| Code |
18047
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| Year |
1
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| Semester |
S1
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| ECTS Credits |
8
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| Workload |
TP(60H)
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| Scientific area |
Didática do Espanhol
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|
Entry requirements |
--
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Learning outcomes |
The objectives of this curricular unit are:
a) Acquire basic training in the methods and theoretical frameworks for teaching foreign languages (FL) in general and Spanish as a foreign language (SFL) in particular.
b) To know the main methodological foundations on which the teaching of FL/FL is based today.
c) Know the Common European Framework of Reference for Languages (CEFR) and other documents.
d) To analyse the communicative and task-based approach, contrastivity and the intercultural dimension as key elements in the teaching of EFL in Portugal.
e) To know the contents covered in the teaching of EFL in Portugal.
f) Plan HE lessons for the 3rd cycle of basic education and for secondary education.
g) Reflect critically on the process of language learning and teaching and be able to draw conclusions for future teaching practice.
h) Reflect on personal beliefs about the roles of the teacher, the student and the language in the process of acquiring/learning a 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. Language and culture teaching
1.6. Interlanguage
1.7. Error analysis
2. Methods and approaches in foreign language teaching
2.1. Structuralist methods
2.2. The cognitive approach
2.3. The communicative/notional-functional approach
2.4. Foreign language teaching today: The Common European Framework of Reference for Languages: Learning, Teaching and Assessment (CEFR). The task-based approach. Teaching Spanish in Portugal. The PCIC (Curriculum Plan of the Cervantes Institute)
3. The Terminology Dictionary (2008) and Glossary of Grammatical Terms (2019)
4. Content and skills: analysis and planning
4.1. Skills:
- Written expression.
- Oral expression/interaction.
- Written comprehension.
- Oral comprehension.
4.2. Content:
- Linguistic or grammatical
- Functional or communicative
- (Socio)cultural
- Lexical-semantic
- Strategic
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Main Bibliography |
Alonso, E. (1996). ¿Cómo ser profesor y querer seguir siéndolo? Edelsa.
Baralo, M. (1999). La adquisición del español como lengua extranjera. Arco/Libros.
Consejo de Europa (2002). Marco común europeo de referencia para las lenguas. MECD/ Inst. Cervantes.
Consejo de Europa (2021). Marco común europeo... Vol. complementario. MECD/ Inst. Cervantes.
Jiménez Calderón, F. y Rufat Sánchez, A. (eds.) (2019). Manual de formación para profesores de ELE. SGEL.
Melero Abadía, P. (2000). Métodos y enfoques en la enseñanza/aprendizaje del español como lengua extranjera. Edelsa.
Pastor Cesteros, S. (2004). Aprendizaje de segundas lenguas. Lingüística aplicada a la enseñanza de idiomas. U. de Alicante.
Sánchez Lobato, J. e Santos Gargallo, I. (dirs.) (2004). Vademécum para la formación de profesores. SGEL.
Richards, J. e Rodgers, T. S. (2003). Enfoques y métodos en la enseñanza/aprendizaje del español como lengua extranjera. Edelsa.
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Teaching Methodologies and Assessment Criteria |
The assessment is based on:
-Class participation > 10%
-Review of a scientific text related to point 1.6 (Interlanguage) > 10%
-Practical work (class simulations) > 40% 1st presentation / 40% 2nd presentation.
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Language |
Portuguese. Tutorial support is available in English.
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