IDENTIFYING DATA 2019_20
Subject (*) METODOLOGIA DE L'ENSENYAMENT DE SEGONES LLENGÜES Code 12865102
Study programme
Ensenyam. i Adquis. de l'Anglès com a Llengua estrang./segona Llengua(2015)
 Cycle 2n
Descriptors Credits Type Year Period Exam timetables and dates
6 Obligatòria Primer 1Q
Modality and teaching language See working groups
Department Estudis Anglesos i Alemanys
Coordinator
HRYCKIEWICZ , OLGA
 E-mail isabel.oltra@urv.cat
olga.hryckiewicz@urv.cat
Lecturers
OLTRA MASSUET, MARIA ISABEL
HRYCKIEWICZ , OLGA
Web
General description and relevant information Exact details and requirements for this subject will be provided on the first day of classes.

Competències
Type A Code Competences Specific
 A4 Analitzar, planificar, dissenyar, desenvolupar i avaluar el procés d'ensenyament-aprenentatge de la llengua anglesa d'acord amb el currículum i l'enfocament metodològic adequats
 A5 Identificar, descriure, analitzar i avaluar recursos, estratègies, mètodes i procediments didàctics emprats en l'ensenyament de la llengua anglesa i aplicar-los adequadament en qualsevol entorns ILE / ISL i en funció de les necessitats de l'alumnat.
 A7 Analitzar, comparar, gestionar i avaluar la pràctica docent d'acord amb les necessitats de l'alumnat
 A8 Aplicar els mètodes d'investigació propis de l'àmbit de la lingüística aplicada i la didàctica de l'anglès com a llengua estrangera al disseny i elaboració de projectes docents, acadèmics i / o d'investigació rigorosos i implementar els resultats a l'aula d'anglès
Type B Code Competences Transversal
 B1 Aprendre a aprendre.
 B4 Treballar de forma autònoma amb responsabilitat i iniciativa.
Type C Code Competences Nuclear
 C1 Utilitzar de manera avançada les tecnologies de la informació i la comunicació.

Resultats d'aprenentage
Type A Code Learning outcomes
 A4 Planifica, analitza, compara i avalua el currículum docent de llengua anglesa en diferents nivells; desenvolupa i aplica metodologies didàctiques, grupals o individuals i personalitzades, adaptades a la diversitat dels estudiants
 A5 Argumenta i raona sobre com, quan, i de quina manera treballar les destreses comunicatives en la classe de llengua anglesa
 A7 Desenvolupa l'habilitat de detectar dificultats d'aprenentatge, i aplica la metodologia adequada per a superar-les
 A8 Identifica, descriu i analitza els principals enfocaments metodològics utilitzats en l'ensenyament de l'anglès com a llengua estrangera
Type B Code Learning outcomes
 B1 Adapta els objectius d’aprenentatge proposats pel professor/a
Té una visió de conjunt de les diferents teories o metodologies d’una assignatura
 B4 Decideix com gestiona i organitza el treball i el temps que necessita per dur a terme una tasca a partir d'una planificació orientativa
Proposa millores a les orientacions relatives de com realitzar el treball amb qualitat
Type C Code Learning outcomes
 C1 Utilitza programari per a comunicació on-line: eines interactives (web, moodle, blocs..), correu electrònic, fòrums, xat, vídeo-conferències, eines de treball col·laboratiu...

Continguts
Topic Sub-topic
1. Key terminology 1.1 methodology, method vs. approach, aims, activity vs. task, drill, eliciting, language skills, metalanguage, PPP, rapport, STT vs TTT, syllabus, etc.
2. The history of L2 methodology: methodologies and approaches 2.1. The beginnings : Latin as a role model for l2 learning andfteaching
2.2. The grammar method: Ahn y Ollendorff
2.3. The Natural Method
2.4. Nicholas Gouin (1776-1834)
2.5. Mastery System - Prendergast (1806-1881)
2.6. Meisterschaft System -Rosenthal
2.7. Reformist methods (Germany)
2.8. François Gouin (1831-1896)
2.9. The Grammar - Translation Method
2.10. The Direct Method
2.11. The Audiolingual Method
2.12. The Situational Method
2.13. TPR
2.14. The Natural Approach
2.15. Community Learning
2.16. The Silent Method
2.17. Sugestopedia
2.18. The Communicative Approach
2.19. Task-based learning
3. Methodology in action

 3.1. Before you start:
3.1.1. Classroom organization
3.1.2. The role of a teacher
3.1.3. Different kinds of teachers
3.1.4. First lessons - hints and strategies
3.1.5. Types of classroom activities
3.1.6. Learner types and needs
3.1.7. Feedback

3.2. Classroom Management
3.3. TEACHING UNIT - Planning lessons and courses
3.4. Productive skills: speaking and writing
3.5. Receptive skills: reading and listening
3.7. Errors and correction
3.8. Testing
3.9. The use of L1
3.10. Business English
3.11. Tools, techniques and activities
4. Alternative educational models 4.1 Montessori
4.2 Waldorf-Steiner
4.3 Froebel
4.4 Reggio Emilia
5. Learning Teaching 5.1 Teacher development

Planificació
Methodologies  ::  Tests
  Competences (*) Class hours
 Hours outside the classroom
 (**) Total hours
Activitats Introductòries
1 2 3
Sessió Magistral
A4
A5
 4 28 32
Simulació
A8
 1 6 7
Treballs
A8
B1
B4
 4 40 44
Fòrums de debat
A8
B1
B4
 1 5 6
Portafolis/ Carpeta d’aprenentatge
A8
B1
B4
C1
 5 50 55
Atenció personalitzada
1 2 3
 
 
(*) 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.

Metodologies
Methodologies
  Description
Activitats Introductòries Theoretical introduction to the subject
Sessió Magistral Theory of L2 teaching, a review of methodologies and approaches
Simulació Hands-on experience, in-class teaching simulation
Treballs Written assignments. Submitted online.
Fòrums de debat Participation in the online course forum of discussion
Portafolis/ Carpeta d’aprenentatge Teaching unit
Atenció personalitzada Face-to-face as well as online tutoring

Atenció personalitzada
Description
This subject is a blended course - it involves both face-to-face as well as online classes/activities. All students will receive personalized feedback for each task. Online forum will be a key feature, all posts are read and responded to by the instructor. Online tutoring is available throughout course duration,both via Moodle and Skype.

Avaluació
Methodologies Competences Description Weight        
Simulació
A8
 Students will design a full lesson plan. Detailed information will be provided at the beginning of the course. 20%
Treballs
A8
B1
B4
 Students will submit papers that will require the application of the theoretical knowledge into practise. 60%
Fòrums de debat
A8
B1
B4
 Students will participate in an online forum throughout the course duration. 20%
Others  
 
Other comments and second exam session

Los estudiantes matriculados en la URV siguen el sistema ECTS y tienen derecho a las convocatorias de evaluación indicadas en la normativa académica de grado y máster vigente.

Fonts d'informació

Bàsica
  • Brown, H.D., Teaching by Principles: An Interactive Approach to Language Pedagogy. London: Pearson Longman, 2005
  • Gebhard, J.G., Teaching English as a Foreign or Second Language: A Teacher Self-development and Methodology Guide. Michigan: The University of Michigan Press, 2006 Nunan, D., Language teaching methodology: a textbook for teachers. New York [etc.] : Prentice Hall, 1991 
  • Sanad, H., The Basics of Methodology: A Helping Guide For Pre-Service And In-Service Teachers Majoring In English As A Foreign Or Second Language. Saarbrücken: VDM Verlag Dr. Müller, 2011 
  • Scrivener, J., Learning teaching: a guidebook for English language teachers. Oxford: Macmillan, 2005 
  • Thornbury, S., Uncovering grammar. Oxford: Macmillan Heinemann English Language Teaching, 2001 Thornbury, S., How to Teach Speaking. Essex: Pearson Education: 2005 
  • Ur, P., A Course in English Language Teaching. Cambridge: CUP, 1999
Complementària
  • Brown, H.D., Teaching by Principles: An Interactive Approach to Language Pedagogy. London: Pearson Longman, 2005
  • Brumfit, C., Communicative methodology in language teaching: the roles of fluency and accuracy. Cambridge [etc.]: Cambridge University Press, 1984 
  • Celce-Murcia, M., Discourse and context in language teaching: a guide for language teachers. Cambridge: Cambridge University Press, cop. 2000 
  • Dale, E., Audiovisual methods in teaching. New York [etc.] : Holt, 
  • Rinehart and Winston, 1969 Dudeney, G., Ur, P., The Internet and Language Classroom: A practical Guide for Teachers. Cambridge: CUP, 2007 Gebhard, J.G., Teaching English as a Foreign or Second Language: A Teacher Self-development and Methodology Guide. Michigan: The University of Michigan Press, 2006 
  • Gower, R., Teaching practice handbook. Oxford: Macmillan Education, 2005 
  • Grabe, W., Reading in a second language moving from theory to practice. New York: Cambridge University Press, cop.2009 
  • Kenworthy, J., Teaching English pronunciation. London [etc.] : Longman, 1987
  • Lazar, G., Literature and language teaching: a guide for teachers and trainers. Cambridge: Cambridge University Press, 1993 
  • Lewis, M., The Lexical approach: the state of ELT and a way forward. Hove: Language Teaching Publications, cop. 1993 
  • McKay, H., Teaching adult second language learners. Cambridge: Cambridge University Press, 1999
  • Mehisto, P., Uncovering CLIL: Content and Language Integrated Learning in bilingual and multilingual education. Oxford: Macmillan Education, cop. 2008 
  • Moon, J., Children learning English. Oxford: Macmillan Heinemann English Language Teaching, 2000 
  • Nunan, D., Designing tasks for the communicative classroom. Cambridge [etc.]: Cambridge University Press, 1989 
  • Nunan, D., Language teaching methodology: a textbook for teachers. New York [etc.] : Prentice Hall, 1991 
  • Richards, J. C., Approaches and methods in language teaching. Cambridge: University Press, 2001 
  • Richards, J.C., Renandya W. A., Methodology in language teaching: an anthology of current practice. New York [etc.]: Cambridge University Press, 2002 
  • Warschauer, M., E-Mail for English teaching: bringing the internet and computer learning networks into the language classroom. Alexandria: TESOL, cop. 1995 
  • Vandergrift, L., Teaching and learning second language listening: metacognition in action. New York : Routledge, 2012 
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    Recomanacions
    (*)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.