| Code |
12045
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| Year |
1
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| Semester |
S1
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| ECTS Credits |
9
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| Workload |
TP(60H)
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| Scientific area |
Didática do Espanhol
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|
Entry requirements |
They do not exist.
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Mode of delivery |
Theoretical-practical classes.
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Work placements |
It doesn’t apply.
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Learning outcomes |
-Get basic training in methodological content in ELE teaching.
-To provide students with the main methodological foundations on which foreign language teaching is currently based.
-Know and properly use the Q.C.E.R.L.
-Examine the communicative approach, the task-based approach, the contrastivity and the intercultural dimension as key elements of ELE teaching in Portugal.
-Deep deep in the critical analysis of the different teaching methods of IT in Portugal used in the cycles of basic and secondary education.
-Refect critically on the process of learning and teaching languages and being able to draw conclusions for future teaching practice.
- Reflect on personal beliefs related to the roles of the teacher, the student and the language in the process of acquiring / learning a Second Language.
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Syllabus |
1. Second language acquisition
1.1. Linguistics
1.2. Applied linguistics
1.3. Contrastive linguistics
1.4. Sociolinguistics
1.5. Didactics of languages ??and cultures
1.6. The Interlingua
1.7. Error analysis
2. Methods and approaches in teaching IT
2.1. Structuralist methods: the audio-oral / audio-linguistic and situational method.
2.2. The cognitive approach
2.3. The communicative or socio-functional approach
2.4. Today's LE teaching: The Common European Framework of Reference for Language Learning, Teaching and Assessment (QCERL)
The task-based approach. Current methodological concepts. The case of teaching Spanish in Portugal.
The PCIR (Plan Curricular del Instituto Cervantes)
3. The terminological dictionary (2008). Need to know the current terminology compared to Spanish
4. The contents and teaching in the ELE class. Lesson planning
4.1. Linguistic or grammatical content
4.2. Functional or communicative
4.3. Cultural or socio-cultural
4.4. Lexical-semantic
4.5. Strategic
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Main Bibliography |
-Alonso Encina (1996): ¿Cómo ser profesor y querer seguir siéndolo? Madrid, Edelsa.
-Baralo, M. (1999): La adquisición del español como lengua extranjera. Madrid, Arco/Libros.
-Melero Abadía, P. (2000): Métodos y enfoques en la enseñanza/aprendizaje del español como lengua extranjera. Madrid, Edelsa.
-Pastor Cesteros, S. (2004): Aprendizaje de segundas lenguas. Lingüística aplicada a la enseñanza de idiomas. Publicaciones de la Universidad de Alicante.
-Sánchez Lobato, J. e I. Santos Gargallo (dirs.) (2004): Vademécum para la formación de profesores. Enseñar español como segunda lengua (L2) / lengua extranjera (LE). Madrid, SGEL.
-Santos Gargallo, I. (1993): Análisis contrastivo, análisis de errores e interlengua en el marco de la lingüística contrastiva. Madrid, Síntesis.
-Richards, Jack C. e Rodgers, Theodore S. (2003): Enfoques y métodos en la enseñanza de idiomas. Madrid, Cambridge University Press.
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Teaching Methodologies and Assessment Criteria |
Review 1.6 (The Interlingua) > 20%
1.7; 3; 4 > 40% 1ª exposition / 40% 2ª exposition
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Language |
Portuguese. Tutorial support is available in English.
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