Hearn, I. Garcés Rodríguez, A. (coord.) (2003) Didáctica del Inglés para

Primaria. Madrid: Pearson Educación.

• Larsen-Freeman, D. (2001) Techniques and Principles in Language

Teaching. Oxford: Oxford University Press.



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• Cambridge ESOL (2008). TKT: Content and Language Integrated

Learning Glossary. Retrieved from:

www.cambridgeesol.org/assets/pdf/resources/teacher/clil_glossary.pdf

E- REFERENCES

• http://www.woodlands-junior.kent.sch.uk/index.html

• http://www.enchantedlearning.com/Home.html

• http://www.factmonster.com/states.html/us.html

• http://www.enchantedlearning.com/usa/statesbw/regions.shtml

• http://www.britishcouncil.org/learnenglish-central-culture-homepage.htm

• http://clic.xtec.net/db/act_es.jsp?id=3299

• http://www.isabelperez.com/grammar.htm

• http://intercentres.cult.gva.es/intercentres/03000710/links.htm

• http://www.learnenglish.de/britishculture.htm

• http://www.ukstudentlife.com/Britain.htm

• http://www.educalim.com/biblioteca/english/Beb1.html

CLIL references

• http://www.ccn-clil.eu/

• http://www.upc.edu/slt/classtalk//

OAPEE - Portfolio

• https://www.oapee.es/e-pel/

• http://epostl2.ecml.at/

Pluriliteracies

https://pluriliteracies.ecml.at/Principles/tabid/4267/language/en-

GB/Default.aspx

http://epostl2.ecml.at/



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11. Specific regulations

Special regulations with regards to the COVID-19 situation:

Attendance will be compulsory unless stated otherwise by the authorities.

Students who cannot attend lectures should let the teacher know in advance.

Particularly if they are vulnerable. Students in this particular position must

produce a medical statement to justify their absence from lectures according to

the regulations.

All the students will be assessed on the basis of continuous assessment. If a

student fails to attend a minimum of 70% of lectures, and they can justify with a

contract slip or illness report, they will have to contact the teacher before

October in order to arrange a plan.

Failing to attend lectures will result in the facing an exam for the 100% of

the subject, the skills’ & use of English assessment will have the same

percentages as for the rest of the students.

Students who are in a vulnerable situation will follow an individual plan and

produce the same outcomes as their counterparts in class.

If the student does not contact the teacher or does not attend classes, they will

have to take a test about all the contents in the course in the first examination

the result of the test will stand for than 50%. In the second examination, the test

will stand for 100%.

Students can have tutorials with the teacher via TEAMS as the presence in class

must be reduced.

If a student is in a special situation they must:

• Contact the teacher at the beginning of the term or as soon as you

know you will not be able to attend the course.

• Carry out all the activities done in classes.

• Meet the rest of the students online outside lectures for cooperative

projects.

12. Office hours and tuition

Office hours are designed to be a time when students can come to a teacher to

ask questions, get additional help or turn in/pick up work from absences. Office

hours provide a tool for teaching student’s responsibility, accountability and

independent learning. Due to the Covid-19 situation, the attention to students and



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tuition will be developed online. Students are kindly requested to set an

appointment via email before contacting via TEAMS. The following tools

will be used:

- Email: Lecturers must be contacted through this mean preferentially.

Before contacting him via Teams, students are requested to send him

an email.

- Florida Oberta: Resources, materials and fora are to be used. Project

papers will be submitted on this moodle. Tests will also take place on

FO.

- Microsoft Teams: synchronous and asynchronous tuition will take

place via this tool. No messages will be answered unless the student

has email the lecturer previously.

Students will be able to gain access to FO only by using Florida’s email address

and this will be the valid mean to contact the lecturer and any other person from

the campus staff.

New Foreign Language I: English Course Description 2019-2020 · 2020. 2. 5. · G9. Innovation and...

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