| Competencias |
| Tipo A | Código | Competencias Específicas |
| A1 | Demostrar que conoce las corrientes teóricas y metodológicas de la lingüística y sus aplicaciones | |
| A5 | Dominar la lengua inglesa desde un punto de vista teórico y práctico y expresarse oralmente y por escrito de manera fluida y precisa | |
| Tipo B | Código | Competencias Transversales |
| Tipo C | Código | Competencias Nucleares |
| Resultados de aprendizaje |
| Tipo A | Código | Resultados de aprendizaje |
| A1 |
Presenta una visión crítica de la investigación en torno a la adquisición del inglés como lengua extranjera. Ofrece una visión amplia sobre los principales aspectos relacionados con la enseñanza y el aprendizaje de la lengua inglesa. | |
| A5 |
Muestra un manejo de la lengua inglesa (de forma oral y/o escrita) en contextos diversos a un nivel superior. | |
| Tipo B | Código | Resultados de aprendizaje |
| Tipo C | Código | Resultados de aprendizaje |
| Contenidos |
| tema | Subtema |
| 1.- INTRODUCTION | 1.1.Why do we use different languages? 1.2. ‘Common sense’ beliefs about languages 1.3. Languages in the contemporary world 1.3.1. Attitudes to languages 1.3.2. English and Englishes 1.3.3. Native speakers 1.3.4. English as a Lingua Franca |
| 2.- LANGUAGE PATHOLOGY | 2.1. Language and the brain 2.2. Types of language pathology 2.3. Assessment and Treatment |
| 3.- BILINGUALISM AND MULTILINGUALISM | 3.1. Defining bilingualism and multilingualism 3.2. The benefits of being bilingual |
| 4. – LANGUAGE AND EDUCATION | 4.1. The language of home, community and school 4.2. Educating linguistic minorities and learners with special needs 4.3. Bilingual and multilingual education |
| 5. –FIRST LANGUAGE ACQUISITION | 5.1. Stages in the acquisition of L1 English 5.2 Theoretical approaches to explaining first language acquisition 5.3. Child-directed speech. Definition and main features |
| 6.- ADDITIONAL LANGUAGE ACQUISITION | 6.1. Interlanguage and Fossilization 6.2. Stages in the acquisition of L2 English 6.3. Theoretical approaches to explaining L2 acquisition 6.4. Language transfer 6.5. Contrastive analysis and Error Analysis |
| Planificación |
| Metodologías :: Pruebas | ||||||||||
| Competencias | (*) Horas en clase |
Horas fuera de clase |
(**) Horas totales | |||||||
| Actividades introductorias |
|
2 | 0 | 2 | ||||||
| Sesión magistral |
|
25 | 45 | 70 | ||||||
| PBL (Problem Based Learning) / (ABP) Aprendizaje basado en problemas |
|
14 | 5 | 19 | ||||||
| Resolución de problemas/ejercicios |
|
6 | 5 | 11 | ||||||
| Trabajos |
|
10 | 20 | 30 | ||||||
| Atención personalizada |
|
3 | 15 | 18 | ||||||
| (*) En el caso de docencia no presencial, serán las horas de trabajo con soporte virtual del profesor. (**) Los datos que aparecen en la tabla de planificación son de carácter orientativo, considerando la heterogeneidad de los alumnos | ||||||||||
| Metodologías |
| descripción | |
| Actividades introductorias | Definition and key issues in Second Language Acquisition |
| Sesión magistral | Students will be presented with the most relevant topics in the field of Second Language Acquisition |
| PBL (Problem Based Learning) / (ABP) Aprendizaje basado en problemas | Students will have to read and prepare in avance the different readings that will serve as the text for the course. Most of these readings are journal articles or book chapters on the specific topics. These articles and chapters will then be discussed in class. |
| Resolución de problemas/ejercicios | Students will be asked to carry out several practical exercises during the course |
| Trabajos | Students will be asked to write a project on the topic they choose during the course |
| Atención personalizada | Students will have the possibility to obtain feedback on their projects before handing them in |
| Atención personalizada |
| descripción |
| Students will be given personal feedback on their work during the course |
| Evaluación |
| Metodologías | Competencias | descripción | Peso | ||||
| PBL (Problem Based Learning) / (ABP) Aprendizaje basado en problemas |
|
2 exams | 60% | ||||
| Trabajos |
|
3 assignments | 30% | ||||
| Otros | Attendance and Class Participation |
10% |
| Otros comentarios y segunda convocatoria | |||
| Fuentes de información |
| Básica |
Friedrich,P, Applied linguistics in the realworld, ,
Gass,S. & Mackey, A., The Routledge Handbook of Second Language Acquisition, ,
Groom,N. & Littlemore, J., Doing AppliedLinguistics: A Guide for Students, ,
Hall, C.; Smith, P. & Wicaksono, Mapping Applied Linguistics, ,
Kaplan, R, The OxfordHandbook of Applied Linguistics, ,
Simpson, J., The RoutledgeHandbook of Applied Linguistics, , |
||||||||
A compilation of required readings will serve as the text for the course. Most of these readings are journal articles or book chapters on the specific topics. -Chin, N. &Wigglesworth, G. 2007. Bilingualism. Anadvanced Resource Book . Routledge Applied Linguistics. -Cook, G. 2003. Applied Linguistics . Oxford: Oxford University Press. -Ellis, R. 2008. The Study ofSecond Language Acquisition . Oxford: Oxford University Press. -Friedrich,P. 2019. Applied linguistics in the realworld. Routledge. -Gass,S. & Mackey, A. 2012. The RoutledgeHandbook of Second Language Acquisition . New York: Routledge Handbooks. -Groom,N. & Littlemore, J. 2011. Doing AppliedLinguistics: A Guide for Students . Routledge. -Hall, C.; Smith, P. & Wicaksono. 2017. Mapping Applied Linguistics . Routledge. -Kaplan, R. 2002. The OxfordHandbook of Applied Linguistics . Oxford: Oxford University Press. -Lightbown, P. M. & N. Spada. 2013. How Languages are Learned . Oxford: Oxford University Press. -Ortega, L. 2009. UnderstandingSecond Language Acquisition . London: Hodder Education. -Saville-Troike, M. 2005. IntroducingSecond Language Acquisition . Cambridge: Cambridge University Press. -Simpson, J. 2013. The RoutledgeHandbook of Applied Linguistics . London: Routledge Handbooks. |
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| Complementaria | |||||||||
| Recomendaciones |