Universidad Pública de Navarra - Nafarroako Univertsitate Publikoa
Public University of Navarre
| 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 ] | NEMETH , KATALIN [Mentoring ] | ||||
| BUSTINCE PEREZ, IRENE [Mentoring ] | |||||
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.
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.
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.
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. |
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 |
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 |
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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Location
Arrosadia Campus of the Public University of Navarra. For specific classroom, see the website of the Faculty of Humanities, Social and Educational Sciences.