| CODE | LHS5003 | ||||||||
| TITLE | Tareas y proyectos en el aula de ELE / Tasks and Projects in the SFL Classroom | ||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||
| MQF LEVEL | 7 | ||||||||
| ECTS CREDITS | 5 | ||||||||
| DEPARTMENT | Languages and Humanities Education | ||||||||
| DESCRIPTION | This study-unit aims at familiarising students with the principles of task-based learning (TBL) and project-based learning (PBL) in second and foreign language teaching, identifying advantages and disadvantages emerging from the implementation of these approaches in the Spanish as a Foreign Language (SFL) classroom. Given that students following this unit would have already been introduced to TBL during the first year of the MTL, the emphasis of this study-unit will be placed on the analysis and preparation of didactic sequences and units that foster the principles identified during the first part of the study-unit. Study-Unit Aims: - To familiarise students with the principles of TBL and PBL in second and foreign language teaching. - To help students identify the benefits of these approaches in the SFL classroom. - To help students consider the challenges arising from the implementation of either of these two approaches in the SFL classroom. - To give students the opportunity to prepare didactic sequences and units based on the principles underlying TBL and PBL. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to outline the implications for teaching and learning of SFL resulting from the implementation of either a task-based approach or a project-based approach to learning 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: - propose a number of different tasks and projects that are appropriate for the SFL classroom and which respond to the parameters of TBL and PBL accordingly. - design a didactic sequence that centers around a given task and that gives priority to the learning experience of all learners. - create a didactic unit that focuses on the acquisition of knowledge and skills needed for the creation of a set project. Main Text/s and any supplementary readings: Main Texts: - Camps, A. (1994). Proyectos de Lengua: entre la teoría y la práctica. Cultura y Educación, 2, 43-57. - Estaire, S. (2009). El aprendizaje de lenguas mediante tareas: de la programación al aula. Madrid: Edinumen. - Fernández, S. (Coor.) (2001). Tareas y proyectos en clase. Madrid: Edinumen. - Nunan, D. (1989). El diseño de tareas para la clase comunicativa. Cambridge: Cambridge University Press. - Zanón, J. (1990). Los enfoques por tareas para la enseñanza de lenguas extranjeras. Cable. Revista de didáctica del español como lengua extranjera, 5, 19-28. - Zanón, J. and Estaire, S. (1990). El diseño de unidades didácticas en L2 mediante tareas: principios y desarrollo. Comunicación, Lenguaje y Educación, 7-8, 55-90. Supplementary Readings: - Alonso, E. (2012). Soy profesor/a: Aprender a enseñar 1. Madrid: Edelsa. - Alonso, E. (2013). Soy profesor/a: Aprender a enseñar 2. 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. - 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. |
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| ADDITIONAL NOTES | Pre-requisite Qualifications: A first-cycle degree (70 ECTS) in Spanish and Latin American Studies | ||||||||
| STUDY-UNIT TYPE | Lecture | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Antoinette Zammit Bugeja |
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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 2024/5. It may be subject to change in subsequent years. |
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