de secundària, batxillerat, eoi i mòduls professionals

Màster de Formació de Professorat de Secundària, Batxillerat, EOI i

Mòduls Professionals

Especialitat d’anglèsmòduls UPF, pràcticum i TFM

Materials developed by the master’s coordination and the team of teachers of the English specialisation

Table of contentsWelcome to the master’s 4

Structure of the master’s 5

Assessment products 7

Key competences for EFL teachers 8

Connecting competences and tasks 10

Timeline for the course: full- and part-time students 13

Teachers & biodata 14

Guidelines for the subjects at UPF

Fonaments d’Ensenyament i Aprenentatge 15

● Subject overview

● Modules

Complements de Formació


● Modules

Disseny i Implementació d’Espais d’Aprenentatge Innovadors


● Modules

Practicum

Practicum

UOC subjects

UPF subjects

Master’s final paper

Welcome to the master’sThe aim of the UPF/UOC master’s is to help you develop professionally. Throughout the course, you’ll work on key competences to become a teacher, and will have opportunities to revisit your own ideas and preconceptions about the nature of language and how languages are learnt.The master’s is rooted on experiential learning and reflective practice, and therefore your experiences during the practicum will be key to this transformation.Welcome aboard!

This is a brief introduction to the key aspects of the master’s, focusing on the specialisation section you’ll be doing at UPF.

Introduction to the master’s

Structure of the master’s course

UOC subjects15 ECTS or 25%

UPF subjects25 ECTS or 41.6%

TFM6 ECTS or 10%

E-portfolio14 ECTS or 23.3%

FAE10 ECTS

CF5 ECTS

DEA10 ECTS

Global grade60 ECTS or 100%

Practicum20 ECTS or 33.3%

The final grade in the master’s is based on the number of credits of each module, as shown above: 25 for the UPF subjects, 20 for the practicum and 15 for the UOC subjects. Attendance is mandatory to at least 85% of the sessions. Every ECTS (European Credit Transfer System) roughly corresponds to 25 hours of work, which gives in total 1500 hours for the whole master’s. In order to graduate, it’s necessary to pass ALL the UPF and UOC modules, the practicum and the TFM.

60 ECTS = 1500 hours of very hard work!

Pràcticum20 ECTS

(face-to-face)

★ Fase 1: Observació / Descoberta★ Fase 2: Intervenció★ Practicum seminar sessions on feedback, class

management and class interaction★ Treball de Final de Màster (TFM): Action/research paper in

which students design, implement and study a teaching intervention to reflect on their own practices

UOC subjects15 ECTS(online)

★ Aprenentatge i desenvolupament de la personalitat★ Processos i contexts educatius★ Societat, família i educació

UPF subjects25 ECTS

(face-to-face)

★ Fonaments de l’Aprenentatge i Ensenyament (FAE):○ SLA in formal instruction contexts○ Content-based instruction○ Curriculum and programming○ Assessment and the CEFR○ Designing session plans

★ Complements de formació professional (CF):○ ICT in the English classrooom○ Literature and culture in TEFL○ English for 21st century teachers

★ Disseny i Implementació d’Espais d’Aprenentatge Innovadors (DEA):○ Teaching methodology○ Designing a didactic sequence○ Classroom research

The assessment for the master’s is based on two products, an e-portfolio and the master’s final paper, both of which you will work on throughout the year through the UPF and UOC subjects, and through the practicum and practicum seminars. These products are designed to help you develop the seven areas of professional competence that you will need for your teaching career.

Mapping your professional development

★ UOC subjects★ UPF subjects: Disseny i Implementació d’Espais d’Aprenentatge

Innovadors (DEA), Fonaments de l’Aprenentatge i Ensenyament (FAE), Complements de formació professional (CF)

★ Practicum

Master’s Final Paper E-portfolio

D. Facilitate intercultural communication

D1. Adapt to the cultures of your teaching contextD2. Promote the development of students' intercultural competence

C. Involve learners in the management of their learning process

C1. Make learners handle the resources available to learnC2. Integrate into the teaching process the tools to be able to reflect on the learning processC3. Promote the idea that learners should define their learning projectC4. Motivate learners so that they hold responsibility for their learning

B. Evaluate learning as process & performance

B1. Make use of assessment tools and proceduresB2. Guarantee proper assessment practiceB3. Promote constructive feedbackB4. Involve learners in their assessment

Key areas of professional competence for EFL teachers

A. Organise learning situations

A1. Diagnose and assist students' needsA2. Promote the use of and reflection on languageA3. Plan Didactic SequencesA4. Manage the class

AC4. Orientation, tutoring & assistance of learners

& their familiesAC1. Design, management and

planning of teaching/learning

environments

AC3. Teaching methodology and management of diversity within the

classroom.

G. Take an active participatory role in the school

G1. Work as a member of the school team & integrateG2. Become involved in the projects to improve the schoolG3. Promote and share good practices within the school

E. Develop professionally within the school

E1. Analyse and reflect on your teaching practicesE2. Become involved in the school's professional development schemeE3. Participate actively in your professional life-long learning

F. Manage feelings and emotions in your professional context

F1. Manage your emotionsF2. Become involved in the development of students' emotional intelligence

H. Use ICT to support your work

H1. Develop your ICT competencesH2. Work in LMS and use available tools (apps)H3. Exploit the teaching potential of ICT toolsH4. Promote learners’ use of ICT tools to support their progress

AC6. Use of ICT tools to pursue professional

development & to improve their teaching practice

AC2. Communication & interaction within teaching/learning

processes & effective participation in teaching

teams

AC5. Research, innovation & reflection on one’s

professional identity & teaching practice

AC7. Management and leadership within the

classroom and at school level

AC1. Design, management and planning of teaching/ learning environments

AC2. Communication and interaction within teaching/ learning processes and effective participation in teaching teams

★ SUBJECT: Fonaments de l’Aprenentatge i Ensenyament

Curriculum and programming

Content-Based Instruction

Second Language Acquisition

T1. Design and implementation of a competence-based 2-hour lesson plan and post-implementation reflection

100%

Competences

Products

Modules

Tasks

E-portfolioFolder 1

AC3. Teaching methodology and management of diversity within the classroom

Designing Session Plans

Assessment and the CEFR


★ SUBJECT: Complements de formació professional

ICT in TEFLLiterature and cultureEnglish for 21st century teachers

Competences

Products

Modules

Tasks

E-portfolioFolder 1

T2. Designing and completing a task based on a literary text or film using ICT tools and justifying it

T1. Designing a genre-based lesson plan

60%


AC6. Use of ICT tools to pursue professional development & to improve their teaching practice

40%

★ SUBJECT: Disseny i Implementació d’Espais d’Aprenentatge Innovadors (DEA)

Teaching methodologyClassroom research Designing a didactic

sequence

T1. Oral presentation of their teaching intervention and observation tools

AC5. Research, innovation & reflection on one’s professional identity & teaching practice

T3. Justification and critical analysis of the methodological principles on which the DS has been developed

25%

Modules

Tasks

Competences

Products Master’s Final Paper (TFM)

E-portfolioFolder 1

T2. Oral presentation and justification of students’ design of the DS

25% 50%

AC1. Design, management and planning of teaching/learning environments


Self- and peer-assessment of the practicum teaching competences

Practicum seminars @ UPF

★ PRACTICUM

Tutoring sessions with UPF tutor and school visit

Practicum hours at the school with mentor & teachers

Analysis of a recording of your teaching in the practicum

40%

9-hour didactic sequence

50%

Competences

Products

Modules

Tasks

10%

E-portfolio: Folder 1





AC2. Communication and interaction within teaching/ learning processes and effective participation in teaching teams


● UOC module● Submission of the

TFM● TFM report by

tutor and referee● TFM defence

rehearsals

● UPF and UOC modules ● Introduction to the TFM● Practicum placement● Assignment of a practicum

tutor

● Practicum Phase II: Teaching intervention

● Implementation of the Didactic Sequence

● E-portfolio tasks● TFM: data

gathering

OCTOBERto

NOVEMBER

DECEMBER to MID-FEBRUARY

APRILto

MAYMAY JUNE

NOVEMBER to DECEMBER

Timeline for the course: full-time students

● UPF and UOC modules

● Submission of the Didactic Sequence and the E-Portfolio

● TFM data analysis and writing workshop

● UPF and UOC modules● TFM proposal and

observation tools● Assignment of a TFM tutor

& group meeting● E-portfolio tasks● Development of the

Didactic Sequence

● Practicum Phase I: Observation

● First e-portfolio tasks

FEBRUARYto

APRIL

● TFM Defences at an appointed date in June - oral presentations & poster exhibition

● Final grades are sent in July

MASTER’SMOODLE

CLASSROOM

To find all the materials, upload tasks and check out the assessment tools for the UPF subjects, go online to the UPF’s Campus Global and log in with your NIA

In the following pages you will find more information on the subjects you’ll take at UPF, with information about timing, teachers, methodology, the contents of each module and the assessment procedures.

The supporting materials and tasks for the subjects, TFM and the Practicum are all available in the UPF moodle, which centralises all info related to these sections of the master’s. On the UOC platform, you’ll find the resources and tasks that correspond to the subjects they coordinate.

Where to find things

In the following pages, you’ll find a brief introduction to all the people involved in the UPF subjects and the practicum seminars.

The teaching team

Anna [email protected]. Literature and culture in ELTCoordinator and practicum tutor

Anna studied English Philology at the Universitat de Barcelona, where she also did the doctorate courses on Literature and Cultural Pluralism. She holds a Diploma in Teaching English to Speakers of Other Languages (International House, Barcelona) and a Diploma in English Literature (British Council, Barcelona).

She has been teaching English language and literature at the UPF for the last 25 years. She also teaches English Language at the UOC. Anna is currently working as an instructor and co-coordinator of the Màster de Formació de Professorat de Secundària Obligatòria i EOIs.

Anna [email protected] seminars and tutor

Anna graduated in Humanities, and has a master’s course for English teachesr (both from UPF). She participated in the programme “Empieza por Educar”, a foundation that is part of a global network covering more than 40 countries, Teach for All. Through this programme, she worked in a high-complexity public secondary school as part of a pilot scheme to promote long-stay practicum for teachers. Last year, with the support of Fundació Bofill, Anna started Sirkels, a pet project of hers that is aimed at promoting horizontal learning among teachers, group cohesion and support. She has also lead different workshops and seminars for head teachers and heads of studies via the Consorci d’Educació, and for the master’s students and teachers. She currently works at Delivering Happiness, una consultoria educativa que acompanya i assessora les escoles en el seu procés de transformació educativa"

mailto:[email protected]


Imma Boluñ[email protected]. Designing session plansCoordinator and practicum tutor

Imma has 24 years' worth of experience as an EOI professor (currently in EOI Cornellà) and 7 years for Secondary. She did a Post-Graduate course in Teacher Training and has been a teacher trainer, especially concerned with the TBLT approach and the use of ICT tools for collaborative learning. She has held a number of responsibilities within her institution: Pedagogical Advisor, Head of the English Department and Coordinator for English in the Self-Access Centre. At EOI Vall d’Hebron she contributed to the design of an on-line multilingual teaching & learning platform. She was awarded a sabbatical by the Departament d’Ensenyament to design on-line materials for guided writings called “SWIM”, which were awarded various prizes. Since 2013 she has been a coordinator at the Master’s.

Laura has a degree in Political Science (UAB, 2008) and an MSc in Social Development and Conflict (Swansea University, 2011). After working abroad with indigenous communities in linguistic revitalisation programmes and in non-formal education, she came back to Barcelona in 2015, when she joined the programme set up by the foundation “Empieza por educar” (ExE). As a trainee, Laura worked for two years in a high-complexity secondary school, also obtaining the master’s for English teachers. Later on, she rejoined the ExE programme as a tutor for other student teachers. Laura is currently teaching in a secondary school in L’Hospitalet de Llobregat.

Laura [email protected] seminars and tutor



Yris [email protected]. Assessment and the CEFR

Yris completed her BA degree in English Language and Literature with the summa cum laude distinction by Universidad de Los Andes (Mérida, Venezuela, 1996). In 2004, she earned her master's degree in Applied Linguistics at Universidad Simón Bolívar (Caracas). She has been a professor and researcher at the Languages Department (USB) since 2003. During 2007-2009, she was an accredited member of the Researcher Promotion Program by the Venezuelan Foundation for the Promotion of Research. She has published six research papers and participated in various conferences. Her studies focus on the teaching and assessment of reading comprehension skills in English as a Foreign Language (EFL). She is currently working on her PhD on the evaluation of and for the development of EFL reading comprehension skills from the sociocultural perspective.

Philippa is a teacher at the British Council Barcelona and has over 12 years’ experience teaching young learners and teenagers. She has the Cambridge DELTA and a Master’s in TESOL with the UCL Institute of Education, London. Her varied research interests include identity and motivation in teaching and learning from a sociocultural perspective, and critical pedagogy. She has written several teacher training courses, including two for the Departament d’Ensenyament: one on developing Critical Thinking skills with young learners, and another on Task Based Teaching and Learning. She is also currently involved with a global materials writing project with the British Council, focussing on TBL.

Philippa [email protected]. MethodologyPracticum tutor



Olga [email protected]. Assessment and the CEFRDEA. Classroom Observation

Olga holds a PhD in Additional Language Learning and Teaching from the University of Barcelona, and works as a teacher/researcher at the Dept. of Translation and Language Sciences of UPF. Her main line of research is set in the context of language classroom research and also in the field of language teachers’ professional development. She has been involved in a number of international research and development projects, as well as in language teacher professional development. She has published extensively in the field of language teaching from a sociocultural perspective. Besides working for several educational institutions, she helps teachers at different educational levels develop professionally in their own school settings.

Laura majored in Spanish and Catalan at UB, has been head of Catalan Language and Literature at a secondary school, and has more than 30 years’ teaching experience. Other professional ventures include teacher training at the ICE of UB; reflective practice coach for Ensenyament and other teacher-training positions in leadership, communication, and emotional intelligence, within and outside educational contexts. She has coordinated a series of seminars on educational innovation, and has contributed in many conferences. Laura has also published books on emotional intelligence and communication, school textbooks, and articles on teaching and training. She’s currently working as a teacher/researcher at CESIRE. Her main research interests revolve around the importance of language in learning and in subject learning.

Laura Farró[email protected] seminars



Ricard holds a degree in English and German Philology from the Universitat Autònoma of Barcelona. He’s a teacher of English in secondary education. Currently, he is an educational advisor at the Service of Learning and Knowledge Technologies at the Catalan Ministry of Education, and also works as a teacher at the University of Barcelona. Editor of educational sites edu365.cat and Toolbox. Teacher trainer and author of the batxillerat textbook Next Generation (Cambridge University Press). Ricard is very keen on the use of new technologies in foreign language learning. He’s father to three girls.

Ricard [email protected]. ICT in ELTPracticum tutor

Mª Teresa [email protected]. Curriculum and programming

Maria Teresa Galobardes Vosseler holds a degree in English and German Philology from the University of Barcelona. She has over twenty years’ experience teaching English and German to students in many different kinds of secondary schools. She has been an inspector of education since 2001, and Deputy Chief Inspector of Barcelona since 2005. She has been involved in in-service and pre-service training of teachers for the last twenty years and has been a consulting professor at the Open University of Catalonia (UOC) since 2012. Her research interests include educational evaluation, curriculum development and ICT as a support for innovation in teaching.

http://edu365.cat/



Vanessa is a former MA student who earned her degree in 2014. Since then, she has taught pre-sessional EAP courses in UK universities such as the University of Manchester and King’s College London. She has also worked for the British Council in Saudi Arabia as an English teacher and Assessment Coordinator. Vanessa is currently working in Japan at the English Language Centre at Kanda University of International Studies where she is delivering a range of different academic subjects as well as assisting with curriculum and material development. She is interested in learner autonomy and now she is researching in the field of reflective teaching and teacher identity.

Vanessa Gó[email protected]. Designing session plans

Dirk is a PhD candidate at UPF, where he investigates practical ways to enable students to situate themselves communicatively and cognitively through mediation to enable them to become social agents who fearlessly express themselves according to how they experience and interpret the communicative situation. Dirk teaches English at a secondary school in Barcelona, the UB’s Escola d’Idiomes Moderns, and at EOI Cornella. He also works at Blanquerna (URL), where he teaches the subject “The Teacher as an Agent of Change”. Apart from that, he is the Social Media Coordinator of the IATEFL Young Learners and Teenagers SIG and started the vlog NovELTies, where he aims at bridging the gap between research and their practice with teachers from all over the world. He is involved in the research groups GRAULA and ECODAL.

Dirk [email protected]. Designing session plans



Cristina Malgrat and Maria Trullàs are currently teaching German at an EOI. They have participated in different research workgroups and are now members of GRAULA. Besides their teaching in the EOI, they also work as teacher-trainers, specialising in competence-based teaching.

Cristina Malgrat & Maria Trullà[email protected], [email protected]. Designing session plans

Àngels [email protected]. Classroom observationCoordinator

Àngels has worked at the faculty of Humanities and Translation at UPF, teaching ESP and English literature, but is now focused on the Master’s as coordinator and teacher, while contributing to doctorate training with URL. She has taught Content-based teaching at UIC and UPF, and now at UdeL. Before, she used to work as a CLIL teacher at a private secondary school. At UPF, she has participated in a series of projects to improve the quality of teaching, including the implementation of an English mentoring programme. Àngels finished her PhD at the UAB’s Faculty of Education in 2012. Her main research interests lie in the field of literacies and multilingualism, particularly regarding the exploration of the connections between discourse and identity construction in the FL class. Àngels is president of APAC, and member of the research group GREILI.




Xavier is a secondary/EOI English teacher who also collaborates with the Department of Education as a teacher trainer.

Working as a visiting teacher in Canada fostered his interest to teach English as a tool to promote ethical citizenship and critical thinking among his students.

He currently works as an English teacher in Santa Coloma de Gramanet’s EOI, and contributes to the Master’s as a practicum mentor.

Xavier Ortí[email protected]. Designing session plans

Oriol Pallaré[email protected]. Content-based instruction

Oriol Pallarés holds a degree in Translation and Interpreting and an Official Master's Degree in Research in Language Teaching and Education (UAB). He started his teaching career as an English and music teacher in primary and secondary school. Since then, he has taught in plurilingual programs, been involved in various CLIL projects and worked in California as a high school Spanish teacher.He is currently a part-time lecturer at UPF and UAB, and works as an inspector of education for the Departament d’Ensenyament. He has participated as a teacher trainer in a variety of in-service teacher development programs and is currently involved in the CLIL and Plurilingualism teacher-training program organized by the Departament d’Ensenyament. Oriol is particularly interested in the fields of CLIL, oral interaction assessment and computer-mediated communication.



Toni graduated in Pharmacology (UB), and worked as a secondary school teacher for 14 years, 8 as part of the management. He’s been a basketball coach and volunteered for the Espai d’Estudi del Casal dels Infants in the Raval borough of Barcelona. In 2001, he left to spend a year in Tijuana, where he started and coordinated an after-school academy. For 5 years, he collaborated with the Asian committee of Setem-Catalunya, and lead training sessions for summer volunteers for the Fundació Educació Solidària. In 2011 he joined the programme ExE of the network Teach for All as a coach/tutor, where he is currently working, training and supporting novice teachers in high-complexity schools. He also collaborates with training for teaching teams, and in groups that promote better pre-service training for teachers.

Toni [email protected] seminars and tutor

Carmen Pé[email protected]. Classroom observation

Carmen is currently an accredited full professor of English at the Department of Translation and Linguistic Sciences (UPF), having been a secondary school teacher at the beginning of her career, and an accredited teacher trainer. Her current research interests lie within the field of foreign language acquisition, bilingualism, and the lingüístic and non-linguistic effects of different learning contexts. On this topic, she has been leading researcher of the Study Abroad and Language Acquisition (SALA) project, and an oficial Catalan research group, ALLENCAM (2004-2017). Carmen has published internationally in high impact journals in her field, and contributed with key chapters to different handbooks. She has launched and co-coordinated the AILA Research Network (ReN) on Study abroad.



Iryna holds a PhD in Humanities from UPF. She currently works as a coordinator and teacher at the Master's programme for secondary school teachers at UPF. Besides, she has been teaching LSP (Russian & English) courses subsidized by the Catalan Employment Service (SOC) in different companies.

Iryna is also a member of the UPF research group GREILI (Research Group on Intercultural Spaces, Languages and Identities). Her research interests include academic mobility, the development of intercultural competence and language acquisition in study abroad contexts.

Iryna [email protected]. Designing session plans CF. English for 21st century teachersCoordinator and practicum tutor

Helena is head of the Institute for Multilingualism at Universitat Internacional de Catalunya and an adjunct professor in the Department of Translation and Language Sciences at Universitat Pompeu Fabra. Before that, she taught English and German in public Secondary Education.

She completed her PhD in Second Language Acquisition at UPF in July 2011, which focussed on the integration of content and language in mainstream education. Helena is also a member of the research group ALLENCAM (Language Acquisition from Multilingual Catalonia) in UPF, a project granted by the Catalonian Government. Her main research interests lie within the field of second and third language acquisition, bilingualism and CLIL, and EMI (English Medium Instruction).

Helena [email protected]. Second language acquisition



Mar is a secondary school teacher at IES Rafael Casanova in Sant Boi de Llobregat. She studied English Philology at the Universidad de Zaragoza (2002) and Translation and Interpretation at the UPF(2006).She got her Diploma in Teaching Spanish to Foreigners (International House, Barcelona 2004) and has been working for the Department of Education as a teacher of English and German since 2009. She is currently an orientation teacher and collaborates with the CLIL project. This school year she has set up an eTwinning project with the students of German and she also collaborates with the Department of Education as a teacher trainer. She loves working with teenagers, she is very interested in the use of technology in the classroom to motivate students and she is always eager to learn new ways to improve her teaching.

Mar [email protected]. Designing session plans

Usoa is a secondary school English teacher at Sant Gregori School in Barcelona. She graduated in Translation and Interpreting from UPF in 2003 and she got her Diploma in English Teaching (DELTA) from International House Barcelona in 2008. She is particularly interested in the psychology of teenagers and believes in the use of ICT to motivate students and to help them in their learning. She's a keen wiki user and the administrator of www.santgregorienglish.pbworks.com, winner of the John McDowell-British Council award in 2013. She's also a teacher trainer, a materials writer and APAC’s vice-president.

Usoa [email protected]. Designing session plans


http://www.santgregorienglish.pbworks.com


Mireia is an English teacher and Head of Department at Ins. Rafael Casanova. In the past she was also a school librarian, teacher of the Reading Project in English, orientation teacher and course coordinator, as well as French teacher. She likes blogging for and with her students and taking part in e-twinning projects. She took part in 2 Comenius projects and collaborated in the design of a PILE project. She currently leads the Global Scholars project, an innovative online global awareness education initiative connecting 10- to-13-year- old students in global cities around the world. She believes English must be taught in a meaningful way and that ICT really serves this purpose. Mireia is also an APAC contributor helping the board in managing training and social media. She also collaborates as a mentor, being herself an ongoing teacher learner.

Mireia Xortó[email protected]. Designing session plans


In these pages, we have described in more detail the contents of the three UPF subjects and the practicum: practical details, syllabi, class hours, contents, methodology and bibliographical references. Remember that in the master’s moodle classroom you’ll find more info about the products we’ll use to assess you, the live calendar with rooms, course materials, assignments, etc.

UPF subjects

★ Second language acquisition in formal instruction contexts

★ Content-based instruction★ Curriculum & programming★ Designing Session Plans★ Assessment and the CEFR

Fonaments d’Aprenentatge i

Ensenyament (FAE)

This subject is aimed at providing students with an overview of the theoretical foundations of the processes of acquisition and learning of English as a foreign language, in connection to the contents of the curriculum and communicative content-based approaches. It provides students with a comprehensive introduction to assessment theories and procedures, to the CEFR and the ELP as formative assessment tools, and to different resources to develop communicative language skills.

★ First year module

★ Nºof ECTS: 10 (250 hours)

★ Classroom hours: 106 hours

★ Autonomous work hours: 144 hours

★ Teachers involved:

○ Assessment and the CEFR: Yris Casart & Olga Esteve

○ Curriculum and programming: Ma. Teresa Galobardes

○ Content-based instruction: Oriol Pallarès

○ Second language acquisition: Helena Roquet

○ Designing session plans: Iryna Pogorelova, Vanessa Góngora, Dirk Lagerwaard, Cristina Malgrat, Xavier Ortín, Mar Rosso, Usoa Sol, Maria Trullàs & Mireia Xortó

Subject overview

● Theoretical foundations of the processes of acquisition and learning of EFL.

● Social, educational and individual factors involved in these processes, and their relationship with different models and experiences of teaching additional languages (bilingual programs, language immersion, etc).

Instructor: Helena Roquet

The methodology followed in the sessions will be:● Required readings before

each session (except for sessions 1 and 5).

● Explanation and discussion of main topics in each session.

● Some video presentations and other materials to further develop main topics.

● Instructional implications and discussion in groups.

● Group tasks dealing with instructional implications of the topics studied from an applied point of view.

Methodology

FAE - Second language acquisition in formal instruction contexts

SyllabusSession Contents

1 ▪ Course presentation: syllabus and assessment. Questionnaire on second language acquisition and language teaching.

2 ▪ Theories and foundations of SLA.▪ The interlanguage model.▪ The communicative approach.

3 ▪ Learning contexts.▪ Input, interaction and output.▪ Error treatment. Error treatment

task.

4 ▪ Individual differences in SLA. A case study (introduction task 1).

5 ▪ Oral presentations (first part task 2).

▪ Course evaluation.

6

Check the live calendar for the updated rooms and sessions!

Mandatory and recommended bibliography, to be used in the co

urse and for the theoretical framework of the TFM.

Required readings● Canale, M. (1983). From communicative competence to

communicative language pedagogy. In J. C. Richard and R. W. Schmidt (Eds.). Language and communication (pp. 2-27). London and New York: Longman.

● Dörnyei, Z. & Skehan, P. (2003). Individual differences in SLL. In C. J. Doughty and M. H. Long (Eds.). The handbook of second language acquisition (pp. 589-630). Oxford: Blackwell.

● Ellis, R. (2006). Researching the effects of form-focused instruction on L2 acquisition. In AILA Review 19 (pp. 18-41).

● Lightbown, P. & Spada, N. (2006). Factors affecting second language learning. In P. Lightbown and N. Spada. How languages are learned. (pp. 53-76). Oxford Handbooks for Language Teachers.

● Mitchell, R. & Myles, F. (1998). The recent history of SLL research. In R. Mitchell and F. Myles. Second language learning theories (pp. 22-41). New York: Routledge.

● Oxford, R. (1993). Second language research on individual differences. In Annual Review of Applied Linguistics 13 (pp. 188-205). Cambridge University Press.

● Pérez, C. (2002). An introductory note: input and interaction in language acquisition. In P. Safont and M. C. Campoy (Eds.). Oral skills: resources and proposals for the classroom (pp. 19-31). Castelló de la Plana: Universidad Jaume I.

Bibliography

● Pérez-Vidal, C. (2011). Language acquisition in three different contexts of learning: Formal instruction, stay abroad, and semi-immersion (CLIL).” In Y. Ruiz de Zarobe, J. M. Sierra and F. Gallardo del Puerto (Eds.). Content and Foreign Language Integrated Learning. Contributions to Multilingualism in European Contexts (pp. 103-127). Bern: Peter Lang.

Recommended readings

● Doughty, C.J. & Long, M.H. (2003). The handbook of second language acquisition. Oxford: Blackwell.

● Ellis, R. (2012). The Study of Second Language Acquisition. Oxford University Press.

● Gass, S. & Selinker, L. (2008). Second Language Acquisition. An introductory course. London: Routledge.

● Mitchell, R & Myles, F. (2004). Second language learning theories. New York: Routledge.

● Van Patten, B. & A.G. Benati (2010). Key Terms in Second Language Acquisition. London: Continuum.

● Content and Language Integrated Learning

● Teaching strategies for the CLIL classroom.

● CLIL tasks and materials design

Instructor: Oriol Pallarés

FAE - Content-based instruction

Methodology The sessions will offer students plenty of opportunities to work and think in groups and engage in various classroom discussions.

Students will be expected to participate actively throughout the sessions and in the online and homework assignments. Students will be expected to work in groups in the design and presentation of an end product.

Syllabus

Session Contents

1 ▪ Content and Language Integrated Learning: what and why.

2 ▪ Guiding students’ understanding and production.

3 ▪ Identifying content-obligatory language.

4 ▪ Task design, lesson planning and teaching materials design.

5 ▪ Task design, lesson planning and teaching materials design.

6 ▪ Classroom Interactional Competence

7 and 8 ▪ Market display + sharing results


Mandatory and recommended bibliography, to be used in the course and for the theoretical framework of the TFM.

Required readings● Dalton-Puffer, C. (2007) Discourse in CLIL Classrooms.

(Language Learning and Language Teaching 20). Amsterdam etc.: Benjamins.

● Escobar Urmeneta, C. (2012). Content-Rich Language Learning in Content-Rich Classrooms, in Serra, N. and McCullough, J. (eds.) APAC Quarterly Magazine, 74.

● Escobar Urmeneta, C. & Nussbaum, L. (2008). Tasques d’intercanvi de informació i processos d’aprenentatge en l’aula AICLE. In Camps and Milian (coord.) Mirades i veus. Investigacions sobre l’educació lingüística i literària en entorns plurilingües. Barcelona: Editorial Graó: 167-187. ISBN: 978-84-7827-525-0.

● Escobar Urmeneta, C. (2009). “Cuando la lengua de la escuela es diferente de la lengua familiar” in Monográfico Aprender en ingles. Cuadernos de Pedagogía, 395: 46-51. ISSN: 0210-0630

● Nussbaum, L. (2009). Integrar lengua y contenido, con los andamios necesarios. In Monográfico Aprender en inglés. Cuadernos de Pedagogía, ISSN 0210-0630. 395. pp. 56-58.

● Pallarés Monge, O. (2011). Crònica d’un projecte d’educació plurilingüe: Un estudi de cas. Bellaterra journal of teaching and learning language and literature. ISSN 2013-6196. Vol. 4 (2), pp. 57-70.

● Whaley, S. (2004). Making content comprehensible. In Fay & Whaley (eds.) Becoming one community: reading and writing with English language learners. Stenhouse Publishers: 105-132. Available online.

Bibliography

Recommended readings● Bellaterra Journal of Teaching and Learning

Language and Literature. Edició Especial: Monogràfic CLIL / AICLE. Available at: http://revistes.uab.cat/jtl3/issue/view/52/showToc

● Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. In California State Department of Education (Ed.), Schooling and language minority students: A theoretical framework (pp. 3-49). Los Angeles: National Dissemination and Assessment Center.

● Cummins, J. (1984) Bilingualism and Special Education: Issues in Assessment and Pedagogy. Clevedon: Multilingual Matters.

● Dale, L., Van der Es, W., Tanner, R. (2011). CLIL Skills. European Platform.

● Dale, L. and Tanner, R. (2012) CLIL Activities – A Resource for Subject and Language Teachers. United Kingdom: Cambridge University Press.

● Krathwohl, D. (2002). A revision of Bloom’s taxonomy: An overview. Theory Into Practice, 41(4), 212-218.

● Infante, D., G. Benvenuto & E. Lastrucci (2009). The Effects of CLIL from the Perspective of Experienced Teachers. In D.Marsh, P. Meehisto, D. Wolff, R. Aliaga, T. Asikainen, M.J. Frigols-Martin, S. Hughes & G. Langé, eds., CLIL Practice: Perspectives from the Field. Internet document available athttp://www.icpf.eu/?id=contents (chapter 20), [last accessed 25th May 2012].

● Pallarés Monge, O. i Petit Olivella, C. (2009). “Matemáticas e inglés, un tándem con objetivos comunes” en Monográfico Aprender en inglés. Cuadernos de Pedagogía, ISSN 0210-0630. 395: 46-51.

http://revistes.uab.cat/jtl3/issue/view/52/showToc

http://www.icpf.eu/?id=contents

● Pérez-Vidal, C. (2013). Perspectives and Lessons from the Challenge of CLIL Experiences. In C. Abello-Contesse, P. M. Chandler, M. D. Lopez-Jimenez (Eds.), Bilingual and Multilingual Education in the 21st Century: Building on Experience (pp. 59-82). Clevedon: Multilingual Matters.

● Swain, M. (1998) Manipulating and complementing content teaching to maximize second language learning. TESL Canada Journal 6 (1), 68-83.

FAE - Curriculum & Programming

Methodology The course will combine theoretical work and presentations with more practical activities, all involving analysis, reflection, discussion and debate. Students will be expected to do background reading at home which will be discussed during class.

● The contents of the curriculum for the subject of English for secondary school and EOI and their organisation in relation to aspects of planning and the evaluation of learning.

Instructor: MªTeresa Galobardes


1 The curriculum as an opportunity for pedagogical reflection. The foreign language curriculum for ESO.

2 Curriculum development. From the curriculum to the classroom

3 Planning as pedagogical decision making.

4 The planning of didactic sequences.

5 Course Planning. Analysis of current course plans from schools.

6 The EOI system in Catalonia. English in Vocational Education in Catalonia.



Required readings● DECRET 187/2015, de 25 d'agost, d'ordenació dels

ensenyaments de l'educació secundària obligatòria.http://portaldogc.gencat.cat/utilsEADOP/PDF/6945/1441278.pdf

● DECRET 142/2008, de 15 de juliol, pel qual s'estableix l’ordenació dels ensenyaments de batxillerat

http://portaldogc.gencat.cat/utilsEADOP/PDF/5183/1011499.pdf● DECRET 4/2009, de 13 de gener, pel qual s'estableix

l'ordenació i el currículum dels ensenyaments d'idiomes de règim especial

http://www.gencat.cat/eadop/imatges/5297/09009001.pdf

● DECRET 186/2015, de 25 d'agost, de modificació del Decret 4/2009, de 13 de gener, pel qual s'estableix l'ordenació i el currículum dels ensenyaments d'idiomes de règim especial, per incloure l'idioma coreà.

http://portaldogc.gencat.cat/utilsEADOP/AppJava/PdfProviderServlet?documentId=701288&type=01&language=ca_ES


● OCDE (2010). The Nature of Learning: Using Research to Inspire Practice. (317-337)

https://read.oecd-ilibrary.org/education/the-nature-of-learning_9789264086487-en#page1

Bibliography

http://portaldogc.gencat.cat/utilsEADOP/PDF/6945/1441278.pdf









● Marope, Mmantsetsa, Patrick Griffin and Carmel Gallagher. Future competences and the future of currículum. A global reference for Curricula Transformation. Geneva: IBE-UNESCO.

http://www.ibe.unesco.org/sites/default/files/resources/future_competences_and_the_future_of_curriculum.pdf

● Departament d’Ensenyament (2015). Document d'identificació i desplegament de les competències bàsiques de l'àmbit lingüístic a l'Educació Secundària Obligatòria. Llengües estrangeres.

http://ensenyament.gencat.cat/ca/departament/publicacions/colleccions/competencies-basiques/eso/ambit-linguistic-lleng-estr/

● Departament d’Educació. Direcció General de l’Educació Bàsica i el Batxillerat (2009) Del currículum a les programacions. Una oportunitat per a la reflexió pedagògica a l’educació bàsica.

http://www.xtec.cat/alfresco/d/d/workspace/SpacesStore/1bc9a04d-7d32-4027-a1c0-fdd779a6e2f9/del_curriculum_a_les_programacions.pdf









● Theories related to the assessment of communication skills

● The Common European Framework and its application in the classroom

● Assessment instruments: types and functions

Instructors: Olga Esteve and Yris Casart

AE2 - Assessment and the CEFR

Methodology The students are expected to participate actively in the sessions, which will consist of tutor’s input plus hands-on work with the materials and documentation, relating their contents to compulsory official curricula and to classroom practice(s). Set tasks will be both individual and group.


1 ▪ Critical analysis of one’s experiences and pre-understandings about ‘assessment’: what lies behind it?

2 ▪ Assessment for learning and assessment of learning: Assessment as a tool to regulate and encourage effort. Assessment of productive and receptive language skills

3 ▪ The Common European Framework of Reference: how to use it in curriculum development and assessment of communication skills

4 ▪ Analysis of assessment tasks and instruments. The European Language Portfolio

5 ▪ Development of assessment criteria and instruments: reception.

6 ▪ Development of assessment criteria and instruments: production

7 ▪ Course Teacher’s mediation through dynamic assessment, meaningful feedback and error correction


Mandatory readings

● Alderson, J.C. et al (2006) Analysing Tests of Reading and Listening in Relation to the Common European Framework of Reference: The Experience of The Dutch CEFR Construct Project. Language Assessment Quarterly 3(1), 330.

● Escobar, C. (2009) ¿Por qué no te callas? o Avaluar, Ensenyar i Aprendre Comunicació Oral a l’educació secundària. Articles Didàctica de la Llengua i de la Literatura, 47:99-111

● Escobar Urmeneta, C. (2006). Una propuesta PEL de evaluación criterial para la educación secundaria. En: Cassany, D. (Ed.). Portfolio Europeo de las Lenguas de secundaria y su aplicación en el aula. Madrid: Instituto Superior de Formación del Profesorado del MEC de España: 77-108. Descargar artículo. Descargar anexos. Download descriptors.

● Esteve, O. & Fernández, F. (2013). “Evaluación y autonomía: caminos que convergen”. En Esteve, O. & Martín-Peris, E. (eds.). Cuestiones de autonomía. Aprender a aprender en la clase de lengua extranjera. Barcelona: ICE-Horsori.

● Esteve,O.; Trenchs, M.; Pujolà, J.T.; Arumí, M. & Birello, M. (2012). The ELP as a mediating tool for the development of self-regulation in foreign language learning university contexts: an ethnographic study. En Kühn, B. & Cavana, M.L. (eds.). Perspectives from the European Language Portfolio – Learner autonomy and self-assessment. London / New York: Routledge

Bibliography

http://gent.uab.cat/cristinaescobar/sites/gent.uab.cat.cristinaescobar/files/Escobar06_Eva%20criterial%20PEL_MECarticulo.pdf

http://gent.uab.cat/cristinaescobar/sites/gent.uab.cat.cristinaescobar/files/Good_bad%20speaker%20red_blue%20descriptors_manusc.pdf

● Esteve, O. & Arumí, M. (2006). “Instruments per al foment dels procesos autoreguladors en situacions diverses d’aprenentatge”. Actes de la XI. Trobada de Centres d’Autoaprenentatge: L’espai d’autoaprenentatge: les noves necessitats i els models de funcionament en la societat actual. Generalitat de Catalunya. Secretaria de Política Lingüística.

● Figueras, N. (2012). The Impact of the CEFR. English Language Teaching Journal Downloadable from:

http://eltj.oxfordjournals.org/content/66/4/477.full.pdf?keytype=ref&ijkey=iSnDZ74sW29UaEZ

● Figueras, N. y F. Puig (2013) Pautas para la evaluación del español. Edinumen.

● Lantolf, J. And Poehner, M.E. (2004). Dynamic assessment of L2 development: bringing the past into the future, Journal of Applied Linguistics, vol 1/1: 49-72. Downloadable

● Little, D. (2009) The European Language Portfolio: where pedagogy and assessment meet. Downloadable from:

http://www.coe.int/t/dg4/education/elp/elp-reg/Source/Publications/ELP_pedagogy_assessment_Little_EN.pdf

● Teacher’s Guide to the CEFR. Pearson Longman. Downloadable from:

http://www.pearsonlongman.com/ae/cef/cefguide.pdf

● Chapters 1 and 2 of Common European Framework of Reference for languages: Learning, Teaching, Assessment. downloadable from:

http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf





http://www.pearsonlongman.com/ae/cef/cefguide.pdf


Classroom sessions will consist of presentations of theories and approaches, group discussion and in-class group work in which participants will analyze and design lessons and tasks while providing feedback to each other. Occasionally, students will be asked to hand in in-class work. Independent student work will involve readings and post-session reflection tasks.Students are expected to check the virtual classroom before each session since instructions will be updated regularly. Materials will be provided either in class or in the virtual classroom.

● The fundamentals in planning lessons so that students develop English language proficiency and the productive and receptive language skills.

Instructor: Iryna Pogorelova, with the collaboration of Vanessa Góngora, Dirk Lagerwaard, Cristina Malgrat, Xavier Ortín, Mar Rosso, Usoa Sol, Maria Trullàs and Mireia Xortó for the Teaching Essentials Workshops.

FAE - Designing session plans

Methodology


1 ● Planning your lesson: Setting learning goals, pre-planning considerations and lesson objectives. Most common instructional sequences.

2 ● The receptive skills (I): Designing and sequencing materials and activities for the development of the reading skill. Most common instructional sequences.

3 ● The receptive skills (II): Designing and sequencing materials and activities for the development of the listening skill. Most common instructional sequences.

4 ● The productive skills (I): Designing and sequencing materials and activities for the development of the writing skill. Process/product approach and the writing process. Most common instructional sequences.

5 ● The productive skills (II): Designing and sequencing materials and activities for the development of the speaking skill. Most common instructional sequences.

6 ● Wrapping up.

Workshops Teaching EssentialsSession Contents Trainer

1 ● 16th November. Learning to design sessions based on competences (1). Mar Trullàs

and Cristina Malgrat2 ● December 14th. Learning to

design sessions based on competences (2).

3 ● January 11th. Creating an inquiry-based project to promote critical thinking, ethical citizenship and an entrepreneurial spirit.

Usoa Sol and Xavier Ortín

4 ● January 18th. Handling information in the ESL class. Mireia Xortó

and Mar Rosso5 ● January 25th. The role of

the teacher in the ESL class.

6 ● February 7th. Teacher Talking Time vs Student Talking time.

Vanessa Góngora7 ● February 8th. Teacher and

student roles in a learned-centered classroom. Transforming activities into tasks.

Required readings:

The course will include selected chapters, texts or materials which will be provided either in class or in the virtual classroom. These materials belong to the following books which will only be partially covered in the course.

This book is required as a course book:

● WOODWARD, Tessa. (2001). Planning lessons and courses: Designing sequences of work for the language classroom. Cambridge University Press.

The following two books will provide you with useful ideas, not only for this course, but also for other courses in this Master’s degree and for your future practice:

● HARMER, J. (2001). The Practice of English Language Teaching. Longman.

● SCRIVENER, Jim. (2009). Learning Teaching. Oxford: Macmillan.

Recommended readings:

The following readings are not compulsory and will not be discussed in class unless required for a specific session during the course. These references are intended to be suggestions for those who want to do more reading on this topic now, during the writing of your Final Master’s Paper or for future reference.

● BRUMFIT, Cristopher. “Problems in defining instructional methodologies.” (pp. 133-144).

● CARTER, Ronald & NUNAN, David. (ed.) (2001). The Cambridge Guide to Teaching English to Speakers of Other Languages (chapters 1 through 9). Cambridge: Cambridge University Press.

Bibliography

● CELCE-MURCIA, Marianne, DÖRNYEI, Zoltan, & THURRELL, Sarah. (1997). “Direct approaches in L2 instruction: A turning point in communicative language teaching. TESOL Quarterly, 31(1), 141-152.

● CELCE-MURCIA, Marianne, DÖRNYEI, Zoltan, & THURRELL, Sarah. (1998). “On directness in communicative language teaching.” TESOL Quarterly, 32(1), 116-119.

● COUNCIL OF EUROPE (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge, UK: Cambridge University Press, or http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf

● FIELD, John. (2008). Listening in the language classroom. Cambridge University Press.

● GRELLET, F. (1987). Developing reading skills. Cambridge University Press.

● JAMES, Carl & GARRETT, Peter. (Ed.). (1992). Language awareness in the classroom. Longman.

● LAZAR, Guillian. (1993). Literature and language teaching: A guide for teachers and trainers. Cambridge University Press.

● NUNAN, D. (1989). Designing tasks for the communicative classroom. Cambridge University Press. The following is a revised version of the same book: NUNAN, D. (2004, 2010). Task-based language teaching. Cambridge: Cambridge University Press. (Strongly recommended).

● NUNAN, D. (1991). “Communicative tasks and the language curriculum.” TESOL Quarterly, 25(2), 279-295.

● NUTTAL, C. (1996). Teaching reading skills in a foreign language. Heinemann.

● RIBÉ, R. & VIDAL, N. (1993). Project work step by step. Heinemann.

● RICHARD-AMATO, P. (2003). “Devising a plan (Chapter 15),” from Making It Happen. From Interactive to Participatory Language Teaching. (3rd edition). White Plains (NY): Pearson Education, Inc. (pp. 301-330).



● SAVINGON, Sandra J. (1987). Communicative Language Teaching. Theory into Practice, 26(4), 235-242.

● SCRIVENER, J. (1994, 2005). Learning teaching. Oxford: Macmillan.

● THOMPSON, Geoff. (1996). “Some misconceptions about communicative language teaching”. ELT Journal, 50(1), 9-15.

● THORNBURY, Scott. (1997). “Reformulation and reconstruction: tasks that promote ‘noticing’”. ELT Journal, 51(4), 326-335.

● THORNBURY, Scott. (1998). “Comments on Marianne Celce-Murcia, Zoltan Dörnyei, and Sarah Thurrell’s ‘Direct approaches in L2 instruction: A turning point in Communicative language teaching?’”. TESOL Quarterly, 32(1), 109-116.

● THORNBURY, Scott. (2004). How to teach writing. Pearson-Longman.

● THRONBURY, Scott. (2005). How to teach speaking. Pearson-Longman.

● THRONBURY, Scott. (2006). Conversation: from description to pedagogy. Cambridge: Cambridge University Press.

● WALLACE, Catherine. (1992). Reading. Oxford: Oxford University Press.

● WILLIAMS, Jessica. (1995). “Focus on form in communicative language teaching: Research findings and the classroom teacher. TESOL Journal, 12-16.

http://cataleg.upf.edu/search%7ES11*cat?/treading/treading/1%2C214%2C246%2CB/frameset&FF=treading&1%2C%2C3/indexsort=-

★ Literature and culture in ELT★ ICT in English language teaching★ English for 21st century teachers

Complements Formació Docent

(CF)

Subject overviewThis module is aimed at providing students with different approaches to the nature of discourse, its role in teaching and learning processes, and regarding further connections between the classroom and the outside world via different platforms. It is structured into three subjects: Literature and culture in TEFL, Using ICT in the English classroom, and Teaching English in the 21st century.

★ First year module

★ Nºof ECTS: 5 (125 hours)

★ Modules: Teaching English in the 21st century, Literature and culture in TEFL and ICT in ELT

★ Classroom hours: 36 hours

★ Autonomous work hours: 89 hours

★ Teachers involved:

○ Teaching English in the 21st century: Iryna Pogorelova

○ Literature and culture in TEFL: Anna Asián

○ ICT in ELT: Ricard Garcia

● The CEFR’s model of language use and learning:action-oriented approach

● Genre and text types.● Genre-based instruction.

Instructor: Iryna Pogorelova

CF - English for 21st century teachers

Methodology Classroom sessions will include presentations of theories, class discussions and group work in which students will engage in the analysis of texts with their peers. Individual student work will include readings (provided by the teacher in the Moodle). Students are expected to check the Moodle classroom before each session and to have done assigned readings before each class.

Session Contents

1 ● The CEFR’s model of language use and learning: language as social practice. The user’s/learner’s competences. Sample action-oriented tasks.

● Introduction to the concepts of genre and text types. Register. Analysing communicative function, context and meaning.

2 ● Text and discourse. Identifying and analysing text features. Implications for learning and teaching.

● Genre-based approach: the teaching-learning cycle. Stages and examples of genre-based instruction (GBI).

3 ● Designing a lesson plan that follows the teaching-learning cycle of GBI. Examples of genre-based lesson plans.

Syllabus


Required readings

Compulsory selected readings will be provided in the virtual classroom.


● Council of Europe (2011). The Common European Framework in its political and educational context. www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf

● Derewianka, B. (2003). ʻTrends and Issues in Genre-based Approachesʼ. RELC Journal. 34.2. 133-54. London: Continuum.

● Dolz, J. (2004). Seqüències didàctiques i ensenyament de la llengua: més enllà dels projectes de lectura i d’escriptura. Articles de Didàctica de la Llengua i la Literatura, n.º 2, pp. 21-34.

● Emmitt, M. and Pollock J. (2001). Language and Learning. An Introduction for Teaching. 2nd Edition. Chapter 3, pp.45-48.

● Esteve, O., Fernández, F., Martin Peris, E., & Atienza, E. (2017). The Integrated Plurilingual Approach: A didactic model providing guidance to Spanish schools for reconceptualizing the teaching of additional languages. Language and Sociocultural Theory, 4 (1), 1-24.

● Gee, James (1990). Social linguistics and literacies. Ideology in discourses. London: Falmer Press.

● Halliday, M.A.K. and Hasan, R. (1985). Language, context, and text: Aspects of language in a social-semiotic perspective. Deakin, Vic.: Deakin University Press.

● Hyland, K. (2004). Genre and second language writing. Ann Arbor, MI: The University of Michigan Press.

Bibliography



● Irún Chavarría, M. and Baiget Bonany, E. (2006). Raising Awareness of Pragmatics in the EFL Classroom: A Proposal. Culture, Language and Representation, vol. III, pp.133-144.

● Johnson, K. (2009). Second Language Teacher Education. A Sociocultural Perspective. New York: Routledge.

● Martín-Peris, E., & Esteve, O. (2013). Autonomía y uso de la lengua. In O. Esteve & E.Martín-Peris (Eds.), Cuestiones de autonomía en el aula de lenguas extranjeras, 33-56. Barcelona: ICE-Horsori.

● Paltridge, B. (2001). Genre and the Language Learning Classroom. Ann Arbor: The University of Michigan Press.

● Piccardo, E. (2014). From Communicative to Action-Oriented: A Research Pathway. Curriculum Services Canada.

● Rog, L. J. (2004). The write genre: classroom activities and mini-lessons that promote writing with clarity, style and flashes of brilliance, I. Pringle, and J. Yalden, 258–72. New York: Longman.

● SCRIVENER, J. (1994, 2005). Learning teaching. Oxford: Macmillan.

● Widodo, H. (2006). Designing a genre-based lesson plan for an academic writing course. English Teaching: Practice and Critique, vol.5 (3), pp. 173-199.

● Knowledge of cultural and discourse analysis as tools for the learning of English as a foreign language.

Instructor: Anna Asian

Through a series of hands-on sessions, students will reflect on how different kinds of literary texts, songs and films can be exploited so as to develop language learners’ literary and cultural competences.

Before each class students will need to read the relevant material and answer some brief questionnaires based on them.

Methodology

CF - Literature & culture in TEFL


1 What is culture? Why and which books and films should we read or watch? Why should we write?

Through a series of literary texts, songs and films, we will discuss what we mean by culture, intercultural competence, literature vs Literature and literary competence. We will also reflect on which kinds of texts and films are more appropriate for different groups of students. We will practise creative writing and will reflect on its purposes.

2 Poetry and songs

Students will read different types of poems and songs, analyse their distinctive features, do the cycle of activities based on them and reflect about their aims. Through a series of dramatic activities, we will work on connected speech and intonation. In small groups, students will design, share and assess a sequence of activities based on one or more texts of their own choice.

3 Short stories, short films and film extracts.

We will revise the distinctive features of short stories, novels, shorts and films and will see how these can be exploited so as to improve the students’ not only linguistic and communicative competences but also their literary and intercultural ones. We will practise collaborative creative writing. In small groups, students will design and share a sequence of activities based on one of the texts and will reflect on the aims of these activities.

Mandatory readings will be read as the course progresses and recommended readings may be used either during the course or in the theoretical framework of the TFM.

Mandatory readings

● Boudreau, N. (2015) “Violence in the Name of Identity”. https://www.csustan.edu/sites/default/files/honors/documents/journals/entries/Boudreau.pdf

● Foster Wallace, D. (2005). “This is Water”. https://fs.blog/2012/04/david-foster-wallace-this-is-water/

● Carter, R. and M. N. Long. (1991). Why Literature. Teaching Literature. Essex: Longman. (pp. 1- 11)

● Cook, G. (2000). Future Prospects for Language Teaching. Language Play, Language Learning. Oxford: OUP. (pp. 181-205)

● Collie, J. and Slater, S. (1987). Teaching literature: Why, What and How. Literature in the Language Classroom. A resource book of ideas and activities. Cambridge: CUP (pp. 7-10)

● Duff, A. and Maley, A. (1989). Introduction. The Inward Ear. Poetry in the Language Classroom. Cambridge: Cambridge Handbook for Language Teachers.(pp. 6-16)

● Duff, A. and Maley, A. (1990). Introduction. Literature. Oxford: OUP. (pp. 5-10)

Bibliography

https://www.csustan.edu/sites/default/files/honors/documents/journals/entries/Boudreau.pdf

https://www.csustan.edu/sites/default/files/honors/documents/journals/entries/Boudreau.pdf

https://fs.blog/2012/04/david-foster-wallace-this-is-water/

https://fs.blog/2012/04/david-foster-wallace-this-is-water/

● Lazar, G. (1993). Examining the Reasons for Using Literature. Literature and Language Teaching. A guide for teachers and trainers. Cambridge: Cambridge University Press (pp. 14-19).

● Maley, D. (1993). Twelve Generalizable Procedures and Classroom Practices, Haiku, “Nasruddin Stories”. Short and Sweet. Volume 1. London: Penguin Books. (pp. 11-13; 18-24; 107-117)

● Maley, A. (2015). Overview: Creativity -the what, the why and the how. In Maley, A. and Peachey, N. ed. Creativity in the English Language Classroom. London: British Council.


● Attridge. D. (1982). The Rhythms of English Poetry. English Language Series. England: Longman.

● Bamford, J. and Day, R. (2004). Extensive Reading Activities for Teaching Language. Cambridge: Cambridge University Press.

● Bassnett, S. And Grundy, P. (1993). Language through Literature. Creative Language Teaching through Literature. England: Longman.

● Brumfit C. J. and Carter R. (1986). Literature & Language Teaching. Oxford: OUP.

● Carter, R. and McRae, J. (1996). Language, Literature and the Learner: Creative Classroom Practice. New York: Routledge.

● Furniss, T. And Bath, M. (1996). Reading Poetry. Hertfordshire: Prentcie Hall.

● Donaghy, K. (2015). Film in Action. Teaching Language Using Moving Images. Great Britain: Delta Publishing.

● Maley, A. (2005). Drama Techniques. Cambridge: CUP.

● McRae, J. (1991). Literature with a Small “l”. London: Macmillan.

● McRae, J. (1998). The Language of Drama. New York: Routledge.

● Miller B., J. and Yaris, K. (2016). Who's Doing the Work? How to Say Less So Readers Can Do More. London: Stenhouse.

● Pope, R. (1995). Textual Intervention. Critical and Creative Strategies for Literary Studies. New York: Routledge

● Pryle, M. (2014). 50 Common Core Reading Response Activities: Easy Mini-Lessons and Engaging Activities to Help Students Explore and Analyze Literature and Informational Texts. London: Scholastic.

● Xerri, D. & Vassallo, O. (2016). Creativity in Language Teaching. Malta: ELT.

CF - Using ICT in the English classroom

Syllabus assignatur

aMethodology Sessions are based on practice.

Students will deal with the multiple possibilities that creative tools offer in ESL. Sessions offer an overview of webtools and mobile apps. Students will be able to try some of these tools and create their own materials. Both group and individual work are expected. Students will also learn how to be always up to date with the arrival of new tools and apps, becoming part of professional learning networks where they will share their experiences and benefit from others’. For some sessions, students may have to bring their own laptops.

● ICT educational applications in the English classroom and the use of these tools according to diverse teaching methods.

Instructor: Ricard Garcia

Syllabus


Session Contents

1 ● The use of creative digital tools in ESL: Why? Description of the main features these tools share. Analysis of the required methodology when using them in our class. Mobile technology in and outside the classroom. Overview of the most relevant typologies of webtools and apps related to the different communicative aspects in ESL.

● Working with images: Tools that help us enrich ideas out of an image. Overview and practice. Creation of a digital poster.

2 ● Telling stories: Tools for storytelling. flipbooks, personal diaries, newspaper clippings… Overview and practice.

● Animate your English: Speaking avatars and animation. Creation of an animated story.

3 ● Working with videos: Enriching videos with embedded tasks. Creation of a video activity.

● Taking decisions and exploring opinions. Tools for surveys and debates.

● Geolocalize your language: Placing your voice in the world. Geolocalized information and QR codes.

● Sharing what we learn: How to disseminate our resources and learn from our peers: Scoop.it

● Conclusions and feedback


Mandatory readings:

● http://americancultures.pbworks.com/w/page/12559454/ICT%20Benefits%20in%20EFL


● http://www.scoop.it/t/2-0-tools-and-esl

● http://www.scoop.it/t/web-2-0-tools-in-the-efl-classroom

● http://americancultures.pbworks.com/w/page/12559454/ICT%20Benefits%20in%20EFL

● Barnes, M. (2014) Teaching the iStudent. A quick Guide to using mobile devices and social media in the K-12 Classroom. USA, Corwin

● Peachey, N. Web 2.0 Tools for Teachers,

● Korkut Uluc Isisag, The Positive Effects of Integrating ICT in Foreign Language Teaching. Available at:

http://conference.pixel-online.net/ICT4LL2012/common/download/Paper_pdf/235-IBT107-FP-Isisag-ICT2012.pdf

Bibliography

http://americancultures.pbworks.com/w/page/12559454/ICT%20Benefits%20in%20EFL


http://www.scoop.it/t/2-0-tools-and-esl

http://www.scoop.it/t/web-2-0-tools-in-the-efl-classroom

http://www.scoop.it/t/web-2-0-tools-in-the-efl-classroom



★ Teaching methodology★ Designing didactic sequences★ Classroom observation

Disseny i Implementació

d’Espais d’Aprenentatge

Innovadors (DEA)

This module is aimed at guiding students through different models and paradigms of foreign language teaching and their application to the design of didactic sequences that implement a TBLT approach. Along the design of materials and sequences, students will engage in the observation and analysis of the components and processes that are critical to teaching and learning processes by designing a spiral of inquiry adapted to the context of the practicum.

● Second year module

● Nºof ECTS: 10 (250 hours)

● Subjects: Teaching Methodology, Designing Didactic Sequences and Classroom Observation.

● Classroom hours: 92 hours

● Autonomous work hours: 158 hours

● Teachers involved:

○ Teaching Methodology: Philippa Davies

○ Designing Didactic Sequences: Imma Boluña

○ Classroom Observation: Àngels Oliva, with collaboration of Olga Esteve and Carme Pérez

Subject overview

The sessions will be participative, with individual, pair and group work within class hours. Collaborative work and peer feedback will be emphasised. Students will also be expected to do mandatory pre-session readings and preparation. Instructions and all reading materials will be available on the DEA Methodology Moodle.

AE3 - Teaching methodology

Methodology

● Models and methods of foreign language teaching which encourage learner autonomy and active learning, such as task- and project-based learning.

Instructor: Philippa Davies

Syllabus


Session Contents

1 ● Starting off on the right foot. Being a (language) teacher: what does it mean? A look at teachers, the classroom, and how these factors relate to methodology.

2 ● Setting the context: from communicative to task-based. What are the ingredients to a successful class? The pros and cons of PPP and TBL.

3 ● TBL: a closer look. The gap principle. Critiquing TBL: problems and solutions.

4 ● Task types and sequencing. Examples of tasks that work.

5 ● Project-based learning.

6 ● Global Competence and Critical Thinking.

7 ● Learner strategies and autonomy: promoting a learner-centred class.

8 ● Bringing it all together.

Bibliography All required readings will be available on the DEA Methodology Moodle. Other background reading for the TFM or general interest is copied below:

● Basturkmen, H., Loewen, S., & Ellis, R. (2002). Metalanguage in Focus on Form in the Communicative Classroom. Language Awareness 11 (1), 1–13.

● Celce-Murcia, M., Brinton, D. M. and Snow, M. A. (2014). Teaching English as a second or foreign language. (Ch. 1, pp. 2-14). Boston, Mass.: National Geographic Learning.

● Cook, V. (2008) Second Language Learning and Language Teaching (4th Edition). New York: Routledge.

● Cowley, S. (2010). Getting the Buggers to Behave (4th edition). Continuum International Publishing Group.

● Dornyei, Z., Csizer, K., (1998) Ten commandments for motivating language learners: Results of an empirical study. Language teaching research 2(3), 203–229.

● Dörnyei, Z. & Kubanyiova, M. (2014). Motivating Learners, Motivating Teachers. CUP

● Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford: Oxford University Press.

● Ellis, R. (2005) Principles of instructed language learning. System 33: 209-224.

● Ellis, R. & Sintani, N. (2014). Exploring Language Pedagogy through Second Language Acquisition Research. London, New York: Routledge.

● Goldstein, B. (2009) Working with Images. Cambridge: CUP.

● Harmer, J. (2001) The Practice of English Language Teaching. Longman.

● Harmer, J. (2001) The Practice of English Language Teaching. Longman.

● Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press.

● Kumaravadivelu, B. (1993) Maximizing learning potential in the communicative classroom. ELT Journal, 47 (1), pp. 12 – 21.

● Kumaravadivelu, B. (2006) TESOL Methods: Changing Tracks, Challenging Trends. TESOL Quarterly, 40(1), pp. 59 – 81.

● Kumaravadivelu, B. (2006). Understanding language teaching: from method to postmethod. Mahwah, New Jersey: Lawrence Erlbaum.

● Lamb, T.E. (2011) Fragile identities: Exploring learner identity, learner autonomy and motivation through young learners’ voices. The Canadian Journal of Applied Linguistics 14(2), 68 - 85.

● Larsen-Freeman, D. & Anderson. M. (2011) Techniques and Principles in Language Teaching. Oxford: OUP.

● Leaver & Willis (Eds.). (2004) Task- based instruction in foreign language education. Washington, DC: Georgetown University Press.

● Long, M. H. (2000). Focus on form in task-based language teaching. In R. L. Lambert & E. Shohamy (Eds.), Language Policy and Pedagogy. Philadelphia, PA: John Benjamins.

● Long, M. (2015). Second language acquisition and task-based language teaching. Wiley-Blackwell.

● Long, M., & Doughty, C. (Eds.) (2009). The handbook of language teaching. Malden, MA: Blackwell.

● Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.

● Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.

● Richards & Reppen (2014). Towards a Pedagogy of Grammar Instruction. RELC Journal, 45 (1), pp. 5–25.

● Richards, J.C. & Rodgers, T.S. (2014). Approaches and Methods in Language Teaching (Third Edition). CUP

● Scrivener, J. (2005) Learning Teaching. Macmillan.● Scrivener, J. (2012). Classroom Management Techniques.

CUP● Thornbury, S. (1999). How to Teach Grammar. Harlow:

Pearson Education/Longman.● Thornbury, S. (2005). How to Teach Speaking. Harlow:

Pearson Education/Longman.● Thornbury, S. (2006). An A-Z of ELT. Macmillan.● van, Lier, L. (2007) Action-based Teaching, Autonomy

and Identity. Innovation in Language Learning and Teaching 1 (1), 46–65.

● Ushioda, E. (1996) Learner autonomy 5 : The role of motivation. Dublin, Ireland.

● Ushioda, E. (2009). A person-in-context relational view of emergent motivation, self and identity. In Z. Dornyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 215-228). Bristol, UK: Multilingual Matters.

● Ushioda, E. (2011). Motivating learners to speak as themselves. In G. Murray, X. Gao, & T. Lamb (Eds.), Identity, motivation and autonomy in language learning (pp. 11-24). Bristol, UK: Multilingual Matters.

● Williams, M. & Burden, R. (1997). Psychology for Language Teachers: A Social Constructivist Approach. CUP

● Willis, J. (1996). A Framework for Task-Based Learning. Longman.

● Willis, D. & Willis, J. (2007). Doing Task-Based Teaching. Oxford: OUP.

● Wong, W. & VanPatten, B. (2003). The Evidence is IN: Drills are OUT. Foreign Language Annals 36 (3), pp. 403–423.

AE3 - Designing didactic sequences

Methodology In this module, the contents learnt in all the other modules (both UPF & OUC) converge and are applied. The module is organised in 8 hands-on sessions. Coursebooks will be looked into so as to see how the units in a given textbook can be reorganized from a task-based approach.

The instructor will present theoretical variables to be taken into account when designing a Didactic Sequence and then the student teachers will have to reflect, discuss and make decisions on their own DS, which will be implemented in phase II of their Practicum.

● Planning Didactic Sequences to develop language skills and students' productive and receptive language skills

Instructor: Imma Boluña


1 ▪ Get to know your teacher or the importance of icebreakers

▪ Where this module stands in the Master’s

▪ Where a DS stands within a course program & the Curriculum

▪ The task-based approach in teaching

▪ How to make do with a set coursebook and use it to meet the needs of TBLT

▪ Homework: drafting a teaching contract during Phase 1

2 ▪ Relevant notions in the design of a DS

▪ A DS and its various sections: analysis of a sample grid & preparing your own template

▪ Calendar for the completition of the DS before Phase II

▪ HW for Xmas:1.Designing a SCOBA where the FINAL TASK of their DS and its specific textual goals are visualised and connected to some logical wider course goals.2.Reading Carandell’s article on the design of a DS

3 to 8 ▪ Hands-on session on the development of the DS & jigsaw reading of relevant literature


Bibliography Mandatory bibliography: the following decrees:

● Decret 143/2007, de 26 de juny, pel qual s’estableix l’ordenació dels ensenyaments de l’educació secundària obligatòria. (Correcció d'errada en el DOGC núm. 5515, pàg. 89641, de 27.11.2009).


● Decret 51/2012, de 22 de maig, de modificació del Decret 143/2007, de 26 de juny, pel qual s’estableix l’ordenació dels ensenyaments de l’educació secundària obligatòria.


● DECRET 187/2015, de 25 d'agost, d'ordenació dels ensenyaments de l'educació secundària obligatòria.


● DECRET 142/2008, de 15 de juliol, pel qual s'estableix l’ordenació dels ensenyaments de batxillerat


● Decret 4/2009, de 13 de gener, pel qual s'estableix l'ordenació i el currículum dels ensenyaments d'idiomes de règim especial










● Decret 186/2015, de 25 d'agost, de modificació del Decret 4/2009, de 13 de gener, pel qual s'estableix l'ordenació i el currículum dels ensenyaments d'idiomes de règim especial, per incloure l'idioma coreà.



● Esteve, O. Entre la práctica y la teoría. Comprender para actuar (Between practice and theory. Understanding for acting) . BIBLID [ISSN: 1137-4446, eISSN: 2255-1069 (2013), 19; 13-36]

● Erickson, H.L. (2007). Concept-Based Curriculum and Instruction for the Thinking Class-room. California: Corwin Press.

● Methodology in Language Learning, T’s kit. Council of Europe publishing. July 2000; www.training-youth.net

● Esteve, O. Enseñar la producción escrita. UPF. Grup de treball sobre el Portfolio Europeu de Llengues. http://blocs.xtec.cat/portfolio/materials-pel/

● Esteve, O.; Fernández, F. Evaluación y Autonomía, Caminos que convergen.

● Ur,P. (2016) Penny Ur’s 100 Teaching Tips. CUP

● Esteve, O. et al. Los aprendices como analistas del discurso (UPF i EOI)

● Tyler, A. (2012). Cognitive linguistics and second language learning. Theoretical Basics and Experimental Evidence (Routledge)



http://www.training-youth.net

http://blocs.xtec.cat/portfolio/materials-pel/

● Departament d’Educació (2009) Currículum, educació secundària obligatòria.

● http://www.xtec.cat/alfresco/d/d/workspace/SpacesStore/fe124c3b-2632-44ff-ac26-dfe3f8c14b45/curriculum_eso.pdf

● Departament d’Educació. Direcció General de l’Educació Bàsica i el Batxillerat. (2009). Orientacions per al desplegament del currículum. Àmbit de llengües a l’ESO.

● http://www.xtec.cat/alfresco/d/d/workspace/SpacesStore/b2016c4a-f098-4566-aa2b-f720e53626a0/llengues_1.pdf

● Departament d’Educació. Direcció General de l’Educació Bàsica i el Batxillerat (2009) Del currículum a les programacions. Una oportunitat per a la reflexió pedagògica a l’educació bàsica.

● http://www.xtec.cat/alfresco/d/d/workspace/SpacesStore/1bc9a04d-7d32-4027-a1c0-fdd779a6e2f9/del_curriculum_a_les_programacions.pdf

Recommended readings for the TFM (arranged by topic)

● On Learning processes see:M.Williams & R.Burden (1997): Psychology for Language Teachers: A Social Constructivist Approach ( CUP )

● On The role of input and output: fluency vs accuracy?, treatment of error, use of real materials.. :

Ellis, R. 2003 Task-based Language Learning and Teaching. Oxford: Oxford University PressPérez, C. 2004/5 Analyzing Learner Language. Oxford: Oxford University Press (with Gary Barkhuizen)

http://www.xtec.cat/alfresco/d/d/workspace/SpacesStore/fe124c3b-2632-44ff-ac26-dfe3f8c14b45/curriculum_eso.pdf

http://www.xtec.cat/alfresco/d/d/workspace/SpacesStore/fe124c3b-2632-44ff-ac26-dfe3f8c14b45/curriculum_eso.pdf

http://www.xtec.cat/alfresco/d/d/workspace/SpacesStore/b2016c4a-f098-4566-aa2b-f720e53626a0/llengues_1.pdf

http://www.xtec.cat/alfresco/d/d/workspace/SpacesStore/b2016c4a-f098-4566-aa2b-f720e53626a0/llengues_1.pdf




Martínez, J.D. (2008) Linguistic risk taking and corrective feedback. In J.D. Martínez (Ed.) Oral communication in the classroom. (pp.165-193). Ediciones AlfarSheen, Y. (2010) The role of oral and written correction feedback in SLA. Studies in Second Language Acquisition, 32, (pp 169-179) Journal C.U.P.

● On Learner styles: personality factors, cognitive types:

Dörnyei, Z. & Skehan, (2003). Individual differences in SLL. In C. J. Doughty and M. H. Long (Eds.). The handbook of second language acquisition (pp. 589-630). Oxford: Blackwell

● On Motivation:Dörnyei, Z. & Hadfield, J.(2013) Motivating Learning. Pearson. *Hadfield & Dornyei- Routledge.Ur,P. (2016) Penny Ur’s 100 Teaching Tips. CUP

● On active approaches to TEFL:http://www.scottthornbury.com/articles.htmlhttp://www.cambridge.org/elt/blog/tag/penny-ur/

http://www.scottthornbury.com/articles.html

http://www.cambridge.org/elt/blog/tag/penny-ur/

● Models and techniques for a critical observation of teaching and reflective practice, understood as tools for educational research and evaluation.

● Research experiences based on observation and reflective practice, plus teaching innovation proposals raised by the researchers on the grounds of these experiences.

Instructor: Àngels Oliva, Carme Pérez and Olga Esteve

Methodology

IID- Classroom Observation

This course is intrinsically connected to the TFM, both in terms of contents and timing. Lessons will be very practical and hands on, promoting group work and collective reflection and analysis, and hopefully crossing the classroom’s boundaries into the practicum and in contact with previous student teachers and other practitioners.


1 Àngels Oliva

● Course presentation.● What is learning? How are languages

learned?● Spirals of inquiry.

2 Carmen Perez

● Experiences in educational research.

3 Olga Esteve

● Core concepts in (language) learning.

4 Àngels Oliva

● Coming up with a proposal: Thinking outside the box, maximising one’s impact.

5 Àngels Oliva

● Observation tools for real-life teachers.

6 Àngels Oliva

● Connecting the dots: theory, practice and observation.

Syllabus


Session Contents

7 Àngels Oliva & Imma Boluña

● Oral presentations

8 Àngels Oliva

● Processing data

9 Àngels Oliva

● Processing data

10 Àngels Oliva

● Designing a poster and preparing for the defence


Required readings

● Allwright, D. (2001). Exploratory practice. Some Introductory readings.

http://www.letras.puc-rio.br/oldepcentre/readings/ep_reading_contents.htm

● Dörnyei, Z. (2007). Research Methods in Applied Linguistics. Oxford: Oxford University Press. (Selected chapters)

● Esteve, O. (2011). Desarrollando la mirada investigadora en el aula: la práctica reflexiva: herramienta para el desarrollo profesional como docente. En Ruiz, U. (coord.), Lengua castellana y literatura. Investigación, innovación y buenas prácticas. Barcelona: Graó (Serie Formación del Profesorado).

● Paltridge, B. and Phakity, A. (eds.) Research Methods in Applied Linguistics. London and New York: Bloomsbury. (Selected chapters)

● Richards, J. C. & Lockhart, C. (1994). Reflective Teaching in Second Language Classrooms. London: Cambridge University Press.


● Allwright, D. & Bailey, K. (1991). Focus on the language classroom. Cambridge: Cambridge Language Teaching Library. London: Cambridge University Press.

● Burns, A. (1999). Collaborative action researh for English language teachers. London: Cambridge University Press.

Bibliography



● Esteve, O. (2004). La observación en el aula como base para la mejora de la práctica docente. In Lasagabster, D. & Sierra, J.M. (Coord.), La observación como instrumento para la mejora de la enseñanza-aprendizaje de lenguas. Barcelona: ICE-Horsori (Cuadernos de Educación).

● Lasagabster, D. & Sierra, J. M. (2004). La observación como instrumento para la mejora de la enseñanza-aprendizaje de lenguas. Barcelona: ICE-Horsori.

● Wallace, M. (1998). Action Research for Language Teachers. Cambridge: Cambridge University Press.

Practicum

★ Practicum seminars: Ensenyar implica conversar

★ Practicum seminars: Class management & feedback

★ Practicum seminars: Group dynamics and reflective practice

The practicum and the practicum seminars are aimed at putting into practice the competences and theoretical constructs you have been working on through the UOC and UPF courses.

● Second year module

● Nºof ECTS: 14 ECTS (350 hours)

● Subjects: Practicum placement (in the school), Practicum seminars.

● Classroom hours: Practicum seminars (36 hours), and 250 hours in the school (25 hours per week).

● Autonomous work hours: 64 hours

● Teachers involved:

○ Practicum placement: school mentor and UPF practicum tutor (Imma Boluña, Anna Asián, Iryna Pogorelova, Anna Bertran, Laura Carmona, Ricard Garcia or Philippa Davies).

○ Practicum seminars: Ensenyar implica conversar: Laura Farró

○ Practicum seminars: Class management and feedback: Toni Pedragosa

○ Practicum seminars: Group dynamics and reflective practice: Anna Bertran and Laura Carmona

Subject overview

Competències a assolir

A. Organitzar situacions diverses d’ensenyament-aprenentatge

- Seleccionar contextos d’aprenentatge significatius pels estudiants, que facilitin la motivació, estimulin la creativitat i la interacció.

- Dissenyar, desenvolupar i aplicar diferents metodologies docents que permetin el desenvolupament competencial i estiguin adaptades a la diversitat de l’alumnat.

B. Avaluar el procés i els resultats d’aprenentatge dels estudiants

- Involucrar a l’alumnat en l’avaluació.

C. Implicar els estudiants en el procés d’aprenentatge

- Proporcionar recursos per afavorir l’autonomia dels estudiants.

- Motivar els estudiants a responsabilitzar-se del seu aprenentatge.

- Ús eficient d’estratègies comunicatives en el procés d’ensenyament- aprenentatge

- Ús de llenguatges multimodals per promoure l’aprenentatge.

- Analitzar la rellevància de la comunicació en l’activitat científica

D. Anàlisi crític de la pràctica docent i innovació

- Analitzar i reflexionar sobre les pròpies pràctiques docents.

- Construir coneixement pràctic a partir de l’observació d’aules i el seu anàlisi.

G. Gestionar emocions i sentiments en el context professional

- Gestionar les pròpies emocions i ser empàtic amb les dels altres.

Continguts

La conversa eficaç per la l’ensenyament-aprenentatge

● La interacció constructiva i els seus elements● Les peces clau per a la implicació dels aprenents en el seu procés d’aprenentatge

Estratègies conversacionals d’interacció constructiva

● La conversa vertical i la horitzontal● Un model d’estratègia estructural de bastida pedagògica● La conversa com a pont: del coneixement espontani al coneixement científic● Els esquemes d’orientació de l’aprenentatge

Estratègies per a la interacció entre iguals

● Com afavoreix la conversa entre iguals els processos d’aprenentatge?● El debat constructiu i la conversa exploratòria en el treball col·laboratiu● Les cartes conversacionals, una estratègia didàctica per a la construcció de coneixement entre iguals

Educar amb tacte

● Estratègies discursives socials per afavorir el bon clima d’aula● Tipus de preguntes per implicar, indagar i explorar● El llenguatge simbòlic i les metàfores

Bibliografia Bàsica

Mercer, N., Hargreaves, L., Garcia-Carrión, R., Soler, M., 2017. Aprendizaje e interacciones en el aula. Hipatia Editorial

Mercer, N., 2001. Palabras y mentes. Como usamos el lenguaje para pensar juntos. Paidos

Esteve, O., Caradell, Z., Farró, L.,

https://www.researchgate.net/publication/272176242_La_construccion_guiada_de_conocimiento_en_la_formacion_del_profesorado_la_funcion_mediadora_de_la_interaccion_desde_los_distintos_niveles_de_andamiaje_pedagogico

Van Manen, M., 2009. El tacto en la enseñanza. El significado de la sensibilidad pedagògica. Paidos

Farró, L., Lope, S., 2018. Cartas conversacionales para aprender a debatir. Revista Alambique-91

Bibliografia complementària

Meirieu, P., 2007. Frankenstein educador. Laertes

Gilbert, I., 2005. Motivar para aprender en el aula. Las siete calves para la motivación escolar. Paidos



de secundària, batxillerat, eoi i mòduls professionals

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