| Code |
18052
|
| Year |
1
|
| Semester |
S2
|
| ECTS Credits |
7
|
| Workload |
TP(45H)
|
| Scientific area |
Didática do Espanhol
|
|
Entry requirements |
There are no specific entry requirements, but it is recommended that students have passed Didactics of Spanish I.
|
|
Learning outcomes |
The overall aim of this course unit is to consolidate and build upon the skills and knowledge acquired in Spanish Language Teaching I. As for the specific learning outcomes of the course unit, by the end of the semester students should be able to:
a) Handle and apply appropriately the documents that guide and regulate the teaching of Spanish in Portugal
b) Design, develop/implement and evaluate teaching units appropriate to the year group and level of the learners
c) Create, develop/implement and evaluate teaching activities to develop learners’ linguistic skills and communicative/general competences, including intercultural awareness and skills
d) Understand, analyse and evaluate teaching materials for Spanish as a foreign language (ELE)
e) Reflect on the teaching and learning process of ELE in Portugal, seeking the best strategies derived from the linguistic and geocultural proximity between Portuguese and Spanish, and their respective communities of speakers
|
|
Syllabus |
1. Review and expansion of the guiding documents for the teaching of Spanish as a foreign language (ELE) in Portugal. The Common European Framework of Reference (CEFR), the Cervantes Institute’s Curriculum (PCIC) and the Essential Learning Outcomes
2. Review and expansion of certain fundamental concepts. Language policy, theoretical framework and methodological approach of the CEFR. Communicative skills, general competences, communicative competence(s) and communicative strategies. From the communicative approach to the post-communicative paradigm in the post-method era
3. Planning, development/implementation and assessment of teaching units
4. Learning activities to explore linguistic skills and communicative/general competences: creation, development/implementation and assessment
5. Teaching materials for ELE. The textbook as a teaching tool: advantages and limitations
6. The teaching-learning process of ELE in Portugal. Contrastive and intercultural aspects as key elements
|
|
Main Bibliography |
Essential reading (for further references, see the detailed syllabus on Moodle)
Ahern, A. K. et al. (2021). Lingüística aplicada. Adquisición de Español como Lengua Extranjera. EnClave-ELE.
Alonso, E. (2012-2016). Soy profesor/a. Aprender a enseñar. Edelsa, 3 vols.
Consejo de Europa (2002 [2001]). Marco común europeo de referencia para las lenguas: aprendizaje, enseñanza, evaluación. MECD/Anaya, trad. Instituto Cervantes.
Méndez Santos, M. C. (2021). 101 preguntas para ser profe de ELE. Introducción a la lingüística aplicada para la enseñanza del español. Edinumen.
Jiménez Calderón, F. e Rufat Sánchez, A. (eds., 2019). Manual de formación para profesores de ELE. SGEL.
Sánchez Lobato, J. e Santos Gargallo, I. (dirs., 2016): Vademécum para la formación de profesores. Enseñar español como segunda lengua (L2)/lengua extranjera (LE). SGEL (2ª ed.).
|
|
Language |
Portuguese. Tutorial support is available in English.
|