Public University of Navarre



Academic year: 2022/2023
Double Bachelor's degree in Early Childhood Education and Primary Education at the Universidad Pública de Navarra
Course code: 316310 Subject title: FOREIGN LANGUAGE DIDACTICS IN INFANTILE SCHOOL: ENGLISH
Credits: 6 Type of subject: Mandatory Year: 3 Period: 2º S
Department: Ciencias Humanas y de la Educación
Lecturers
ROOTHOOFT AA, HANNE (Resp)   [Mentoring] LEON HERRERA, YASMINA   [Mentoring]

Partes de este texto:

 

Module/Subject matter

Didáctico y disciplinar/ Lengua extranjera y su didáctica: inglés

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General proficiencies

Basic Proficiencies

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.

BP4 - Students are able to transmit information, ideas, problems and solutions to both specialist and non-specialist audiences.

BP5 - Students have developed those learning skills required in order to undertake further studies with a considerable degree of self-reliance.

General Proficiencies

GP1 - To be familiar with the curricular areas of Primary and Early Childhood Education, the interdisciplinary relationship between them, the evaluation criteria and the body of didactic knowledge involved in the respective teaching and learning procedures.

GP2 - To design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and school professionals.

GP3 - To address language learning situations effectively in contexts of diversity which are multicultural and multilingual. To encourage reading and the critical commentary of texts from the different scientific and cultural fields found in the school curriculum.

GP8 -To maintain a critical, independent relationship with respect to knowledge, values and social institutions, both private and public.

GP10 - To reflect on classroom practices in order to innovate and improve teaching. To acquire habits and skills for autonomous and cooperative learning, and promote it among schoolchildren.

GP11 - To be familiar with Information and Communication Technology, and apply it in the classroom. To distinguish the audiovisual information which contributes to learning, civic education and cultural richness in a selective manner.

GP12 - To understand the function, possibilities and limits of education in today's society and the core competences which affect primary schools and the professionals who belong to them. To be familiar with quality improvement models as applicable to education centres.

Transverse Proficiencies

TP2 - To demonstrate a level of competence in English equivalent to the B2 level of the Council of Europe¿s Common European Framework of Reference for Languages.

 

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Specific proficiencies

Specific proficiencies

SP1 - To be familiar with the objectives, curricular content, meaning of the areas and organisation, methodology and evaluation criteria of Primary and Early Childhood Education.

SP2 - To design, plan and evaluate teaching and learning processes with other professionals according to interdisciplinary and disciplinary criteria.

SP3 - To encourage reading and the critical commentary of texts from the different scientific and cultural fields. To express themselves correctly both orally and in writing, and to master language learning situations in contexts of diversity.

SP4 - To design and regulate learning spaces in contexts of diversity which are multicultural and multilingual. To attend to the unique needs of schoolchildren, gender equality, fairness, respect and human rights.

SP8 -To maintain a critical, independent relationship with respect to knowledge, values and the institutions involved in education.

SP11 - To be familiar with the educational implications of Information and Communication Technology.

SP12 - To organise actively the processes of teaching and learning the contents of Primary and Early Childhood Education from a perspective of skills development. To be familiar with quality improvement models.

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Learning outcomes

The learning outcomes refer to the proficiencies that the student will acquire in the subject. There are three levels:

- Optimum: Acquisition of 100% of proficiencies, dominating at least 75% of them

- Medium: Acquisition of most of the proficiencies, dominating those skills that contribute to the specific proficiencies of the grade

- Deficient: Poor acquisition of skills that contribute to the specific proficiencies of the grade

A student will get a pass ("APTO") grade if the learning level is optimum or medium.

 

In this subject the learning outcomes (RA) are defined as follows:

Learning outcomes
 LO1. Students will be able to participate in classroom activities and will show an appropriate attitude.
 LO2. Students will be able to develop a critical position against methodologies, resources and strategies of learning English.
 LO3. The students will be able to elaborate a didactic project based on the methodologies, resources and strategies of learning of English.

 

 

 

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Methodology

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
TM4 Individualised interaction: tasks and guidelines for autonomous study

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

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Relationship between formative activities and proficiencies

  Proficiencies
Learning activities Basic General Transverse Specific
LA1 CB1, CB5 CG2, CG3, CG5, CG10 CT1 CE3, CE8, CE9, CE10
LA2 CB2, CB4, CB5 CG2, CG3, CG5, CG10, CG11 CT1 CE3, CE8, CE9, CE10, CE11
LA3 CB1, CB2, CB4 CG2, CG3, CG5, CG10, CG11 CT1 CE3, CE9, CE10, CE11
LA4 CB1, CB4 CG2, CG10 CT1 CE3, CE8, CE9, CE10
LA5 CB2, CB4, CB5 CG2, CG10 CT1 CE9, CE10
LA6 CB1, CB4 CG2, CG10, CG11 CT1 CE3, CE8, CE10, CE11

 

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Languages

English

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Evaluation

 

Learning
outcome
Assessment
activity
Weight (%) It allows
test resit
Minimum
required grade
R1, R2, R3 Completion of homework reading/viewing assignments (tests in miaulario) 20% Yes, by taking all the tests again. 4/10
R1, R2, R3, R4 Recording of an intermediate project description and act-out 15% No Not applicable
R1, R2, R3, R5 Assessment of a teaching proposal 15% No Not applicable
R1, R2, R3, R4 Project act-out 15% No Not applicable
R1, R2, R3, R4 Project design 35% Yes, by handing in an updated project. 5/10

 

 

 

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Contents

- Development of a critical position about the efficiency degree of the different English teaching-learning methods, resources and strategies.
- Revision and application of the main theories and approaches to create an EFL curriculum which is open and flexible so as to satisfy pupils´ needs taking also into account the Educational Curriculum from Navarre and the principles in the Common European Framework of Reference for Languages.

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Agenda

Unit 1. Early Language Teaching and Learning Foundations


Unit 2. Introducing Literacy in the EFL class


Unit 3. Teaching English with literary texts


Unit 4: ICT in ECEC

 

 

 

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Bibliography

Access the bibliography that your professor has requested from the Library.


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Location

Arrosadia Campus of the Public University of Navarra. For specific classroom, see the website of the Faculty of Humanities, Social and Educational Sciences.

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