Universidad Pública de Navarra - Nafarroako Univertsitate Publikoa
Public University of Navarre
| Course code: 311409 | Subject title: LANGUAGE AND SCHOOL | ||||
| Credits: 6 | Type of subject: Basic | Year: 2 | Period: 2º S | ||
| Department: Ciencias Humanas y de la Educación | |||||
| Lecturers: | |||||
| BRAVO IRISO, LAURA [Mentoring ] | GARCIA DEL REAL MARCO, ISABEL (Resp) [Mentoring ] | ||||
Module/Subject matter
Basic Training/Educational processes, exploration of the environment and motor autonomy.
Contents
Block I: Linguistics
Main explanatory theories of the acquisition and development of linguistic facts and aspects of language acquisition at the phonetic, morphosyntactic, lexical-semantic, and pragmatic levels.
Block II: Pedagogy
Processes and theories of language learning in children. Linguistic diversity in the School: models and social context. The case of languages in Early Childhood Education in Navarra. The curriculum of languages in the FC of Navarra for Early Childhood Education. Multilingualism as a framework for the teaching of languages in school. European regulations on language teaching: a view from Early Childhood Education. The evaluations of the linguistic competence.
Descriptors
Subject that belongs to a broad subject :"Educational processes, exploration of the environment and motor autonomy". It develops contents related to the field of linguistic acquisition on the linguistic and pedagogical field.
General proficiencies
2.1 Basic Proficiencies (comunes a los cuatro grados)
BP2 - Students know how to apply their knowledge to their work or vocation in a professional manner and possess skills which are usually demonstrated by developing and defending arguments and resolving problems in their area of study.
BP3 - Students are able to compile and interpret relevant information (normally within their area of study) in order to voice opinions which include reflection on relevant themes of a social, scientific or ethical nature.
2.2. General Proficiencies
GP1 - To be familiar with the objectives, curricular content and evaluation criteria of Early Childhood Education.
GP2 - To promote and facilitate learning in early childhood from a global perspective, integrating the different cognitive, emotional, psychomotor and volitional dimensions.
GP3 - To design and regulate learning spaces in contexts characterised by diversity which attend to the unique educational needs of children, gender equality, fairness and respect for human rights.
GP5 - To reflect in groups on the acceptance of rules and respect for others. To promote the autonomy and uniqueness of each child as factors involved in the education of emotions, feelings and values ¿in early childhood.
GP6 - To be familiar with the development of language in early childhood, to be able to identify possible dysfunctions and ensure correct development. Effectively address language learning situations in multicultural and multilingual contexts. Express themselves orally and in writing, and master the use of different techniques of expression.
GP8 - To be familiar with the fundamentals of child dietetics and hygiene. To be familiar with the fundamentals of early care and the bases and developments through which to understand the psychological, learning and personality development processes involved in early childhood.
GP9 - To be familiar with the organisation of early childhood education centres and the range of actions involved in their operation. Accept that teaching, as a practice, must be constantly refined and adapted to scientific, pedagogical and social changes over the course of one's life.
2.3. Transverse Proficiencies (comunes a los cuatro grados)
TP2 - To demonstrate a level of competence in Spanish and, where appropriate, Basque equivalent to the C1 level of the Council of Europe of the Common European Framework of Reference for Languages.
Specific proficiencies
SP2 - To promote learning in early childhood from a global perspective, integrating cognitive, emotional, psychomotor and volitional dimensions.
SP3 - To design learning spaces in contexts characterised by diversity and in multicultural and multilingual environments which attend to the unique needs of children, gender equality, fairness and the development of human rights.
SP4 - To reflect on learning contexts and contexts of coexistence in education centres. To be able to observe systematically, acknowledge work well done, accept the rules and respect others.
SP5 - To reflect on classroom practices in order to promote innovation. To acquire habits and skills for autonomous and cooperative learning, and to be familiar with quality management models.
SP6 - To be familiar with the development of language in early childhood and identify possible dysfunctions. To acquire techniques which stimulate the development of language, to express themselves orally and in writing, and to master different techniques of expression.
SP8 - To be familiar with the fundamentals of early care, how basic psychological processes work and the keys to learning and personality development, and to apply the fundamentals of child dietetics and hygiene.
SP9 - To be familiar with the organisation of early childhood education centres and how they work in collaboration with the various sectors of the educational community and social environment.
Learning outcomes
- Optimum: acquisition of 100% of the competences and mastery in at least 75% of them.
- Medium: acquisition of the majority of the competences intended in the subject and mastery in those aspects that contribute to the specific competences of the degree.
- Deficient: insufficient acquisition of the aspects that contribute to the specific competences of the degree.
In this subject the learning outcomes (RA) are specified as follows:
LO2: Know and apply language stimulation techniques (CE2, CE6, CE8).
LO3: Develop activities to detect and / or encourage the development of language at the language levels (phonetic-phonological, morphosyntactic and semantic) (CE2, CE3, CE5, CE6).
LO4: Identify the linguistic-pedagogical foundations of learning and communication (CE3).
LO5: Classify the different linguistic models of pre-primary schools and nursery schools in Navarra (CE9).
LO6: Generate teaching proposals to teach and evaluate in plurilingual school contexts (CE3).
Methodology
5.1. Teaching methods
| Code | Description |
| TM1 | Lecture with full attendance |
| TM2 | Interaction in large group |
| TM3 | Interaction in medium-sized group |
| TM4 | Interaction in small group |
| TM5 | Individualised interaction: tasks and guidelines for autonomous study |
5.2. Learning activities
| Code | Description | Hours | Attendance |
| LA1 | Theory classes (foundation, examples, proven applications and developments) | 45 | 100 |
| LA2 | Practical classes or, in the event, practical experience (in the field) | 15 | 100 |
| LA3 | Preparation of papers and oral defence | 30 | 10 |
| LA4 | Self-study | 50 | 0 |
| LA5 | Tutorials | 5 | 100 |
| LA6 | Oral or written exams | 5 | 100 |
Evaluation
| Learning outcomes | Description | Weight (%) | Recoverable |
| Attendance and participation | Teacher¿s observations and notes | %0 | No |
| LO1, LO 2, LO 4, LO 5. | Partial or complete oral or written assessments | %60 | Recoverable through written exams. |
| LO 1, LO 2, LO 3, LO 4, LO 5, LO 6. | Individual and/or group work in which theoretical content is applied, analyzed or developed | %40 | Recoverable only if the different assignments have been submitted but with an insufficient result. The different assignments will be submitted again with corrections following the indications and dates set by the teacher. |
Agenda
Part I: Linguistics
Unit 1: Language as a tool of socialization and regulation of knowledge and behavior
Unit 2: Theoretical approaches to language acquisition
Unit 3: Language development
Unit 4: Phonological development
Unit 5: Lexical & morphosyntactic development
Unit 6: Semantic-pragmatic development
Unit 7: Language acquisition and language disorders
Part II Pedagogy
Unit 1: Processes of language learning in children: a pedagogical vision
Unit 2: Linguistic diversity in the School: models and social context
Unit 3: The case of languages ¿¿in Early Childhood Education in Navarra
Unit 4: The curriculum of languages ¿¿in the CF of Navarra for Early Childhood Education
Unit 5: Multilingualism as a framework for the teaching of languages ¿¿at school
Unit 6: European regulations on language teaching: a view from Early Childhood Education
Unit 7: Assessments of linguistic competence
Bibliography
Access the bibliography that your professor has requested from the Library.
PART I: LINGUISTICS
1. Basic bibliography
Lust, B. (2008). First language acquisition. Malden, Mass. [u.a.]: Blackwell Publ.
Owens, R. E. (2003).Desarrollo del lenguaje. Madrid: Prentice Hall.
Hoff, E. (2005). Language development. Belmont, CA: Wadsworth/Thomson Learning.
2. Complementary bibliography
Ambridge, B. & E. Lieven (2011), Child Language Acquisition. Contrasting Theoretical Approaches. Cambridge: Cambridge University Press.
Crain, S. & D. Lillo-Martin (1999), An Introduction to Linguistic Theory and Language Acquisition. Massachussets: Blackwell.
Fromkin, V., Rodman, R., Hyams, N., & Fromkin, V. (2010). Introduction to Language International Edition, An. Florence, KY: Cengage Learning.
Guasti, M.T. (2002), Language Acquisition. The Growth of Grammar. Cambridge MA-London: The MIT Press.
Hoff, E., & Shatz, M. (2007). Blackwell handbook of language development. Malden, Mass.: Blackwell Pub.
Karmiloff, K. & A. Karmiloff-Smith (2001), Pathways to Language. From Fetus to Adolescent. Cambridge (MA): Harvard U.P.
Locke, John L. (1995), The Child's Path to Spoken Language. London: Harvard University Press.
Serra, M.; E. Serrat, R. Solé, A. Bel & M. Aparici (2000) La adquisición del lenguaje. Barcelona: Ariel.
Snyder, W. (2007). Child Language. The parametric Approach. New York: Oxford University Press.
Tomasello, M. & Bathes, E. (eds.). (2001). Language development. The essential readings. Massachusetts: Blackwell Publishers Ltd.
Vega, M. y F. Cuetos (1999), Psicolingüística del español. Madrid: Trotta.
PART II: PEDAGOGY
1. Basic bibliography
Abdelilah-Bauer, B. (2007). El desafío del bilingüismo. Crecer y vivir hablando varios idiomas. Madrid: Morata
Esteve, O. (2004). Nuevas perspectivas en la formación de profesorado de lenguas: hacia el «aprendizaje reflexivo» o «aprender a través de la práctica»
http://cvc.cervantes.es/ensenanza/biblioteca_ele/publicaciones_centros/PDF/bremen_2004/02_esteve.pdf [última consulta. 25-09-2014]
Cenoz, J. (Ed.) (2008). Teaching through basque. Achievements and challenges. Clevedon, England: Multilingual Matters LTD
Cummins, L. (2000). Lenguaje, Poder y Pedagogía: niños y niñas bilingües entre dos fuegos. Madrid: Morata.
Huete Garcia, C. y Vicente Morales, V. (2003). Enseñanza-Aprendizaje de las Lenguas Extranjeras en Edades Tempranas. Consejería de Educación y Cultura de la Región de Murcia.
https://www.carm.es/web/pagina?IDCONTENIDO=43&IDTIPO=246&RASTRO=c943$m4331,4330 [última consulta: 3-07-2015]
Ministerio de Educación, Cultura y Deporte (2002). Marco común de referencias para las lenguas: aprendizaje, enseñanza, evaluación. Madrid: MECD-ANAYA.
Montanari, E. (2007). Crecer en una familia bilingüe. La educación plurilingüe en casa y en la escuela. Barcelona: Ceac
Materiales legales
GOBIERNO DE NAVARRA (2007). Decreto Foral 23/2007, de 19 de marzo, por el que se establece el currículo de las enseñanzas del segundo ciclo de la Educación Infantil en la Comunidad Foral de Navarra. BON, nº 51
2. Complementary bibliography
Cummins, J. (2000). Languaje, Power and Pedagogy: Bilingual Chlidren in thwe Crossfire. Clevedon, England: Multilingual Matters LTD
Red Española de Información sobre Educación http://www.mecd.gob.es/redie-eurydice/
Dolz, J. & Idiazabal, I. (eds.) (2013) Enseñar (lenguas) en contextos plurilingües. Bilbao: Servicio editorial de la Universidad del País Vasco /Euskal Herriko Unibertsitatea. ISBN: 978-84-9860-838-0.
Martín Rojo, L. et. al. (2003). ¿Asimilar o integrar? Dilemas ante el multilingüismo
en las aulas. Madrid: CIDE.
Ozaeta, A.; Perez Lizarralde, K.; Rodriguez, L.; Lasa, E. (2010). Nola irakatsi ahozko komunikazioa eskolan? Bi esperientzia praktika gogoetatsuan oinarrituta. Eskola Hiztun Bila Jardunaldiak. Tolosa.
Ria, L. (2015). Former les enseignants au XXIe siècle . Paris: de Boeck
https://www.google.es/?gws_rd=ssl#q=chaire+unesco+former+les+enseignants+au+xxi%C3%A8me+si%C3%A8cle[última consulta: 3-07-2015]
Robledo, M.A.; Martín, I.; Hernández, T. (2011). Inmersión temprana en lengua extranjera. Madrid: MINECD.
Sainz Osinaga, M; Ozaeta, A eta Garro, E (koord.) (2010). Ahozko hizkuntza lantzen. Haur Hezkuntzan hasi eta unibertsitateraino, HIK HASI 25. Monografikoa
Sainz Osinaga, M (koord.) (2011). Nola artikulatu jakintza-arloa eta hizkuntza? Zenbait lanabes eskolan erabiltzeko. Andoain: Euskararen Gizarte Erakundeen Kontseilua.
Location
Campus Arrosadía de la Universidad Pública de Navarra. Para conocer el aula o aulas concretas, consulte en la página Web de la Facultad de Ciencias Humanas y Sociales.