| CODE | LHS5001 | ||||||||
| TITLE | Fundamentos teórico-metodológicos de la didáctica de ELE | ||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||
| MQF LEVEL | 7 | ||||||||
| ECTS CREDITS | 5 | ||||||||
| DEPARTMENT | Languages and Humanities Education | ||||||||
| DESCRIPTION | This study-unit will provide becoming-teachers of Spanish with an introduction to the theoretical principles underpinning second and foreign language teaching methodology by critically highlighting the major influences that have been shaping the teaching of Spanish as a Foreign Language (SFL) since the 20th century. Although the essence of this unit is ultimately theoretical it will also take into account more practical notions, namely the reality of today's classrooms, learner-centeredness and the integration of information technology. It will furthermore focus on the concept of communicative competence, learning styles and other individual variables that affect the learning experience of pupils, learners' autonomy, and the relationship between learners' mother tongue and interlanguage development. Study-Unit Aims: - To familiarise students with the methods and approaches that have influenced the teaching of SFL since the 20th century. - To draw students' attention to the key issues and theoretical principles underlying current second and foreign language teaching methodology. - To help students become aware of the different perspectives on second language acquisition, the topics for discussion and research and application challenges arising in this field. - To provide a set of criteria whereby students will be able to understand and assess existing (and future) methods for the teaching and learning of second and foreign languages. - To help students reflect on the link between theoretical notions and pedagogical practice. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - determine and analyse the theoretical and methodological orientation of a given method or approach for the teaching and acquisition of second and foreign languages by illustrating its strengths and weaknesses and by comparing and contrasting it to other methods. - outline the implications for teaching and learning of SFL resulting from a given theoretical notion by making specific reference to the current literature in the field. 2. Skills: By the end of the study-unit the student will be able to: - establish the theoretical and practical basis of his/her ideal method for the teaching of SFL in the context where he/she is doing his/her Teaching Practice Field Placement by rationalising each choice in the light of current literature and the reality faced in school. - analyse a number of activities and/or a didactic unit and list the theoretical foundations on which they/it are/is set, providing concrete examples to justify one's affirmations. Main Text/s and any supplementary readings: Main Texts: - Alonso, E. (2012). Soy profesor/a: Aprender a enseñar 1. Madrid: Edelsa. - Alonso, E. (2013). Soy profesor/a: Aprender a enseñar 2. Madrid: Edelsa. - Baralo, M. (1999). La adquisición del español como lengua extranjera. Madrid: Arco Libros. - Estaire, S. (2009). El aprendizaje de lenguas mediante tareas: de la programación al aula. Madrid: Edinumen. - Fernández, S. (1997). Interlengua y análisis de errores en el aprendizaje de español como lengua extranjera. Madrid: Edelsa. - Nunan, D. (1989), El diseño de tareas para la clase comunicativa. Cambridge: Cambridge University Press. - Richards, J. C. and Rodgers T. S. (2003). Enfoques y métodos en la enseñanza de idiomas (2nd Edition). Cambridge: Cambridge University Press. Supplementary Readings: - Alonso, E. (1994). ¿Cómo ser profesor/a y querer seguir siéndolo? Madrid: Edelsa. - Consejo de Europa (2001). Marco Común Europeo de Referencia para las Lenguas: aprendizaje, enseñanza, evaluación. Madrid: Instituto Cervantes - Ministerio de Educación Cultura y Deporte, Anaya. - Giovaninni, A. et al. (2005). Profesor en acción 1. Madrid: Edelsa. - Giovaninni, A. et al. (2005). Profesor en acción 2. Madrid: Edelsa. - Giovaninni, A. et al. (2006). Profesor en acción 3. Madrid: Edelsa. - Instituto Cervantes (2006). Plan Curricular del Instituto Cervantes. Niveles de referencia para el español. Madrid: Instituto Cervantes – Biblioteca Nueva. - Sánchez Lobato, J. and Santos Gargallo, I. (eds.) (2004). Vademécum para la formación de profesores. Madrid: SGEL. - Woodward, T. (2004). Planificación de clases y cursos. Cambridge: Cambridge University Press. |
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| ADDITIONAL NOTES | Study-Unit Title in English: Theoretical and Methodological Foundations for the Teaching of SFL Pre-requisite Qualifications: A first-cycle degree (70 ECTS) in Spanish and Latin American Studies |
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| STUDY-UNIT TYPE | Lecture | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Alessia Cilia Portelli |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
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