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Ensino de Português e de Espanhol no 3º Ciclo do Ensino Básico e no Ensino Secundário
Didática do Espanhol I

Didática do Espanhol I

Código	12045
Ano	1
Semestre	S1
Créditos ECTS	9
Carga Horária	TP(60H)
Área Científica	Didática do Espanhol
Mode of delivery	Theoretical-practical classes.
Work placements	It doesn’t apply.
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.
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
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.
Language	Portuguese. Tutorial support is available in English.

Regente


	José Ignacio Vázquez Diéguez

Curso

Ensino de Português e de Espanhol no 3º Ciclo do Ensino Básico e no Ensino Secundário

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