ECTS credits ECTS credits: 6
ECTS Hours Rules/Memories Student's work ECTS: 99 Hours of tutorials: 3 Expository Class: 24 Interactive Classroom: 24 Total: 150
Use languages Spanish, Galician, English
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: English and German Philology, Applied Didactics
Areas: English Philology, Didactics of Language and Literature
Center Faculty of Education Sciences
Call: Second Semester
Teaching: With teaching
Enrolment: Enrollable
1. General Objectives
This subject is focused on the development of the students’ productive and receptive skills for communication in a foreign language. Besides, students are expected to become acquainted with notions and tools related to ELT in Primary Education. The ultimate objective of the course is to enable students to incorporate both types of knowledge (linguistic and didactic) into their future teaching practice.
2. Specific Objectives
Specific objectives comprise the development of the competences mentioned in the corresponding section (see below).
As already mentioned, two types of contents (linguistic and didactic) will be covered in this course. As regards linguistic contents, students will consolidate and update their knowledge of the foreign language by means of the study of grammar, the acquisition of vocabulary and the practice of the four language skills (listening, speaking, reading and writing), with a view to reaching a common level of communicative competence – from intermediate (CEFR B1 or Cambridge PET) to upper-intermediate (B.2.1). Concerning didactic contents, students will be acquainted with basic notions, strategies and resources related to ELT in the period of Primary Education (see following section).
1. Linguistic contents (conceptual, procedural, attitudinal):
The students’s communicative competence will be developed in an integrated way. As regards conceptual contents, attention will be paid, on the one hand, to the introduction, revision and acquisition of a deeper knowledge about basic grammatical structures and notions (verb tenses, frequency adverbs, relative clauses, questions, the passive voice, reported speech, conditionals, etc.) with a view to helping students to do things with language (describe and narrate, ask for and convey information, express opinions and preferences, etc.). Besides, the development of the students’ lexicon will be achieved by covering a variety of semantic fields (tourism and leisure, work and education, human relationships, etc.). Sociolinguistic competence will be developed through the acquisition of knowledge about set formulae for everyday interaction, as well as strategies for verbal and non-verbal communication. Students will also learn to build and connect their oral and written discourse in a coherent and organized way. Concerning procedural contents or skills, students will develop both productive (writing, speaking) and receptive (reading, listening) skills in an integrated way in order to reach the expected level of communicative competence. Lastly, as regards attitudinal contents, students will be trained to appreciate linguistic diversity, trust their possibilities for self-learning, learn from their errors and develop open-minded, collaborative and respectful attitudes.
2. Didactic contents:
-Methods and approaches for ELT in the primary classroom.
-Classroom management
-Teaching the four skills
-Didactic materials and resources
-Planning and assessment
Students will be provided with the basic materials for the study of the subject via Moodle or Teams. The following is a list of additional references.
1. Linguistic module
Eastwood, J. (2006). Oxford Practice Grammar (Intermediate) with Key and CD Rom. Oxford: O.U.P.
Heyderman, E., & May, P. (2019). Complete Preliminary B1: For the Revised Exam from 2020: English for Spanish Speakers. Student's Book with Answers. Cambridge: CUP.
Murphy, R. (2004). English Grammar in Use (with Answers and CD Rom). Cambridge: C.U.P.
Redman, S. (1997). English Vocabulary in Use (Pre-intermediate and Intermediate). Cambridge: C.U.P.
Swan, M. & Walter, C. (1997). How English Works. A Grammar Practice Book with Answers. Oxford: O.U.P.
2. Didactic module
Council of Europe (2018). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion volume with new descriptors. [https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680…].
Council of Europe (2001). The Common European framework for the Teaching and Learning of Languages. Cambridge: Cambridge University Press. [http://rm.coe.int/1680459f97]
Enever, J. (2016). Primary ELT. In The Routledge Handbook of English Language Teaching. Oxford: Routledge, 353-366.
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2020). Task-based language teaching: Theory and practice. Cambridge: C.U.P.
Larsen-Freeman, D. & Anderson, M. (2011). Techniques and principles in language teaching. Oxford: OUP.
Slattery, M. & Willis, J. (2001). English for Primary Teachers. A Handbook of Activities and Classroom Language. Oxford: OUP.
Ur, P. (2012). A course in English language teaching. Cambridge: C.U.P.
Walsh, S. (2013). Classroom discourse and teacher development. Edinburgh: EUP.
Woodward, T. (2001). Planning lessons and courses: Designing sequences of work for the language classroom. Cambridge: CUP.
Phillips, S. (1994). Young Learners. Oxford: OUP.
Vale, D. & Feunteun, A. (1995). Teaching children English: A training course for teachers of English to children. Cambridge: C.U.P.
3. Electronic resources
3.1. Linguistic module:
https://www.englishclub.com/
http://www.mansioningles.com/
http://www.esl-lab.com
http://elllo.org/
https://www.learnenglish.de/englishchat.htm
https://learnenglish.britishcouncil.org/
https://dictionary.cambridge.org
https://www.thefreedictionary.com
https://www.wordreference.com
3.2.Didactic module:
https://www.teachingenglish.org.uk/
https://www.bbc.co.uk/learningenglish/
https://www.onestopenglish.com/
https://learnenglishkids.britishcouncil.org/
https://www.coe.int/en/web/language-policy
GENERAL
G.1. Capacity to show the acquisition of knowledge of curricular areas, relationships, assessment criteria and didactics in Primary Education.
G.2. Capacity to design, plan and assess teaching and learning processes, individually or in a group.
G.3. Capacity to face multicultural and multilingual situations of language teaching and learning.
G.4. Capacity to design and handle teaching and learning situations considering the principles of equality and respect for diversity.
G.11. Capacity to become acquainted with, select and use ICTs in the classroom.
SPECIFIC
E.52. Linguistic competence: Capacity for written and oral communication in a foreign language.
E.53. Didactic competence: Capacity to develop and assess curricular contents using appropriate devices, as well as to promote the development of students’ communicative competence.
BASIC
B.1. Capacity to show the acquisition of knowledge, particularly concerning the students’ field of study.
B.2. Capacity to apply the knowledge thus acquired to their professional field, with a view to developing arguments and solving problems.
B.3. Capacity to gather, interpret and assess information, particularly concerning the students’ field of study.
B.4. Capacity to convey information in both specialized and non-specialized fields
B.5. Capacity to develop autonomous learning.
TRANSVERSAL
T.1. Instrumental knowledge of foreign languages.
T.3. Instrumental knowledge of ICTs.
The teaching sessions will be held in English. Concerning the types of groupings to carry out classroom tasks, activities will be done in big, medium-sized or small groups, and also individually. General lectures (for big groups) will be devoted to the development of the competences related to the process of teaching and learning a foreign language in Primary Education, particularly through the lecturer’s presentation of contents and students’ oral presentations. On the other hand, students will improve their communicative competence by dealing with lexical, morphological and syntactic aspects of the foreign language. This will be done by means of activities of different formats (drills; multiple-choice, true-false, rewriting or gap-filling exercises, etc.). Interactive sessions (for medium-sized groups) will also be focused on the development of the students’ communicative competence, particularly as regards listening and speaking skills, by means of activities devised to check students’ comprehension of oral texts, debates, role-plays or dictations. Practical tasks related to written production, error correction and cooperative learning activities will also be carried out in these sessions. Individual and group assessment will be focused on verifying the acquisition of both linguistic competence and didactic knowledge. Tutorials (for small groups or single students) will be monitoring sessions devoted to the students’ supervision and the encouragement of autonomous learning. Lastly, the activities to be done outside the classroom will also be focused on the development of both communicative and didactic skills. When carrying out those activities, students will apply and consolidate the knowledge acquired in the classroom while exercising autonomous learning.
The Teaching Methodology described above applies to “Scenario 1: Adapted Normality” as described in the “Directrices para o desenvolvemento dunha docencia presencial segura: Curso 2020/2021” (“Guidelines for the development of safe face-to-face teaching: Academic Year: 2020-2021”; Consello de Goberno of the USC, 19 June 2020). In the event of a change of scenario, the Teacing Methodology will undergo the changes described in the section below: “REMARKS: CONTINGENCY PLAN”.
-Final Exam/Project: 50% of the final mark.
-Participation and assignments: 35% of the final mark.
-Development and presentation of a teaching proposal: 15% of the final mark
-July exam: the assignments and presentations prepared during the semester will again count 50% of the final mark. Students who did not prepare these assignments for the seminars during the course will lose the corresponding percentage in their final mark.
Students who have been exempt of class attendance and those resitting examination will be assessed on the basis of one exam which will count 100% of the final mark.
The Assessment System described above will be valid for SCENARIO 1. For SCENARIOS 2 & 3 please follow the indications included below in the section ‘REMARKS: CONTINGENCY PLAN’.
As shown in the Degree Report, students are expected to devote at least 150 hours to the subject. This amount of time will be distributed as follows: 51 hours of classwork and 99 hours of work outside the classroom. For further information about students’ work, see the sections of “Assessment” and “Recommendations for the study of the subject”
There are no official prerequisites for this subject. However, an intermediate or close to intermediate level of English (CEFR B1 or Cambridge PET) is strongly recommended, as well as an acceptable level as regards written and oral communication in the students’ L1 (Spanish /Galician).
Regular attendance at sessions and private tutorials is strongly advised. In that way, the lecturer will be able to monitor the students’ progress and solve possible difficulties. Students should play an active part in classroom activities, do their homework and hand in their assignments before the deadlines. They should work constantly throughout the course, plan their activities and devote some time every week to study and to the practice of the four skills. They should also revise or expand their knowledge by using the supplementary references and the Centre’s resources.
1) CONTINGENCY PLAN
1.1. Methodology:
If the health authorities decree the application of “Scenario 2: Distancing” or “Scenario 3: Lockdown”, the methodology will be adapted to the guidelines established by the University of Santiago de Compostela, and to the parameters set by our faculty. This means that those activities that cannot be carried out in a face-to-face manner will be carried out online, using the institutional tools made available by the USC, which may involve using synchronous activities (mainly, via TEAMS) and/or asynchronous activities (mainly via TEAMS or Moodle), depending on the type of activity.
2.2. Assessment:
If we are obliged to adopt a blended teaching modality (in Scenario 2), the assessment system will be the same as for Scenario 1. If this is not possible in Scenario 2, and, obviously, in Scenario 3, face-to-face activities and exams will be replaced by online activities and exams (synchronous and/or asynchonous; oral and/or written) using the above mentioned institutional tools.
2) Being environmentally friendly is one of the major concerns that our world is facing nowadays. So, as human beings we must show responsibility in this regard in order to reduce our impact on the environment and preserve our natural resources.
3) Assuming that gender-based violence is a human rights violation, we must fight harder to stop it understanding that a good education starting early in life should be essential to prevent it.
Fatima Maria Faya Cerqueiro
- Department
- Applied Didactics
- Area
- Didactics of Language and Literature
- fatima.faya [at] usc.es
- Category
- Professor: Temporary PhD professor
Noemí Pereira Ares
Coordinador/a- Department
- English and German Philology
- Area
- English Philology
- noemi.pereira [at] usc.es
- Category
- Professor: LOU (Organic Law for Universities) PhD Assistant Professor
Indira Yadira Ariana Garcia Varela
- Department
- English and German Philology
- Area
- English Philology
- Category
- Professor: Reader
Vanesa Roldan Romero
- Department
- English and German Philology
- Area
- English Philology
- Category
- Ministry Pre-doctoral Contract
| Tuesday | |||
|---|---|---|---|
| 10:30-12:00 | Grupo /CLIL_02 (Com - López Pe) | English | (NORTH CAMPUS) - CLASSROOM 51 |
| Wednesday | |||
| 10:30-12:00 | Grupo /CLIL_01 (A - Col) + Dobre Grao | English | (NORTH CAMPUS) - CLASSROOM 52 |
| 12:30-14:00 | Grupo /CLIL_04 (Pes - Z) | English | (NORTH CAMPUS) - CLASSROOM 51 |
| Thursday | |||
| 10:30-12:00 | Grupo /CLE_01 (A - Z) + Dobre Grao | English | (NORTH CAMPUS) - CLASSROOM 13 |
| 12:30-14:00 | Grupo /CLIL_03 (López Pi - Per) | English | (NORTH CAMPUS) - CLASSROOM 51 |
| 05.24.2021 12:00-14:00 | Grupo /CLE_01 (A - Z) + Dobre Grao | (NORTH CAMPUS) - CLASSROOM 01 |
| 07.07.2021 09:30-11:30 | Grupo /CLE_01 (A - Z) + Dobre Grao | (NORTH CAMPUS) - CLASSROOM 22 |