Guia Docente Metodologia

TEACHING GUIDE TO METHODOLOGY

ECTS

SUBJECT:Metodología para la enseñanza plurilingüe y el aprendizaje de lenguas extranjeras 6

FIELD / MODULE:Capacitación para la Enseñanza en Lengua Extranjera (Inglés) – compulsorysubject 6 / 24

Educational Model:Compulsory ACADEMIC YEAR: 2014-2015

Teacher:MariaNeusAlvarez Rubio Alfredo Ibáñez Inmaculada López

Department:English languageE-mail:

[email protected]

[email protected]

[email protected]

MODULE ORGANIZATION_____________________________________________________________________

Capacitación en lengua extranjera inglés – módulo obligatorio

6 ECTS

Duration and temporal location within the curriculum:60 hours

Subjectsand Courses

Field / module ECTS Subjects ECTS

Capacitación en lengua extranjera (inglés)

Compulsorysubjects

24 Metodología para la enseñanza plurilingüe y el aprendizaje de lenguas extranjeras

6

Evaluación y desarrollo profesional docente 6

Materiales y recursos de la enseñanza plurilingüe: lenguaje y didáctica

12

Universidad Católica de Valencia “San Vicente Mártir”

1

mailto:[email protected]



Teaching Guide

específico

TEACHING GUIDE FOR FIELD/SUBJECT:LenguaInglesa, Metodología y PrácticasFormativasPrerequisites: Intermediate Level in English language

GENERAL GOALS

1. To knowthelegislativeframeworkformultilingualeducation in Valencia.2. To knowthemultilingualeducationprogramsin theRegion of Valencia

andtheplanningtoolsthatschoolsdevelop.3. To plantheteaching andlearningprocessdealingwiththelinguisticand non-

linguisticcontents, accordingtotheadministrativeeducationalsystem in theRegion of Valencia,using English as a communicativevehicleforthelanguagewithintheschoollinguisticproject.

4. Todevelopmotivationforlearningalongtheprofessionalteachinglifeand toestablishcollaborativeteamsand researchamongtheteachers.

GENERAL COMPETENCES Competencemeasuringscale

1 2 3 4

C1. Knowing the legislative framework for multilingual education in Valencia and the programs that schools develop in the curricular areas.

x

C2. The ability to design and plan educationalprojects and tools for multilingual environments in schools.

xC3. The ability to design theteaching andlearningprocessdealingwiththelinguisticand non-linguisticcontents CLIL,using English as a communicativevehicleforthelanguagewithintheschoollinguisticproject.

x

C4. Designing, planning and evaluating teaching and learning processes both individually and in collaboration with other teachersand professionals at the educationalcentre.

x

C5. Developing habits and skills for independent as well as cooperative learning and promoting them among the teachers.Establishingcollaborativeteamsand researchamongtheteachers.

x

C6. The ability to find, handle and synthesize bibliographical information and information from

x


2

databases and other electronic tools, including the use of internet.C7. Stimulating and valuing effort, perseverance and personal discipline in students.

x

SPECIFIC COMPETENCES

1 2 3 4

E1. Knowing how to apply the legislative framework for multilingual education in Valencia and the programs that schools develop in the curricular areas to the curriculum of the Subjects in Infant, Primary and Secondary School, Bachillerato and CiclosFormativos High School.

x

E2. Designing educational processes,using English as a communicativevehicleforthelanguagewithintheschoollinguisticproject. x

E3. Applying didactic methods or techniques to teach non-linguisticcontents CLIL (integrated learning content and language),using English as a communicativevehicleforthelanguagewithintheschoollinguisticproject.

x

E4. Fosteringthelearning of English throughothersubjects. x

E5. Being acquainted with Information and Communication Technology as a teaching tool in CLIL (integrated learning content and language). x

E6. Developing interest and motivation for learning during professional life, developing collaborative attitudes in CLIL environments.

x

LEARNING OUTCOMES COMPETENCES

R-1. The students give proof of adequate knowledge of the the legislative framework for multilingual education E1

R-2. The students, knowing the school curricula for multilingual programmes, are capable of designing educational processes, applying didactic methods or techniques to teach non-linguistic contents CLIL and assessing content, using English as a communicative vehicle.

E2, E3

R-3. The students know how to foster the learning of English through the teaching of other subjects. E4

R-4. The students manage with technological devices applied to CLIL (Integrated Learning Content and Language). and the teaching of ESL (English as a Second Language).

E5

R-5. The students perform with correctness, fluency and spontaneity that allow them to maintain interaction and to generate an appropriate learning situation and show interest in lifelong learning education and collaborative language projects.

E6


3

Teaching Guide

ON-CAMPUS EDUCATIONAL ACTIVITIES

ACTIVITY Teaching-LearningMethodology

Relationship With Learning Outcomes

for the subject

ECTSdistributio

n

ON-CAMPUS CLASS

Teacher presentation of contents, analysis of competences, explanation and in-class display of skills, abilities and knowledge. Instruction and/or orientation carried out by the tutor for the purpose of reviewing and discussing the materials and topics presented in lesson or unit plans, etc.

R1, R2, R3, R4,R5 1.4

PRACTICAL CLASSES

Group work sessions supervised by the course tutor. Applying interdisciplinary knowledge, collaborative projects.Expressing informed opinions based on previous reading related to the subject.

R1, R2, R3, R4, R5 1.3

ASSESSMENT

Group of oral and/or written progressive evaluation sessions used during initial, formative or additive assessment.Final assessment piece

R1, R2, R3, R4, R5 1.3

Total 4

INDEPENDENT WORK ACTIVITIES

Teaching-LearningMethodolog

yLearning Outcomes Relationship Course

Relationship With Learning Outcomes for the subject

ECTSdistribution

INDEPENDENT WORK

Student study: Individual preparation of blog, projects, templates, worksheets, essays, papers, reports, etc. to be

R1, R2, R3, R4, R5 2


4

presented or submitted in theoretical lectures or practical presentations.

Total 2

SYSTEM FOR ASSESSING THE ACQUISITION OF THE COMPETENCES AND ASSESSMENT SYSTEM

(for the students who can attend a minimum of 80% of classes)

AssessmentTool LEARNING OUTCOMES ASSESSED AllocatedPercentage

Writen exam R1, R2, R3, R5, R5 20%

Oral presentationGroupwork R1, R2, R3, R4, R5 20%

Individual workDidactic unit R1, R2, R3, R4, R5 30%

Individual workBlog R1, R2, R3, R5, R5

30%

-Studentshavetopassall thesections in orderto passthesubject.

-Anystudentwhohasaproblemtoattendclassonaregularbasismustapproach his/her instructorduringthefirsttwoweeksofclassestopresenttheinstructorwiththenecessary officialdocumentationprovingthat s/he cannotcometoclass regularly.Onlythen, canastudent followthisnon-attendingmode.Studentsonthenon-attending modewillagreewiththeir instructoronaseriesoffollow-upsessions.Theinstructorswill presentstudentswith aschedule ofworksandprojectstobeaccomplished.Studentswillhavetocomplywithallrequirements andtopasseachand everyoneoftheminordertopassthecourse. These students willalso takethefinalexam.

- CriteriaforgrantingagradeofAwithhonors:There are no grades of A with honors in Capacitación en LenguaExtranjera studies.

DESCRIPTION OF CONTENTS

UNIT 1. Knowledge theories supporting CLIL

a. From Bloom to Krashen.b. Carol Read. Classroom Management.

UNIT 2. Legal framework.

a. Legal framework


5

Teaching Guide

b. Plurilinguism

UNIT 3. CLIL principles

UNIT 4. Designing a CLIL unit.

REFERENCES (sample)

- Deller, S & Price, C (2007): Teaching other subjects through English:

Resource Books for teachers. Oxford, Ed. Oxford University Press.

- Marsh, D. & Others (2010): CLIL: Content and Language Integrated

Learning. Cambridge, Ed. Cambridge University Press

- Mehisto, P. & others (2008) Uncovering CLIL. Oxford: Macmillan.

- Read, Carol (2007): 500 Activities for the Primary Classroom. Macmillan

Heinemann.Further references will be available for each topic


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Guia Docente Metodologia