Teaching Spanish FL methodology I - 1st semester
a) To acquire concepts and terminology central to teaching-and-learning SFL.
b) To deep in characterizing and assessing different methods and approaches in TSFL.
c) To get familiar with national Spanish syllabuses and with the Plan Curricular del Instituto Cervantes (the next step of abstraction of the Common European Framework of Reference for Languages).
d) To have a critical understanding of the teachers and students believes and how they can condition teaching and learning.
e) To reflect on which abilities should conform a teaching-carrier.
f) To build up proposals to develop productive and receptive skills.
g) To increase awareness of Hispanic linguistic and cultural diversity.
h) To reflect, analyse and discuss processes to be developed in the classroom using principles and knowledge from methodology classes.
María del Carmen Fondo Lavandeira
Weekly - 3 letivas + 1 tutorial
Total - Available soon
Dörney, Z. e Murphey, T. (2003). Group Dynamics in the Language Classroom. Cambridge: Cambridge University Press
Ellis, R. (2012). The study of second language acquisition. Oxford: Oxford University Press
Estaire, Sh. (2013). Competencia docente en lenguas extranjeras y formación de profesores. Madrid: Edinumen
Sánchez, J. e Santos, I. (eds.). (2004). Vademécum para la formación de profesores. Enseñar español como segunda lengua (L2) / lengua extranjera (LE). Madrid: SGEL
Valadares, J.A. e Moreira, M.A. (2009). A teoria da aprendizagem significativa. Sua fundamentação e implementação. Coimbra: Almedina
The course will combine theoretical and practical classes, including presentation, demonstration, practical exercises, group discussion and reflection on the topics studied. Classes will favour the practical implementation of theory, interaction and students active participation both individually and in a group.
Students will carry out individual theoretical and practice assignments throughout the semester (60%) and will pass a written test in class (30%). Regular attendance and contribution during classes will be subject to assessment (10%).
a) Language and central concepts underlying TEFL.
b) Theories, methodologies and approaches to teaching EFL.
c) Receptive and productive skills.
d) Learner motivation, differences between learners and different learning contexts
e) Planning and classroom management.
f) Theories and rationales guiding assessment and evaluation.
g) The role of error in a pedagogical perspective.
h) Testing instruments and techniques.
Programs where the course is taught: