ECTS credits ECTS credits: 2
ECTS Hours Rules/Memories Student's work ECTS: 34 Hours of tutorials: 2 Expository Class: 6 Interactive Classroom: 8 Total: 50
Use languages Spanish, Galician, Portuguese
Type: Ordinary subject Master’s Degree RD 1393/2007 - 822/2021
Departments: Galician Philology, Applied Didactics
Areas: Galician and Portuguese Philology, Didactics of Language and Literature
Center Faculty of Education Sciences
Call: First Semester
Teaching: With teaching
Enrolment: Enrollable | 1st year (Yes)
The subject Education and Languages in Galicia aims to introduce future teachers to the sociolinguistic, psychopedagogical, and legislative factors that influence educational practice in a context with two official languages.
More specifically, its objectives are as follows:
To value linguistic diversity as a collective heritage of humanity and to recognize both individual and institutional efforts to preserve it.
To become aware of the sociolinguistic and psychopedagogical factors that must be taken into account in a multilingual school system and to understand the main models of bilingual or multilingual education.
To become familiar with, analyze, and assess the main indicators of the sociolinguistic situation in Galicia and its reflection in the educational field.
To understand, analyze, and assess the school language model in Galicia and the key aspects of the legislation that governs it.
To understand the significance of language planning in the Galician educational system and to be able to participate thoughtfully in the development of a school’s Language Project (Proxecto Lingüístico de Centro).
TOPIC 1: Linguistic unity and diversity in a globalized world. The European Union and languages. Social and educational dimensions of multilingualism and plurilingualism.
TOPIC 2: School language planning in multilingual contexts. Models of bilingual or multilingual education.
TOPIC 3: The sociolinguistic situation of Galicia: quantitative and qualitative indicators of its evolution in recent decades.
TOPIC 4: Languages in the Galician educational system: legislation and language model. Language models in other regions with two official languages.
TOPIC 5: The role of schools in language planning: Language Normalization and Revitalization Teams and the School Language Project (Proxecto Lingüístico de Centro).
The core materials for each topic will be made available for direct consultation on the virtual classroom. Only those sources that appear across multiple topics are listed here.
Decreto 79/2010 para o plurilingüismo no ensino non universitario de Galicia, DOG de 25 de maio de 2010. En https://www.edu.xunta.gal/portal/sites/web/files/protected/content_type….
Dolz, J. e I. Idiazabal (coord) (2013). Enseñar (lenguas) en contextos multilingües. Universidad del País Vasco.
Gallego, I. (2023). "Reflexiones sobre la ecolingüística y su aplicación didáctica", en Pinilla, R. e I. Cruz (2023). Estudios de innovación docente como punto de encuentro de ciencias humanísticas y sociales. Dykinson, 41-55.
Monteagudo, H. (coord.) (2009): Sociedades plurilingües: da identidade á diversidade. Consello da Cultura Galega.
Silva, B., Rodríguez, X. e Vaquero, I. (coords.) (2010): Educación e linguas en Galicia. Universidade de Santiago de Compostela.
SUPPLEMENTARY BIBLIOGRAPHY:
Consello da Cultura Galega (2011). O idioma galego na sociedade. CCG. Tamén en http://www.consellodacultura.org/mediateca/documento.php?id=1785
Consello da Cultura Galega (2012). A(s) lingua(s) a debate. CCG. Tamén en
http://www.consellodacultura.org/mediateca/documento.php?id=1790
Consello da Cultura Galega (2017). Prácticas e actitudes lingüísticas da mocidade en Galicia. CCG. Tamén en http://consellodacultura.gal/publicacion.php?id=4293
Fernández Paz, A., Lorenzo Suárez. A., Ramallo, F. (2007). A planificación lingüística nos centros educativos. Xunta de Galicia.
González, M., C. Guillén e J. M. Vez (2010). Didáctica de las lenguas modernas: competencia plurilingüe e intercultural. Síntesis.
Hermida Gulias, C. (2019). "A diversidade lingüística nos estados. O seu recoñecemento nos textos constitucionais", en A Trabe de Ouro, 112 (2019).
Hermida Gulias, C. (2020). "Percorrido pola presenza da diversidade lingüística nos sistemas educativos de Áfric, América, Asia e o Pacífico", en A Trabe de Ouro, 114 (2020).
Loredo, X. e B. Silva (2020). Avaliación da competencia bilingüe nos idiomas galego e castelán do alumnado de 4º da ESO. Real Academia Galega.
Lorenzo, F., F. Trujillo e J. M. Vez (2011). Educación bilingüe: integración de contenidos y segundas lenguas. Síntesis.
Monteagudo, H., Loredo, X., Vázquez, M. (2016): Lingua e sociedade en Galicia. A evolución sociolingüística 1992-2013. Real Academia Galega
Siguán, M. (2004): Bilingüismo y lenguas en contacto. Alianza Editorial.
Silva, B., Rodríguez, X. e Vaquero, I. (coords.) (2011). A planificación para a normalización lingüística nos centros de ensino non universitarios. Universidade de Santiago de Compostela. Tamén en http://hdl.handle.net/10347/3598
GENERAL COMPETENCES
(CG3) To plan, develop, and evaluate the teaching and learning process by promoting educational practices that facilitate the acquisition of competences specific to each type of education, taking into account the students’ level and prior training, as well as their guidance needs, both individually and in collaboration with other teachers and school professionals.
(CG13) To understand the regulations and institutional organization of the education system, along with the quality improvement models applicable to educational institutions.
(CG16) To work as part of a team with other education professionals, enriching one’s own professional development.
BASIC COMPETENCES
(CB6) To possess and understand knowledge that provides a foundation or opportunity for originality in the development and/or application of ideas, often within a research context.
(CB7) For students to be able to apply the knowledge acquired and their problem-solving skills in new or unfamiliar settings within broader (or multidisciplinary) contexts related to their field of study.
(CB8) For students to be capable of integrating knowledge and handling the complexity of formulating judgments based on incomplete or limited information, including reflection on the social and ethical responsibilities associated with applying their knowledge and judgments.
(CB9) For students to be able to communicate their conclusions—and the knowledge and rationale behind them—to both specialized and non-specialized audiences clearly and unambiguously.
(CB10) For students to possess the learning skills necessary to continue studying in a manner that is largely self-directed or autonomous.
TRANSVERSAL COMPETENCES
(CT3) To foster the ability to work in cooperative and multidisciplinary environments.
(CT4) Informational competence.
OTHER SPECIFIC COMPETENCES
(CE-G8) To promote actions in emotional education, values education, and civic training.
(CE-G9) To participate in defining the educational project and in the general activities of the institution, based on criteria of quality improvement, attention to diversity, and the prevention of learning and coexistence issues.
(CE-G13) To know and apply educational resources and strategies that promote respect for and appreciation of linguistic diversity and its educational implications.
In the development of this course, three methodological principles will be combined: exposition —to facilitate the understanding of key concepts and basic information—, teacher-student and peer interaction —to encourage the exchange of opinions—, and work with documents —to consolidate learning.
In accordance with the organizational structure established for the Master’s program, class sessions will follow both expository and interactive formats. The former will be used to establish guidelines for the didactic development of the course and to provide the necessary information related to the course content. Interactive sessions will be devoted to the analysis of documents or practical cases and to discussion of the core topics of the syllabus.
Tutorial sessions will serve to clarify any doubts and to provide guidance on individual and group assignments.
All necessary materials for classroom activities will be made available through the virtual classroom.
Assessment will combine continuous evaluation with a final test. The instruments and their weight in the final grade will be as follows:
Participation (attendance and individual and group class engagement): 20%. In accordance with the class attendance regulations for official undergraduate and master's degree programs at USC, dated November 25, 2024, attendance and participation shall be considered an additional component of continuous assessment.
Individual assignments involving synthesis and reflection on content: 40%
Final test or applied project: 40%
To pass the course, students must obtain a score in all three components. Attendance control will follow the general regulations of the Master’s program.
SECOND OPPORTUNITY:
The grade obtained in the "participation" component during the first opportunity will be retained, and the "assignments" and the "final test/project" may be retaken.
STUDENTS EXEMPT FROM ATTENDANCE OR WITH A CLASS ATTENDANCE WAIVER:
For students officially exempt from class attendance, assessment will be conducted as follows:
Assignments: 50%
Final test: 50%
These students must contact the course instructor within the first 10 days of the semester, starting from the beginning of teaching activities, to establish an appropriate work plan. This plan must also include the requirement to attend tutorials, seminars, or other activities if deemed necessary.
FRAUDULENT COMPLETION OF ASSIGNMENTS:
According to the Regulations on the assessment of academic performance and review of grades, approved by the Governing Council on June 15, 2011 and amended on April 5, 2017, the fraudulent completion of any assignment required for assessment will result in a fail in the corresponding exam session, regardless of any disciplinary action that may be taken against the offending student.
Therefore, all assignments must be original. Students must reformulate or reinterpret ideas taken from other authors and properly cite all documentary sources used.
Detection of plagiarism in any assignment will result in a failing grade for the course.
Additionally, any assignment found to contain a fraudulent use of artificial intelligence (AI) will result in failure for that evaluation opportunity. This includes any work containing text generated by AI—whether in part or in full—without proper authorship or intellectual contribution from the student.
AI tools may only be used to gather ideas or support content development, but never to write the entire assignment.
The course is worth 2 ECTS credits, which corresponds to 50 hours of student workload. Of these, 14 are face-to-face hours in a classroom group setting, while the remaining hours will be devoted to completing assignments, receiving guidance during individual or group tutorial sessions, and participating in assessment activities.
In addition to regular class attendance and the review of the provided materials, active participation in class discussions is strongly recommended as a fundamental means of self-directed learning and as a contribution to the learning of others.
Student assignments should preferably be submitted via the virtual classroom.
Environmental responsibility: If the instructor requires printed submissions, the following guidelines must be observed:
Avoid plastic covers or other unnecessary external packaging.
Whenever possible, use staples instead of binding.
Print double-sided in “ink-saving” quality.
Do not use blank sheets as dividers between chapters or sections.
Avoid including appendices that are not directly related to the topics developed.
Gender perspective:
It is recommended to use non-sexist language both in daily classroom interactions and in academic assignments.
Use of institutional tools:
The use of the university’s institutional email account (RAI) is mandatory.
Students must also use the official technological tools provided by the faculty, such as the Virtual Campus, Microsoft Office 365, and other tools authorized by the university.
Mobile phones may not be used, except when explicitly permitted by the instructor as a work tool. Students are responsible for the legal and academic consequences of any inappropriate use.
FRAUDULENT COMPLETION OF ASSIGNMENTS:
According to the Regulations on the assessment of academic performance and review of grades, approved by the Governing Council on June 15, 2011 and amended on April 5, 2017, the fraudulent completion of any assignment required for assessment will result in a fail in the corresponding exam session, regardless of any disciplinary action that may be taken against the offending student.
Therefore, all assignments must be original. Students must reformulate or reinterpret ideas taken from other authors and properly cite all documentary sources used.
Detection of plagiarism in any assignment will result in a failing grade for the course.
Additionally, any assignment found to contain a fraudulent use of artificial intelligence (AI) will result in failure for that evaluation opportunity. This includes any work containing text generated by AI—whether in part or in full—without proper authorship or intellectual contribution from the student.
AI tools may only be used to gather ideas or support content development, but never to write the entire assignment.
Please note: Teaching and learning (classes and tutorials) is a private process, understood as a form of communication and exchange between the instructor and the students enrolled in the course.
Compliance with data protection regulations is mandatory:
https://www.usc.gal/es/politica-privacidad-proteccion-datos
María Do Carme Hermida Gulías
- Department
- Galician Philology
- Area
- Galician and Portuguese Philology
- Phone
- 881812002
- Category
- Professor: University Lecturer
Armando Requeixo Cuba
- Department
- Applied Didactics
- Area
- Didactics of Language and Literature
- armando.requeixo.cuba [at] usc.es
- Category
- Professor: LOSU (Organic Law Of University System) Associate University Professor
Maria Lopez Sandez
Coordinador/a- Department
- Applied Didactics
- Area
- Didactics of Language and Literature
- maria.sandez [at] usc.es
- Category
- Professor: Temporary PhD professor