Type A
|
Code |
Competences Specific | | A5 |
Identifies, describes, analyses, and evaluates resources, strategies, methods and didactic processes used in teaching English, and applies them adequately in any EFL/ESL context, in line with students’ needs |
Type B
|
Code |
Competences Transversal | | B1 |
Learning to learn |
| B6 |
Clear and effective communication of information, ideas, problems and solutions in public or a specific technical field |
Type C
|
Code |
Competences Nuclear |
Type A
|
Code |
Learning outcomes |
| A5 |
Includes cultural resources when teaching English to develop critical and cultural sensitivity
|
Type B
|
Code |
Learning outcomes |
| B1 |
Be able to use paradigms from other disciplines.
| | B6 |
Intervene effectively and convey relevant information.
|
Type C
|
Code |
Learning outcomes |
Topic |
Sub-topic |
Culture: Theory, concepts and practices |
Analysis of practical techniques and resources for teaching culture in the EFL classroom at different levels by using a combination of visual, audio, and reading materials. Exploring the teaching of culture through literature, cinema, Ted Talks, cultural icons, etc.
Analysis of the contribution and incorporation of the teaching of culture into the EFL classroom. Study of research approaches to teaching culture in the foreign language classroom.
|
Methodologies :: Tests |
|
Competences |
(*) Class hours
|
Hours outside the classroom
|
(**) Total hours |
Introductory activities |
|
2 |
0 |
2 |
Problem solving, exercises |
|
5 |
15 |
20 |
Presentations / oral communications |
|
7 |
20 |
27 |
Projects |
|
4 |
20 |
24 |
Personal attention |
|
2 |
0 |
2 |
|
|
(*) On e-learning, hours of virtual attendance of the teacher. (**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies
|
Description |
Introductory activities |
The teacher will introduce the theoretical elements of each topic. The aspects of the course contents, planning, assessment will be explained during the first teaching session. |
Problem solving, exercises |
Each topic of the course syllabus will be introduced in lecture form. Students will be encouraged to contribute opinion and ideas concerning the topic. |
Presentations / oral communications |
Each topic of the course syllabus will be followed by a practical session. Students will be expected to take an active part in the seminars. Each seminar will be related to previous readings or related materials from the suggested bibliography. Students will be invited to prepare and present materials for each seminar session; the different proposals will be discussed in the forum. |
Projects |
|
Personal attention |
|
Description |
Students will be encouraged to consult any doubts with the teacher. Likewise, each student will take a tutoring session related to their individual project. Students will be in contact with the teacher throught the course, by means of e-mail or the moodle course web page. |
Methodologies |
Competences
|
Description |
Weight |
|
|
|
|
Problem solving, exercises |
|
Attending lecture |
30 |
Presentations / oral communications |
|
Class attendance and active participation in seminar sessions, as well as creation of teaching materials presented in class.. |
20 |
Projects |
|
Project based on the teaching of culture in the EFL classroom. |
40 |
Others |
|
|
10 |
|
Other comments and second exam session |
|
Basic |
|
http://ipedr.com/vol33/014-ICLMC2012-L00030.pdf
J. Corbett.An Intercultural Approach to English Language Teaching. Clevedon:
Multilingual Matters Ltd., 2003. G. Gay. Preparing for culturally responsive teaching. Journal of Teacher
Education. 2002,53 (2): 106–116.
J. J. Irvine, and J. B. Armento.Culturally Responsive Teaching. New York:
McGraw Hill, 2001.
E.Hinkel, Culture in Second Language Teaching and Learning (Cambridge:
Cambridge University Press, 1999)
C. Kramsch, Language and Culture. (Oxford: Oxford University Press, 1998).
B. Tomalin, Culture:The Fifth Dimension in Language Skills (2008), http://www.teachingenglish.org.uk/think/articles/culture
C. Reeves. The Effective Dimensions of Interactive Learning on the WWW. In: B.
H. Khan, (Ed.),Web-basedinstruction. 1997, pp. 59-66. Englewood Cliffs, NJ:
Educational Technology
S. McKay, Teaching English as an International Language: Rethinking Goals and
Approaches, (Oxford: Oxford University Press, 2002 |
Complementary |
|
|
(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation. |
|