ECTS credits ECTS credits: 4.5
ECTS Hours Rules/Memories Student's work ECTS: 74.25 Hours of tutorials: 2.25 Expository Class: 18 Interactive Classroom: 18 Total: 112.5
Use languages Spanish, Galician, English
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: English and German Philology
Areas: English Philology
Center Faculty of Education Sciences
Call: Second Semester
Teaching: With teaching
Enrolment: Enrollable
- To provide students with basic theoretical principles and practical techniques for their own development as future Preschool Education English language teachers.
- To examine the similarities and differences between first language acquisition and second language learning.
- To examine the role of new technologies in the teaching of English.
- To get students acquainted with the most recent European developments on the teaching and learning of languages: the Common European Framework of Reference (CEFR) and the European Language Portfolio (ELP).
- The acquisition and learning of English as a second language.
- The role of the L1. Stages in the learning of the L1.
- Main first language learning theories .
- Second language learning theories or approaches.
- New tendencies and approaches to the teaching of English. The Common European Framework for the teaching and learning of languages (CEFR). The European Language Portfolio (ELP).
- Development and presentation of a Lesson Plan / Project.
Bibliografía básica:
Brown, H. D. (1994). Principles of Language Learning and Teaching. Prentice Hall Regents
Cant, A. & Superfine, W. (1997). Developing Resources for Primary. Richmond
Collie, J. & Slater, S. (1994). Cambridge Skills for Fluency. Speaking 2. C.U.P.
Council of Europe. (2001). The Common European framework for the Teaching and Learning of Languages. Cambridge University Press.
Bibliografía complementaria:
Doff, A.& Becket, C. (1999). Cambridge Skills for Fluency. Listening 2. C.U.P.
Eastwood, J. (2006). Oxford Practice Grammar (Intermediate) with Key and CD Rom. O.U.P.
Ellis, R. (2004). The Study of Second Language Acquisition. Oxford University Press.
Harmer, J. (1994). How to Teach English. Longman.
Lightbown, P. M.& Spada, N. (1993). How Languages are Learned. O.U.P.
Murphy, R. (2004). English Grammar in Use. C.U.P.
Phillips, S. (1994). Young Learners. O.U.P.
Redman, S. (1997). English Vocabulary in Use (Pre-intermediate and Intermediate). C.U.P.
Skehan, P. (1989). Individual Differences in Second Language Acquisition. Edward Arnold.
Slattery, M.& Willis, J. (2001). English for Primary Teachers. A Handbook of Activities and Classroom Language. O.U.P.
Swan, M. & Walter, C. (1997). How English Works. A Grammar Practice Book with Answers. O.U.P.
Vale, D.& Feunteun, A. 1998. Enseñanza de inglés para niños. Guía de formación para profesores. C.U.P.
BASIC AND GENERAL
G2 – To promote and facilitate learning in early childhood, from a globalizing and integrating perspective of the different cognitive, emotional, psychomotor, and volitional dimensions.
G6 – To get to know the evolution of language in early childhood, know how to identify possible dysfunctions and ensure its correct evolution. To effectively deal with language learning situations in multicultural and multilingual contexts. To express oneself orally and in writing and master the use of different techniques of expression.
G11 – To reflect on classroom practices needed to innovate and improve teaching work. To acquire habits and skills for autonomous and cooperative learning and promote it in students.
CB1 – To demonstrate knowledge in an area of study that starts from the basis of general secondary education, but, although based on advanced textbooks, it also includes some aspects that involve knowledge from the forefront of their field of study.
CB2 - To be able to apply their knowledge to their work in a professional manner and to possess the competences necessary to defend arguments and solve problems within their field of study.
CB3 - To gather and interpret relevant data (usually within their field of study) needed to make judgements which include reflection on relevant social, scientific, or ethical issues.
CB4 - To communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.
CB5 - To develop those learning skills necessary to undertake further studies with a high degree of autonomy.
Translated with www.DeepL.com/Translator (free version).
TRANSVERSAL
T1 - Instrumental knowledge of foreign languages.
SPECIFIC
E.44. – To become acquainted and to master oral and written expression techniques.
E.47. – To learn about the process of learning to read and write and how to teach it.
E.48. - To cope with language learning situations in multilingual contexts.
E.52. - Being able to foster a first approach to a foreign language.
- Expository classes: The expository classes will be dedicated to the development of competences related to the teaching-learning process of a foreign language in Early Childhood Education.
- The seminars will be used to carry out tasks related to what has been learnt in the expository classes and to practice the 4 English language skills. Oral presentations by students will also take place in these classes.
- Virtual Classroom: Debates, exercises and tests.
- Written assignments: Preparation and presentation in class of a 'Teaching Unit'/Project to be handed in at the end of the semester.
- Classes will be taught preferably in English.
In the event of fraudulent performance of exercises or tests, the provisions of art. 16 of the ‘Regulations for the validation of academic performance of two students and for the review of qualifications’:
“A realización fraudulenta dalgún exercicio ou proba exixida na avaliación dunha materia implicará a cualificación de suspenso na convocatoria correspondente, con independencia do proceso disciplinario que se poida seguir contra o alumno infractor. Considerarse fraudulenta, entre outras, a realización de traballos plaxiados ou obtidos de fontes accesibles ao público sen reelaboración ou reinterpretación e sen citas aos autores e das fontes”.
Exam: 40% of the final grade.
Final project: 30% of the final grade.
Tasks assigned: 30% of the final grade.
Extra points (5%) may be obtained for active participation in class and attendance.
Extraordinary call in July: the evaluation system will be the same as in the first call, EXCEPT for students who have not delivered the project and / or the assigned tasks, who will have to present a project (40%) and take the final exam (60% ).
Students who are exempt from teaching/attendance and those retaking the subject will be evaluated with a final project whose mark will be 40% of the final mark and an exam whose mark will constitute 60% of the final mark.
Teaching hours : 38.5
Individual work: 74
Total number of hours of individual work: 112,5
Regular attendance and participation are strongly recommended.
There are no official prerequisites for this subject. However, an intermediate or close to intermediate level of English (CEFR B1 or Cambridge PET) is strongly recommended.
1. We encourage our students to be enviromentally responsible in their academic context, avoiding overuse of plastic, ink, paper etc. Papers should preferably be submitted through the virtual classroom
2. GENDER PERSPECTIVE: In attention to criteria of gender equality in the university environment, it is recommended to make use of non-sexist language both in the daily classroom work and in academic work. Information can be obtained in this regard at the link:
http://www.usc.es/export/sites/default/gl/servizos/oix/descargas/lingua…
3. No email from a non-institutional email account will be answered. Therefore, those students who wish to contact the faculty of the subject by this means, must do so using their USC email.
4. Mandatory use of institutional technological tools: Virtual Campus, Microsoft Office 365, and other tools provided by the faculty and authorized as institutional tools by the university (Lifesize, etc.).
5. Mobile phones may not be used, except when used as a work tool following the indications given by each teacher, the students being responsible for the legal and academic consequences that may arise from improper use of it. Bear in mind that teaching-learning (classes / tutorials) is a private process, understood as private as a process of communication and exchange between each teacher and the students enrolled in the subject.
6. Obligation to comply with the data protection regulations https://www.usc.gal/es/politica-privacidad-proteccion-datos.
Sara González Bernárdez
Coordinador/a- Department
- English and German Philology
- Area
- English Philology
- saragonzalez.bernardez [at] usc.es
- Category
- Professor: Temporary supply professor to reduce teaching hours
Luis Ahmed Sanchez Arrocha
- Department
- English and German Philology
- Area
- English Philology
- luisahmed.sanchez [at] usc.es
- Category
- Professor: Reader
| Tuesday | |||
|---|---|---|---|
| 19:00-20:00 | Grupo /CLE_01 + Dobre Grao 3º | English | (NORTH CAMPUS) - CLASSROOM 51 |
| 20:00-21:00 | Grupo /CLIS_01 + Dobre Grao 3º | English | (NORTH CAMPUS) - CLASSROOM 51 |
| 05.27.2025 12:00-14:00 | Grupo /CLE_01 + Dobre Grao 3º | (NORTH CAMPUS) - CLASSROOM 12 |
| 07.03.2025 18:00-20:00 | Grupo /CLE_01 + Dobre Grao 3º | (NORTH CAMPUS) - CLASSROOM 13 |