ECTS credits ECTS credits: 6
ECTS Hours Rules/Memories Student's work ECTS: 102 Hours of tutorials: 6 Expository Class: 18 Interactive Classroom: 24 Total: 150
Use languages Spanish, Galician
Type: Ordinary subject Master’s Degree RD 1393/2007 - 822/2021
Departments: Applied Didactics
Areas: Didactics of Language and Literature
Center Faculty of Education Sciences
Call: Second Semester
Teaching: With teaching
Enrolment: Enrollable | 1st year (Yes)
The fundamental objective is to identify, analyze, and assess the linguistic and literary knowledge outlined in the curricula for the subject area of Language and Literature in secondary education, as well as to become familiar with basic strategies for didactic planning in this area and be able to apply them in practical scenarios. The course also aims to understand the role of linguistic knowledge in the development of communicative skills and to value the importance of literary reading in secondary education.
This general objective can be specified through the following goals:
To train future teachers to plan lessons and design didactic units in the area of Spanish Language and Literature for ESO and Bachillerato students from diverse backgrounds and contexts.
To instill in future educators the sociolinguistic awareness and sensitivity required for teaching language and literature in a multilingual context.
To develop an in-depth understanding of the Spanish Language and Literature curriculum across the different levels of secondary education and to transform curricular guidelines into structured programs of activities and tasks.
To manage curricular materials, learn to select those that are most engaging, effective, and appropriate to the curricular level, and to create them personally using criteria of motivation, effectiveness, and adaptation to specific contexts or student needs.
To familiarize students with the various curriculum-related documents and with the process of developing course plans, lesson plans, and didactic units for the subject “Spanish Language and Literature.”
To prepare students to teach language and literature in a technological environment, using ICT tools as sources of curricular materials, work tools, and platforms for developing online resources, as well as mastering new communicative strategies required by these evolving contexts.
To reflect on the pedagogical implications and didactic consequences of a pragmatic theoretical framework focused on the development of linguistic competences and language use in various social contexts.
To become familiar with young adult literature and be able to select motivating and appropriate reading texts for the different levels of secondary education, with the goal of fostering a love of reading and adopting it as a source of leisure, knowledge, and enjoyment.
To learn literary workshop techniques adapted to different levels of secondary education that encourage not only passive reception of literary texts, but also creative engagement and original production.
To master strategies aimed at improving different aspects of linguistic competence (spelling, punctuation, writing, oral expression, etc.) across all levels of secondary education.
To understand the learning challenges faced by immigrant students who do not speak Spanish as a native language and to practice designing specific curricular materials to support them.
To become familiar with assessment methods and techniques related to the curricular aspects of Spanish Language and Literature, and to understand assessment as a tool for regulating learning and encouraging student effort.
To reflect on classroom practices with the aim of innovating and improving teaching performance, and to acquire habits and skills for autonomous and cooperative learning, while promoting them among students.
1. The teaching and learning of Spanish Language and Literature in Compulsory Secondary Education (ESO) and Bachillerato.
2. Curricular sources, objectives, contents, and assessment criteria in the DCBs (Basic Curricular Designs) for the areas of Galician Language and Literature and Spanish Language and Literature in ESO and Bachillerato. The Spanish Language and Literature curriculum in Compulsory Secondary Education and Bachillerato. Understanding the curriculum and developing classroom materials. The new LOMLOE framework.
3. Development of oral competence.
4. The promotion of reading and the development of written and discursive competence in Secondary Education.
5. The role of grammar in ESO and Bachillerato: communicative approach and grammatical contents. The role of grammar in the development of communicative skills.
6. Reading, literature, and literary education in Secondary Education and Bachillerato.
6.1. Young adult literature and criteria for selecting literary texts for use with Secondary Education students.
6.2. Literary workshops: activities to promote literary creativity. Literary contests aimed at Secondary Education (Minerva Awards, Coca-Cola Contest for 2nd-year ESO students, etc.) and school library reading clubs: case analysis and real experiences.
6.3. The reading plan in secondary schools.
6.4. Literary history and other perspectives: applications of systems theory and Cultural Studies in Secondary Education.
6.5. Updating text commentary practices within a post-formalist paradigm.
7. Iconic-verbal communication: communicative competence and new technological contexts and developments.
8. The press and media in the subject of Spanish Language and Literature in Secondary Education.
9. Media and new technologies in the teaching of language and literature.
10. The integrated approach to language and literature in secondary education. New methodologies in language and literature teaching.
11. Teaching materials in the areas of language and literature: criteria for analysis and evaluation. The contact between Galician and Spanish and its didactic implications.
Required bibliography:
Durán, C., G. Jover, R. Linares e M. Manresa (2022). Secuencias didácticas de reflexión sobre la lengua. https://sites.google.com/view/reflexion-sobre-la-lengua/inicio
García Gutiérrez, Mª E. (coord.) (2006). La educación lingüística y literaria en secundaria: materiales para la formación del profesorado. Vol. I, La educación lingüística. Vol II, La educación literaria. Consejería de Educación / Univ. de Murcia.
Jover, G. (2022). Itinerarios de lectura literaria para la ESO
https://sites.google.com/view/itinerariosdelecturaliteraria/eso
Mata, Juan, Mª del Pilar Núñez et. al. (2015). Didáctica de la lengua y la literatura. Pirámide.
Supplementary bibliography:
Álvarez Angulo, Teodoro (2010). Competencias básicas en escritura. Barcelona: Octaedro.
Barragán, C. et al. (2005). Hablar en clase: cómo trabajar la lengua oral en el centro escolar. Barcelona: Graó.
Calsamiglia, H. e Tusón, A. (1999). Las cosas del decir. Manual de análisis del discurso. Barcelona: Ariel.
Colomer, T. e Camps, A. (1996) Enseñar a leer, enseñar a comprender. Madrid: Celeste/MEC.
Gúrpide Ibarrola, C; N. Falcó Avellana; A. Bernad Puig (2010). Espejos de la ficción. Los talleres de escritura. Pamplona: Pamiela Editorial.
Hernández, A. (2005). Mejorando la composición escrita: estrategias de aprendizaje. Málaga: Aljibe.
Janer Manila, G. (1989). Pedagogía de la imaginación poética. Barcelona: Aliorna.
Jover Gómez Ferrer, G. (2007). Un mundo por leer. Educación, adolescentes y literatura. Barcelona: Octaedro.
Leibrandt, I. (2008). Las herramientas electrónicas en la didáctica de la literatura. Navarra: Eunsa.
Lomas, C.; Osoro, A. e Tuson, A., (1993) Ciencias del lenguaje, competencia comunicativa y enseñanza de la lengua. Barcelona: Paidós.
López Morales, H. (1991). “La enseñanza del español como lengua materna”. Actas del II Seminario Internacional sobre aportes de la lingüística a la enseñanza del español como lengua materna. Río Piedras: Servicio de publicaciones de la Universidad de Puerto Rico.
Mantilla Sánchez, Lizette (2009). Animando a leer. Técnicas para incentivar la lectura. Trillas Eduforma.
Marco, A. (1998). "Los aspectos de lo multicultural y su incidencia en el área de Lengua y Literatura", en Mendoza, A. (Coord.), Conceptos clave en Didáctica de la Lengua y la Literatura. Barcelona: Horsori, pp. 255-264.
Pennac, D. (1993). Como una novela. Barcelona: Anagrama.
Silva Valdivia, B. (1990). “Lingua galega e lingua española, unha interacción pedagoxicamente necesaria”, Cadernos de lingua nº. 1, 119-124.
Silva Valdivia, B. (2008). “Gallego, castellano y lenguas extranjeras en el sistema escolar de Galicia”, Textos de didáctica de la lengua y de la literatura nº 47, 59-69.
Tusón, A. (1993). “Aportaciones de la sociolingüística a la enseñanza de la lengua”, en C. Lomas e A. Osoro (comps.), El enfoque comunicativo de la enseñanza de la lengua. Barcelona: Paidós, pp. 55-72.
Vázquez, G. (2000). La destreza oral. Conversar, exponer, argumentar. Madrid: Tandem-Edelsa.
Vez Jeremías, J. M. (1988). “Comportamiento lingüístico. Lenguaje, sociedad y escuela”, en J. García Padrino y A. Medina (dirs.), Didáctica de la Lengua y la Literatura, Madrid: Anaya.
The course will particularly contribute to the development of the following general, specific, and transversal competences:
GENERAL COMPETENCES
(CG2) To understand the body of didactic knowledge related to the respective teaching and learning processes.
(CG3) To plan, develop, and evaluate the teaching and learning process by promoting educational strategies that facilitate the acquisition of competences specific to each subject area, considering students’ level and prior training, as well as their individual guidance needs, both independently and in collaboration with other teachers and school professionals.
(CG4) To search for, obtain, process, and communicate information (oral, printed, audiovisual, digital, or multimedia), transform it into knowledge, and apply it to the teaching and learning processes of the subjects in the chosen specialization.
(CG5) To contextualize the curriculum to be implemented in a school by actively participating in its collective planning.
BASIC COMPETENCES
(CB7) For students to be able to apply the knowledge acquired and their problem-solving ability in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their field of study.
(CB8) For students to be capable of integrating knowledge and confronting the complexity of making judgments based on incomplete or limited information, including reflection on the social and ethical responsibilities linked to the application of their knowledge and decisions.
(CB9) For students to be able to communicate their conclusions—and the underlying knowledge and reasoning—to both specialized and general audiences clearly and unambiguously.
(CB10) For students to possess the learning skills that enable them to continue studying in a largely self-directed or autonomous manner.
SPECIFIC COMPETENCES
(CE-E3) To understand the history and recent developments of the subject areas and their perspectives in order to convey a dynamic view of the disciplines.
(CE-E4) To understand the contexts and situations in which various curricular contents are used or applied.
(CE-E5) To be familiar with the theoretical and practical developments in teaching and learning related to the relevant subject areas.
(CE-E6) To translate curricula into activity and work programs.
(CE-E7) To acquire criteria for the selection and development of educational materials.
(CE-E8) To foster a classroom climate that facilitates learning and values student contributions.
(CE-E9) To integrate audiovisual and multimedia communication training into the teaching–learning process.
(CE-E13) To identify issues related to the teaching and learning of specialized subjects and propose alternatives and solutions.
TRANSVERSAL COMPETENCES
(CT-2) To manage working time and available resources effectively, establishing priorities, exploring alternative approaches, and identifying logical errors in decision-making.
(CT-3) To enhance the ability to work in cooperative and multidisciplinary environments.
(CT-4) Informational competence.
A teaching methodology based primarily on participation and cooperation is intended, so that learning arises from the critical analysis of documents, the exchange of ideas and arguments, and the shared evaluation of information, resources, and didactic strategies. Taking project-based learning as a methodological reference, the central task of the course will be the preparation of a year-long teaching plan for the subject of Spanish Language and Literature.
The main focus of the course will thus be the creation, by students, of didactic proposals for the classroom, covering different levels of Secondary Education. These teaching plans will be presented orally, and selected didactic units derived from them, along with their activities, will be showcased. These presentations will open the floor to discussions regarding their appropriateness for the intended level, their effectiveness, motivational quality, integration of innovative teaching elements, and will also include teacher feedback and interaction. This process will systematically address all aspects of linguistic and literary competence, offering suggestions for improvement.
We believe this methodology is effective, relevant, and motivating, as it allows students to engage with the content from a practical perspective, focused on the creation of curricular materials and their adaptation to different educational levels. It also introduces students to a professional activity that is central to their future teaching roles and highly motivating, as it is a core component of teacher recruitment processes due to its direct connection to classroom practice. Materials will be provided via the virtual classroom.
The schedule will be distributed between lecture-based and interactive sessions in a flexible manner, allowing the use of two complementary methodologies:
a) Lecture sessions will be used to establish guidelines for the didactic development of the course and to provide the basic information related to each topic.
b) Interactive sessions will focus on exploring content in greater depth, encouraging students to contrast perspectives and take a personal stance. To this end, students will work in small groups to delve into specific topics and lead discussions in the larger group.
Interactive sessions will serve as the practical framework for the final project, which will act as the backbone of the course and the main instrument of assessment.
In line with the proposed methodology, the course assessment will focus on the evaluation of the final project: a year-long teaching plan for the subject of Spanish Language and Literature, including the corresponding didactic units and curricular materials. Assessment will consider the quality of the written document (30%), but will place greater emphasis on the oral defense and presentation of one didactic unit (40%).
In this regard, the following will be assessed: clarity of the presentation, overall quality and relevance of the teaching plan, effectiveness and appropriateness of the proposed didactic activities for the intended educational level, integration of innovative teaching approaches, and feasibility of the proposal in real classroom settings (in terms of timing, space, resources, and educational context).
To pass the course, students must attend and actively participate in activities, carry out at least one oral defense of the teaching plan and present one didactic unit, and take part in discussions and debates following their peers’ oral presentations (30%).
The evaluation will therefore aim to verify the effective development of teaching and didactic competences in the field of Spanish Language and Literature. 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.
STUDENTS EXEMPT FROM CLASS ATTENDANCE:
If any student is officially exempt from attending classes (in accordance with higher-level regulations), assessment will follow this format:
Assignments: 30%
Final exam: 70%
These students must contact the course instructor within the first 10 days of the semester, starting from the beginning of the teaching period, to agree on a personalized work plan. This agreement, to be signed by both parties, must also specify any required attendance at tutorials, seminars, or other activities if deemed necessary.
SECOND EXAM SESSION:
The grade obtained in the “assignments” component from the first session will be retained, and a new exam will be taken, with the same weighting.
REPEATING STUDENTS:
Students retaking the course will be assessed under the same criteria as newly enrolled students, and the general evaluation guidelines outlined above will apply to them.
FRAUDULENT COMPLETION OF ASSIGNMENTS:
In accordance with the Regulations on the assessment of academic performance and the review of grades, approved by the Governing Council on June 15, 2011 and amended on April 5, 2017, the fraudulent completion of any required assignment will result in a fail for the course in the corresponding session, regardless of any disciplinary action that may be taken against the offending student.
All assignments must be original. Students must rework and reinterpret ideas taken from other authors and properly cite all sources used in their development.
Plagiarism in any assignment will result in failure of the course.
Moreover, any assignment that demonstrates fraudulent use of any type of artificial intelligence (AI) will result in a fail for the corresponding evaluation. This includes any assignment that contains text generated by AI—either partially or entirely—without proper authorship or intellectual contribution from the student.
Students are reminded that AI tools may be used only for idea generation or content support, but never to produce the full text of an assignment.
On-site work: 48 hours, including lecture sessions covering the different content areas and providing guidance for the development of the teaching plan, particularly in aspects such as linguistic competence, reading promotion, literary workshop techniques, assessment in language teaching, and attention to diversity in the subject of Spanish Language and Literature. Interactive sessions will focus on presentations, debates, the creation and revision of didactic materials, planning activities related to the practicum period, and more.
Student’s independent work: 102 hours, to be dedicated to autonomous study, reading of materials, development of didactic proposals, preparation of presentations and debates, library activities, recommended readings, bibliographic searches, and the review of curricular materials, among other tasks.
Recommendations for studying the course include active and participatory attendance, reading of the recommended bibliography, engagement in the proposed practical activities, and reflection on the importance of one's own linguistic attitude. This attitude will serve as a language model in the future teaching practice of students in secondary education, and as such, it should be not only grammatically correct and lexically rich, but also a reflection of linguistic attitudes that value different language codes.
The teacher's language use plays a crucial role in the development of plurilingual individuals—students who are flexible in their use of different languages and who appreciate them not only as functional communication tools but also as key elements of cultural heritage, identity formation, and openness to other cultures and societies.
Reading, showing an interest in literature, and integrating it into one’s life are strongly recommended, as only a teacher who reads will be able to pass on the enjoyment and habit of reading to their students.
Student assignments should preferably be submitted via the virtual classroom.
Environmental responsibility: If the instructor requires a printed submission, the following guidelines must be observed:
Avoid plastic covers or any unnecessary external packaging.
Whenever possible, use staples instead of binding.
Print double-sided using "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 covered.
Gender perspective:
The use of non-sexist language is recommended both in daily classroom work and in assigned academic tasks.
Use of institutional tools:
The use of the institutional email account (RAI) is mandatory.
The use of institutional technological tools is also required: Virtual Campus, Microsoft Office 365, and other tools provided by the faculty and authorized by the university.
The use of mobile phones is not permitted, except when used as a learning tool following the instructor’s guidelines. Students are responsible for any legal or academic consequences arising from improper use.
FRAUDULENT COMPLETION OF ASSIGNMENTS:
In accordance with the Regulations on the assessment of academic performance and the review of grades, approved by the Governing Council on June 15, 2011 and amended on April 5, 2017, the fraudulent completion of any required assignment will result in a fail for the course in the corresponding session, regardless of any disciplinary action that may be taken against the offending student.
All assignments must be original. Students must rework and reinterpret ideas taken from other authors and properly cite all sources used in their development.
Plagiarism in any assignment will result in failure of the course.
Moreover, any assignment that demonstrates fraudulent use of any type of artificial intelligence (AI) will result in a fail for the corresponding evaluation. This includes any assignment that contains text generated by AI—either partially or entirely—without proper authorship or intellectual contribution from the student.
Students are reminded that AI tools may be used only for idea generation or content support, but never to produce the full text of an assignment.
Please note: Teaching and learning (classes/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 the data protection regulations is mandatory:
https://www.usc.gal/es/politica-privacidad-proteccion-datos
Maria Lopez Sandez
Coordinador/a- Department
- Applied Didactics
- Area
- Didactics of Language and Literature
- maria.sandez [at] usc.es
- Category
- Professor: Temporary PhD professor
| Wednesday | |||
|---|---|---|---|
| 16:00-19:00 | Grupo /CLE_01 | Spanish | (NORTH CAMPUS) - CLASSROOM 01 |
| Thursday | |||
| 16:00-19:00 | Grupo /CLIS_01 | Spanish | (NORTH CAMPUS) - CLASSROOM 51 |
| 05.21.2026 18:00-20:00 | Grupo /CLE_01 | (NORTH CAMPUS) - CLASSROOM 22 |
| 06.29.2026 18:00-20:00 | Grupo /CLE_01 | (NORTH CAMPUS) - CLASSROOM 24 |