IDENTIFYING DATA									2007_08
Subject								Code	125232122
Study programme	Ensenyament de Llengües Estrangeres (2007)							Cycle	2nd
Descriptors	Credits		Type	Year	Period
	30		Obligatòria	Second	Only annual
Language	Anglès
Department	Filologia Anglogermànica
Coordinator	SURIOL ACEDO, EVA ROMERO GALLEGO, JOAQUIN				E-mail	eva.suriol@urv.cat
Lecturers	SURIOL ACEDO, EVA
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General description and relevant information	The goal of this course is to examine and reflect on what happens in the English as a foreign language classroom from the instructor and the students’ perspective. Through readings, discussions and activities we will make connections to the practicum field observations as well as to our personal language learning and teaching experience. Together we will define our role as teachers. We will explore and develop our own tools and strategies necessary for the creation of a student-centered learning environment.

Competences Type A Code Competences Specific   Common   AC1 Teories de l'adquisició de segones llengües. Fonaments didàctics, pedagògics i psicológics de l'adquisició de segones llengües, amb especial referència a l'adquisició de l'espanyol i l'anglès   AC2 Metodologia de l'ensenyament de llengües. Principis teòrics i aplicacions pràctiques per a optimitzar el rendiment de l'aprenentatge d'una segona llengua   AC3 Les destreses comunicatives. Ordenació i estructuració del procés d'aprenentatge segons un model comunicatiu, basat en destreses (escoltar, parlar, escriure, llegir)   AC4 Fonaments lingüístics. Principis bàsics de les diferents àrees de la lingüística teòrica i aplicada, amb especial incidència en la pragmàtica de l'aprenentatge de llengües   AC5 Confiança en la classe de llengua estrangera. Capacitat per a portar a terme un tasca educativa eficaç tenint en compte l'especificitat de l'ensenyament de llengües   AC6 Sensibilitat lingüística i cultural. Capacitat per fer servir la multiculturalitat i la diversitat lingüística com a eina enriquidora i complementària en l'ensenyament de la llengua   AC7 Capacitat per dissenyar i desenvolupar tasques d'ensenyament. Disseny de material i activitats orientats a un alumnat específic   AC10 Capacitat de treball en equip. Interacció alunme-professor i entre l'equip de professorat   Research Type B Code Competences Transversal   Common   BC1 Creativitat. Desenvolupar idees i projectes originals   BC2 Treballar autònomament amb iniciativa   BC3 Flexibilitat. Disponibilitat per a l’adaptació en ambients canviants   BC4 Resoldre problemes de manera efectiva   BC5 Transferibilitat. Aplicar coneixements i habilitats en entorns nous o no familiars i en contextos multidisciplinars relatius a la seva àrea específica   BC6 Actuar amb un esperit crític i responsable   BC7 Considerar l’ètica i la integritat intel•lectual com a valors essencials a la pràctica professional   BC8 Autoestima professional. Comprendre el valor del propi coneixement i del seu impacte a la societat/comunitat   BC9 Disponibilitat a la participació compromesa en la vida social   BC10 Lideratge   BC11 Treballar en equip i gestionar equips   BC12 Asertivitat. Comunicar de manera clara i sense ambigüitats tant a audiències expertes com no expertes   BC13 Aprendre a aprendre   BC14 Planificació i organització Type C Code Competences Nuclear   Common   CC2 Ús de les eines específiques de TIC per al desenvolupament professional derivat del curs de postgrau.   CC3 Desenvolupament d’una perspectiva global del món en l’àrea específica on s’ubica el postgrau   CC5 Gestió del temps per al desenvolupament acadèmic i professional Learning aims Objectives Competences To reflect on what happens in the English as a foreign language (EFL) classroom from the instructor and the students' perspective. AC1 AC2 AC4 AC6 BC1 BC2 BC3 BC4 BC5 BC6 BC7 BC8 BC9 BC10 BC11 BC12 BC13 BC14 CC2 CC5 To use in the EFL classroom the skills and tools developed throughout the program. AC1 AC2 AC3 AC5 AC6 AC7 AC10 BC1 BC2 BC3 BC4 BC5 BC6 BC7 BC8 BC9 BC12 BC13 BC14 CC2 CC3 CC5 Contents Topic Sub-topic Tentative Course Contents 1. Addressing Diversity in the Classroom 1.1. Taking into account students’ culture and identity. 1.2. Differences in students’ abilities and performance. Differentiating instruction and collaborative learning. 1.3. Different learning styles. Multiple intelligences. 2. Classroom Management 2.1. Attention 2.2. Momentum 2.3. Space 2.4. Time 2.5. Setting Routines 2.6. Discipline 3. Lesson Plans Planning Methodologies  ::  Tests   Competences (*) Class hours Hours outside the classroom (**) Total hours Introductory activities 4 16 20   External practicals (in the field/ excursions) 60 360 420 Debates 25 125 150 Assignments 0 100 100   Personal tuition 60 0 60     (*) 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 Methodologies   Description Introductory activities Overview of course contents. Explanation of course structure. Explanation of course assessment. Assignment of participants to observation sites. External practicals (in the field/ excursions) Participants will be expected to observe classes for a total of 30 hours --in both a high school and a E.O.I. Participants will be expected to teach a total of 30 hours --in both a high school and a E.O.I. Debates We will meet for a total of twenty five hours throughout the months of January, February, March and April. In these seminars learning will be co-constructed through interactions with each other and the course content. Class discussions and oral presentations will focus on subjects such as differentiating instruction, students’ assessment, and classroom management. As such, active participation will be very important. Assignments Participants will a) write a reflective paper drawing on practicum observations, practicum teaching, readings, discussions and their personal experience; b) write diary entries to document the responses to the in-class discussions and material as well as the links to the observations and readings; c)have oral presentations; and d) develop lesson plans. Personalized attention   External practicals (in the field/ excursions) Debates Assignments Description Please see office hours. Assessment   Description Weight External practicals (in the field/ excursions) This course requires that participants do observations at the assigned sites (in a high school and in a E.O.I); 10 % Debates Participants are expected to actively participate in the seminars. 15 % Assignments Students will be expected to 1)write diary entries as part of a reflective journal; 2) prepare and teach mini lessons; and 3) write a reflective paper. 75 % Others   Other comments and second exam session Sources of information Basic Nieto, S., Affirming Diversity. The sociopolitical context of multicultural education., Pearson Education, 2004 Saphier, J. & Gower, R., The skillfull teacher. Building your teaching skills., Research For Better Teaching, 1997 Tomlinson, A.C., The Differentiated Classroom. Responding to the Needs of All Learners., Association for Supervision and Curriculum Development, 1999 Kagan, S., Cooperative learning, Kagan Cooperative Learning, 1992 Complementary Recommendations