Universidad de Alcalá

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1 Didáctica del inglés como lengua extranjera y sus aplicaciones informáticas 251 // Didactics of English as a Foreign Language and its computer applications Grado en Estudios Ingleses Universidad de Alcalá Curso Académico 2015/2016 3º / 4º Curso - Segundo Cuatrimestre

2 GUÍA DOCENTE Didáctica del inglés como lengua extranjera y sus aplicaciones informáticas Nombre de la asignatura: Código: Departamento: Área de Conocimiento: Carácter: Optativa Créditos ECTS: 8 Cuatrimestre: 2º Profesorado: Correo electrónico: Idioma en el que se imparte: Filología Moderna Filología Inglesa Jesús García Laborda jesus.garcialaborda@uah.es Inglés 1. MODULE DESCRIPTION Learning and teaching foreign languages is one of the cornerstones in today s education. The aim of this course is to familiarize students with the grounds of Teaching English as Foreign Language Teaching and suggest a modern implementation through computer based language learning. This course will be mostly reflective and establish connections between the teaching role and the learner s experiences. More specifically, this course presents several learning theories and principles of diversity that should be considered or even serve as a guide for classroom teaching, among them: teaching methodology, constructivists paradigms in language learning, web 2.0 and more. There will be a strong emphasis on practical activities for teaching and assessing the four skills, identifying and communication strategies.. Prerrequisitos y Recomendaciones Following the guidelines issued by the Department of Modern Philology, students are expected to have acquired a level C1 in all four skills at the end of their 4th year. Students in their 3rd year, for their part, will be expected to be well on their way to achieving this advanced level of English in all four communicative skills. Students in their fourth year of English Studies will be required to present an official 2

3 certificate of English at C.1.2. level before December, 1st. Exact information about the procedure will be sent in due course. For those who can t certify a level C.1.2. of English, the possibility of an internal exam will be offered at the end of the term. 2. AIMS Generic competences: 1. To create a greater awareness of the basic concerns which underlie the teaching of language in EFL. 2. To provide an understanding of the principles of computer based language teaching and how they can be applied in practice. 3. To provide an introduction to a variety of methods of teaching of students oral and written performance, as well as the so-called receptive skills (listening and reading). 4. To give specific examples of teaching techniques that can later be adapted to individual teaching contexts. Specific competences: On completion of the course participants will be expected to be able to: 1. Make principled decisions on why, what, when, and how we should teach. 2. Choose the appropriate material for different kinds of classes and find practical and reliable types of materials. 3. Use practical techniques and strategies for carrying out the teaching of speaking and writing skills. 4. Choose from a range of assessment approaches, such as formal assessment, informal assessment, self-assessment, and portfolio assessment. 5. Set precise standards and criteria for language teaching. 3

4 3.. MODULE CONTENTS Units Contents Credits Unit 1. Teaching in history: past, present and future trends. Language teaching: methods and approaches Principles of language learning. 1,5 ECTS Reading and surfing the net Unit 2. Create a context for learning: Physical, technological and personal contexts. Physical and online context Materials Creating an atmosphere. 2 ECTS Repositories Unit 3. From theory to practice: skills, projects and web resources (pen & paper and online) Lesson planning: basic principles How to teach receptive skills: strategies, techniques and activities How to teach productive skills: strategies, techniques and activities 4,5 ECTS Teaching Grammar and Vocabulary Language assessment and language testing Course Scheule Week Content 1st-4th Language methodology Language in context 4

5 Materials Analysis I Bilingual Education & CLIL 5th-8th How to teach: Reading, Writing, Listening and Speaking. 7th-9th Human management Materials analysis II 10th-11th Issues on teaching Grammar and Vocabulary 12th-14th 15th Traditional and alternative assessment Standardized Language tests Assessment sesión Control assessment 4. TEACHING AND LEARNING METHODS 4.1. Student workload (200 hours) Class-contact hours: 45 Readings and assignments: 55 Presentations: 6 Social networking: 75 Assessment activities Learning activities Face-to-face sessions Readings and assignments: Presentations: Social networking: Assessment activities Students are expected to come to class prepared and make significant contribution to class discussion. Presentations will be followed by group questions, practical examples and debates. Active participation in the activities in the classroom is a must. Students will also be required to complete assignments connected to the reading material. Two compulsory presentations will be based in web 2.0 activities. Creation and development of a number of online activities. Based on formal and informal assessments. 5

6 5. ASSESSMENT PRE -REQUISITE: Following the Department of Modern Philology criteria, students are expected to have acquired the language level required for each course (C1.1 by the end of the 3rd year and C1.2 by the end of the 4th year) and this will be taken into account in their marks. CRITERIA FOR SUBJECT ASSESSMENT: By means of completing assignments, compulsory readings as well as classroom tasks, students should demonstrate they have acquired the main contents and competences aforementioned. ASSESSMENT TOOLS AND PROCEDURES: 1) Two mini-tests (30%) 2) Two group based class presentations (30%) 3) Development of a web application (25%) 4) Self-assessment (15%) Note: Plagiarism will be strictly punished in accordance with the Master s regulations. In this subject, students who cheat will be given 0 points in the assignment in which minimal traces of plagiarism can be detected.. 6. BIBLIOGRAPHY Essential readings: Scrivener, Jim. (2011). Learning Teaching: The Essential Guide to English Language Teaching (3 rd. edition). London: Macmillan. Sharma, Pete & Barrett, Barney. (2007). Blended Learning (2 nd. edition). London: Macmillan. Thornbury, S. (2006) An A -Z of ELT: A Dictionary of Terms and Concepts Used in English Language Teaching. Oxford: Macmillan Education Further readings: Bull, S. y Solity, J. (1996). Classroom Management. Principles to practice. London: Routledge. Carretero, M. (dir.) (2001) Inteligencia y Afectividad. Jean Piaget. Psicología Cognitiva y Educación. Aique. Bs. As., Argentina Coyle, D.; Hood, P.; and Marsh, D. (2010) CLIL Content and Language integrated learning. Cambridge. Doff, A. (1998) Teach English. Cambridge: Cambridge Teacher Training and Development. 6

7 Fulcher, G. and Davidson, F. (2007). Language Testing and Assessment. London & New York: Routledge. ISBN: pages. Harmer, J (2001). The Practice of English Language Teaching Third edition, revised and updated. Longman. Lasabagaster y Sierra (2009) Language attitudes in CLIL and traditional EFL classes. International CLIL Research Journal. Vol. 2 (1) pp Mehisto, P; Marsh, D. y. Frigols M.J (2008) Uncovering CLIL. London: Macmillan. Oxford, R. (1990). Language Learning Strategies- what every teacher should know. Heinle & Heinle. Richards, J y Lockhart, C. (1996). Reflective Teaching in second Language Classrooms. Cambridge: Cambridge University Press Richards, J. y Rogers, T. (1986). Approaches and Methods in Language Teaching. Cambridge: Cambridge Language Teaching Library Vigotsky L. (1986) Pensamiento y lenguaje. Buenos Aires: La Pléyade. (1era. edic: 1934). Vigotsky, L. (1988). El desarrollo de los procesos psicológicos superiores. Madrid: Crítica Grijalbo. (1era. edic.:1978). Educational databases are available online and in the UAH online library. Students are recommended to use ERIC, MLA and the Web of knowledge frequently. ERIC has a large collection of full text papers including conference papers, journal articles and other types of reports. The other databases can be used in at the university library. 7