ECTS credits ECTS credits: 4.5
ECTS Hours Rules/Memories Student's work ECTS: 74.25 Hours of tutorials: 2.25 Expository Class: 18 Interactive Classroom: 18 Total: 112.5
Use languages Spanish, Galician, English
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: English and German Philology
Areas: English Philology
Center Faculty of Education Sciences
Call: First Semester
Teaching: With teaching
Enrolment: Enrollable
To develop students' intercultural awareness and competence and to enable them to incorporate the acquired knowledge and cultural awareness into their future teaching practice.
To consolidate the students' ability to use the English language in the study, search for information, oral and written presentation of papers and participation in debates on topics related to the contents of the course.
To bring students closer to the historical and socio-cultural facts of English-speaking countries.
To acquire knowledge about the society of English-speaking countries through outstanding aspects of their culture, and to reflect on their distinctive features.
To seek an interdisciplinary approach to the basic concepts of culture, intercultural competence, history, nation and globalization.
1. Concepto de diversidad cultural. Identidad cultural
2. La diversidad lingüística de las comunidades de habla inglesa. El inglés como lengua franca. La lengua inglesa y su expansión geográfica.
3. Principales manifestaciones culturales y históricas del Reino Unido y Estados Unidos de América. Vínculos con otros países de habla inglesa.
4. Aspectos socioculturales de los países anglófonos y sus manifestaciones a través de los medios de comunicación, cine, música, literatura.
Due to the specific characteristics of the subject, new topics of interest might come up throughout the school year.
Bibliografía básica:
Kachru, B. B., Kachru, Y., & Nelson, C. L. (Eds.).(2006). The handbook of world Englishes. Blackwell.
Mauk, D. & Okland, J. (2009). American civilization. An introduction. Routledge.
O´Driscoll, J. (2009). Britain for Learners of English. OUP.
Bibliografía complementaria:
Alptekin, C. (2002). Towards intercultural communicative competence. ELT Journal, 56(1), 57-64. https://search-ebscohost-com.ezbusc.usc.gal/login.aspx?direct=true&Auth…
Bland, J. (Ed.). (2015). Teaching English to young learners: critical issues in language teaching with 3-12 year olds. Bloomsbury Academic, an imprint of Bloomsbury Publishing, Plc. https://doi.org/10.5040/9781474257145
Erling, E., & Philip, S. (Eds). (2013). English and development. Policy, pedagogy and globalization. London: Multilingual Matters. https://doi-org.ezbusc.usc.gal/10.1111/weng.12199
Garton, S., & Copland, F. (Eds.). (2018). The Routledge handbook of teaching English to young learners (1st ed.). Routledge. https://doi.org/10.4324/9781315623672
Ghosn, I. (2013). Storybridge to second language literacy : The theory, research, and practice of teaching english with children's literature. Information Age Publishing.
Higgings, M. , Smith, C., & Storey, J. (Eds). (2010). The Cambridge companion to modern British culture. Cambridge University Press.
Iswandari, Y. A., & Ardi, P. (2022). Intercultural communicative competence in EFL setting: A systematic review. rEFLections, 29(2), 361-380. https://search-ebscohost-com.ezbusc.usc.gal/login.aspx?direct=true&Auth…
Jenkins, J. (2015). Global Englishes: a resource book for students. Routledge.
Kirkpatrick, A. (2007). World Englishes: implication for international communication and English language teaching. Cambridge University Press.
Kramer, J. (2007). Britain and Ireland. A concise history. Routledge.
Mesthrie, & Bhatt, R. M. (2008). World Englishes: the study of new linguistic varieties. Cambridge University Press.
Oakland, J. (2011). British civilization: An introduction. Routledge.
Oakland, J. (2011). Contemporary Britain: A survey with texts. London:Routledge. O´Driscoll, J. (2009). Britain for learners of English. OUP.
Risager, K. (2018). Representations of the world in language textbooks. Multilingual matters.
Smith, J. (2012). Exploring British culture. C.U.P.
Storry, M., & Childs, P. (eds). (2002). British cultural identities. Routledge.
G1 - To understand the curriculum areas of Primary Education, the interdisciplinary relationships between them, the assessment criteria, and the body of didactic knowledge regarding the corresponding teaching and learning procedures
G3 - To effectively address language learning situations in multicultural and multilingual contexts. To encourage reading and critical analysis of texts from various scientific and cultural domains included in the school curriculum
G4 - To design and manage learning environments in diverse contexts, promoting gender equality, equity, and respect for human rights, which are the foundation of civic education values
G11 - To know and apply information and communication technologies in the classroom. To selectively discern audiovisual information that contributes to learning, civic education, and cultural enrichment
CB1 - That students can demonstrate knowledge and understanding in a field of study that builds upon general secondary education, and is typically at a level that, while supported by advanced textbooks, also includes some aspects involving knowledge from the forefront of their field
CB2 - That students can apply their knowledge to their work or vocation in a professional way and possess the competences usually demonstrated through the development and defense of arguments and the resolution of problems within their area of study
CB4 - That students can communicate information, ideas, problems, and solutions to both specialized and non-specialized audiences
T1 - Functional knowledge of foreign languages
E52 - To express oneself orally and in writing in a foreign language
E53 - To develop and assess curriculum content through appropriate teaching resources and promote the corresponding competences in students
E1 - To understand learning processes related to the 6–12 age period within the family, social, and school contexts
E2 - To know the characteristics of these students, as well as the features of their motivational and social contexts
This is a one-semester subject with weekly sessions (expositive and interactive sessions) that are preferably in English, with the objective of heping the students express themselves in a foreign language. We will use methodologies with the objective of promoting individual and collaborative work.
In the expositive sessions, we will combine theory with more practical activities. We will use audiovisual material and analyze texts of a social, journalistic and literary content in order to promote the students’ communicative competence. We will also include debates and activities that will promote the students’ participation in class. The students must prepare and revise the debate subject before the class session.
The materials needed for the course will be uploaded to the 'campus virtual'.
1st opportunity.
Final exam: 50%
Written tasks and other exercises: 15%
Final project oral presentation: 30%
Virtual or in person participation: 5%
Students with permission not to attend class (all kinds of official exemption):
They must contact the teacher and present the final project.
Final Exam: 70%.
Final Project presentation: 30%
2nd opportunity: the interactive part of the grade will remain the same. Students will not be allowed to retake this part in July. The questions in the final exam (50%) will be about the same topics as in the first opportunity.
In case of fraudulent tasks or exams, article 16 “Normativa de avaliación do rendemento académico dos estudantes e de revisión de cualificaciones” will be applied.
1. In person: 38.5 hours
1.1. Expositive group activities: (18 hours):
1.1.1. expositive activities.
1.1.2. class group activities
1.1.3. lesson plan presentation
1.1.4. written exam
1.2. interactive group activities (18 hours):
1.2.1. solving problems
1.2.2. case studies
1.2.3. Debates.
1.2.4. projects
1.3. Activities in small or large groups (2.5 hours):
1.3.1. group Project reflections
1.3.2. Project discussions
2. individual hours of work: 74 hours.
2.1. expositive group activities (26 hours) :
2.1.1. document reading
2.1.2. studying.
2.1.3. Preparation of written exam
2.2. interactive group activities (34 hours):
2.2.1. document reading
2.2.2. Project preparation
2.2.3. complementary information research
2.2.4. Reflexión en pequenos grupos.
2.3. small group or individual activities (14 hours):
2.3.1. answer questions.
2.3.2. Project discussions and small group projects
2.3.3. auto-evaluated activities TOTAL HOURS: 112,5
There aren’t any prerequisites to enroll in this subject. However, a intermediate-high level in English if recommended.
Coming to class and office hours is highly recommended so that teachers can answer questions and monitor the student’s work. It is also important to complete all assigned tasks, and complete individual work throughout the semester, as well as consult bibliography. IT is also important to participate actively in class.
It is highly recommended to have passed the following subjects in order to enroll in this subject:
'Ensino e Aprendizaxe de Competencias Comunicativas (Inglés)'
'Inglés: Comprensión e Expresión Oral'
'Inglés: Comprensión e Expresión Escrita'
Work carried out by students should preferably be submitted through the virtual classroom.
ENVIRONMENTAL RESPONSIBILITY
Regarding individual or group work carried out for the subject, the following guidelines should be taken into account:
Avoid plastic covers or other unnecessary external wrappings.
Whenever possible, use staples instead of binding.
Print double-sided using “ink-saving” quality.
Do not use blank sheets as dividers for chapters or sections.
Avoid appendices that are not directly related to the topics covered.
GENDER PERSPECTIVE
In accordance with gender equality principles in the university setting, the use of non-sexist language is recommended both in everyday classroom work and in assigned academic tasks. More information is available at:
https://www.usc.gal/cdn/ff/QKcBDjOX5QgeJQkeVe81BaV8Ho1…
No emails from non-institutional accounts will be answered. Therefore, students who wish to contact teaching staff must do so using their USC email account (@rai.usc.es).
Regularly check the Virtual Campus and email, as these will be the channels used to send information and communicate last-minute changes.
Mandatory use of institutional technological tools: Virtual Campus, Microsoft Office 365, and other tools provided by the faculty and authorized by the university as institutional tools.
Mobile phones may not be used unless they are employed as work tools following the teacher’s instructions. Students are responsible for any legal or academic consequences arising from inappropriate use.
Keep in mind that the teaching-learning process (classes/tutorials) is private, understood as a process of communication and exchange between the teaching staff and the students enrolled in the subject.
Mandatory compliance with data protection regulations:
https://www.usc.gal/es/politica-privacidad-proteccion-datos
Elsa María González Álvarez
Coordinador/a- Department
- English and German Philology
- Area
- English Philology
- Phone
- 881811860
- elsa.gonzalez [at] usc.es
- Category
- Professor: University Lecturer
| Tuesday | |||
|---|---|---|---|
| 12:00-13:00 | Grupo /CLE_01 | English | (NORTH CAMPUS) - CLASSROOM 51 |
| 13:00-14:00 | Grupo /CLIS_01 | English | (NORTH CAMPUS) - CLASSROOM 51 |
| 01.23.2026 12:00-14:00 | Grupo /CLE_01 | (NORTH CAMPUS) - CLASSROOM 33 |
| 06.16.2026 12:00-14:00 | Grupo /CLE_01 | (NORTH CAMPUS) - CLASSROOM 33 |