In this subject, Principles of Language Teaching for Primary Education in Multilingual Environments, the whole classroom community will be working on the theoretical and methodological foundations needed to teach in a bilingual educational system, paying special attention to the inclusive approach towards pupils having other cultures and languages.

In this subject the whole classroom community will be analysing critically the various conceptualizations brought by the language sciences about language and its teaching and learning as well as the teaching-principles derived from them.

Different bilingual education programs based on home-school language shift will be discussed and known, as well as the strategies needed for its implementation according to the different sociolinguistic settings.

1. To know the linguistic, psycholinguistic and sociolinguistic foundations of language education, in order to be able to analyse different situations and phenomena related to first and second language teaching and learning (C1, C3).

1.1. To know and explain basic concepts needed to found theoretically the language teaching and learning.

1.2. To be able to select the most fitted methodological approach to language teaching and learning with regard to the classroom needs within the school curriculum.

1.3. To find/seek and select bibliographic information for theoretical foundation of language education.

2. To reflect on the influence of bilingual settings and situations in the school context and the specific classroom (C1, C2).

2.1. To analyse situations of languages in contact.

2.2. To know the challenges faced by the school institution derived from multilingual environments.

2.3. To propose basic activities to integrate into the classroom students having and using languages other than the official ones.

3. To achieve a well-founded and reflection-based knowledge about bilingual and multilingual education programs, bearing in mind the linguistic and cultural diversity of the school.

3.1. To select and integrate information in order to know the factors of the sociolinguistic reality influencing the instructional context and the way how they act.

3.2. To distinguish and value bilingual education programs according to different parameters.

4. To develop communicative competence in both official languages of the Basque Autonomous Community (BAC) (C5)

4.1. To use the language orally and in writing according to the criteria of cohesion, coherence/consistence, accuracy/correctness and adequacy.

4.2. To recognise the different aspects conforming the communicative competence in classroom practice.

5. To generate attitudes in favour of languages, bilingual speakers and bilingual and multilingual education, being aware of the benefits and difficulties to be faced during the professional activity.

5.1. To express respect, appreciation and recognition to all languages and their speakers.

1. Theoretical foundations of Language Education

1.1. Linguistic foundations

1.2. Psycholinguistic foundations

1.3. Sociolinguistic foundations





2. Languages at school

2.1. Language Education in multilingual settings

2.2. Bilingual and Multilingual Education Programs

2.3. Other educational aspects of education in multilingual settings.

V. TEACHING METHODOLOGY AND FORMATION ACTIVITIES:

Master classes and class-room practices are combined. Both activities need learners’ collaboration and participation, as well as their reflection about the content presented and the assumption of their own responsibility for their learning process.



Master classes:

-Presentation, analyse and discussion of contents.

-Doubt solving



Class-room practices:

-Critical text-reading

-Audio-visual material analysis

-Accomplishing of tasks

-Teaching material’s analysis in different supports

-Oral work-presentation



Seminary sessions:

-Presentation, analysis and discussion of students-made works monitored by the teacher.



Tutorials:

-Doubt solving

-Task orientation



Non face-to-face activities:

-Individual study

-Individual and group works

-Critical text-reading

-Seeking bibliography and other materials of interest.

• Continuous Assessment System
• Final Assessment System
• Tools and qualification percentages:
  • Written test to be taken (%): 40
  • Module-work (16%) and other works and presentations (%44) are included in the 60% of all the students' collaborative work. (%): 60

Evaluation system of the Faculty of Education of Bilbao:

1. Final written exam based on theoretical concepts (40% of the total grade).

2. Practical projects based on the competences and skills developed throughout the course (44% of the total grade).

3. Interdisciplinary Module Work (16% of the total grade).

At the extraordinary call all competences and knowledges acquired during the term will be assessed through a final written exam.

The material recommended by the teacher (usually EGELA platform is used)

Basic bibliography

AMENGUAL, M & JUAN, M & SALAZAR, J (2008). Adquisicion y enseñanza de lenguas en contextos plurilingües: ensayos y propuestas aplicadas. Edicions UIB. Illes Balears.

BAKER,C. (2011). Foundations of Bilingual Education and Bilingualism (5th edition). Bristol: Multilingual Matters

BREWSTER, J.; ELLIS, G.; GIRARD, D. (2002). The Primary English Teacher´s Guide. Harlow: Pearson Education Limited.

BRONCKART, J.P. (1993) Hizkuntzaren zientziak: irakaskuntzarako desafioa?, HABE, Donostia.

BRONCKART, J.P. (2007) Desarrollo del Lenguaje y Didáctica de las lenguas. Buenos Aires: Miño y Dávila.

CAMERON, Lynne (2005). Teaching Languages to Young Learners. Cambridge: Cambridge University Press

COELHO, Elizabeth. (2004. Adding English. A Guide to Teaching in Multilingual Classrooms. Donmills, Ontario: Pippin Publishing.

COELHO, e. (2006). Enseñar y Aprender en Escuelas Multiculturales. Barcelona: ICE-Horsori-Universitat de Barcelona.

CRYSTAL, D. (2004). The Language Revolution-Malden: Polity Press

CUMMINS, J (2000). Language, Power and Pedagogy. Bilingual Children in the Crossfire.Clevedon-Buffalo-Toronto-Sydney: Multilingual Matters

CUMMINS, J.; HORNBERGER, Nancy H. (eds.) (2010). Bilingual Education. Encyclopedia of Language Education. Volume 5. New York: Springler

HUGUET,A&MADARIAGA,J M (2005). Fundamentos de educación bilingüe.UPV-EHU.Bilbo.

LARREA, K.& MAIA, J. (2010): Galdera-erantzun batzuk hizkuntzaren didaktikaz. Bilbo: EHUAZN.

LASAGABASTER, D. & GARCIA, O. (2014). "Translanguaging: towards a dynamic model of bilingualism at school". Culture and Education, 26 (3), 557-572.

MAIA, J. (2012). Linguistic School Models in the Basque Country. In P. Salaburu & X. Alberdi (edits): The Challenge of a Bilingual Society in the Basque Country. UPV-EHU/University of Nevada: 138-155

MAIA, J. (2015). Hezkuntza elebiduna Euskal Herrian: 30 urteko ibilaldia. Euskera, 2014, 59, 2, 565-614.

MAIA, J.; LARREA, K. (2008). Euskara batua eta euskalkiak Haur eta Lehen Hezkuntzan. UPV-EHU.

PRADO ARAGONÉS, J. (2004). Didáctica de la lengua y la Literatura para educar en el siglo XXI. Madrid: La Muralla.

RICHARDS, J. C. y RODGERS, T. S. (1998). Enfoques y métodos de enseñanza de idiomas. Madrid: Cambridge University Press.

ROMAN ETXEBARRIETA, G.; PÉREZ-IZAGUIRRE, E.; LANGARIKA-ROCAFORT, A. (2020): Teaching Minority Languages in Multiethnic and Multilingual Environments: Teachers’ Perceptions of Students’ Attitudes toward the Teaching of Basque in Compulsory Education (2020). Education Sciences, 10(2):25.

RUIZ BIKANDI, U. (2009). Bigarren hizkuntzaren didaktika Haur eta Lehen Hezkuntzan. Bilbo: UPV/EHU.

SERRA, M., SERRAT, E., SOLÉ, R., BEL, A. y APARICI, M. (2000). La adquisición del lenguaje. Barcelona: Ariel Psicología.

SIGUÁN, M. (koord.) (1996). La enseñanza precoz de una segunda lengua en la escuela. Barcelona: Horsori.

SIGUÁN, M. & MACKEY, W. (1989). Educación y bilingüismo. Madrid: Santillana.

UNAMUNO, V. (2003). Lengua, escuela y diversidad sociocultural. Barcelona: Graó.

VEZ, J. M. (2000). Fundamentos lingüísticos en la enseñanza de lenguas extranjeras. Barcelona: Ariel.

VV.AA. (2010). Soziolinguistika eskuliburua. Vitoria-Gasteiz: Eusko Jaurlaritzako Argitalpen Zerbitzu Nagusia. In:

http://www.euskadi.eus/contenidos/informacion/ikerketa_soziolinguistikoak/eu_def/adjuntos/SOZIOLINGUISTIKA_ESKULIBURUA-azkena.pdf

In-depth bibliography

BESALU, X (2002). Diversidad cultural y educación . Sintesis. Madrid.
ETXEBERRIA, FELIX (2005). Elebitasuna eta hezkuntza euskararen herrian. Erein. Donostia.
LASAGABASTER, D. & SIERRA, J.M.(2005). Multilingüismo y multiculturalismo en
la escuela. Cuadernos de Educación. ICE. Horsori. Barcelona.
MORENO RIOS (2005): Psicología del desarrollo cognitivo y adquisición del lenguaje. Madrid: Ed. Biblioteca Nueva.
RICHARDS, J.C. eta RODGERS, T.S. (1998): Enfoques y métodos de enseñanza de idiomas. Madrid: Cambridge University Press.
SERRA, M./SERRAT, E./SOLÉ, R./BEL, A./APARICI, M. (2000): La adquisición del lenguaje, Ariel psicología, Barcelona.
UNAMUNO, Virginia (2003): Lengua, escuela y diversidad sociocultural. Barcelona. Graó.

Journals

- Bat. Soziolinguistika aldizkaria
- Bilingualism: Language and Cognition
- Cultura y Educación-Culture and Education
- International Journal of Bilingual Education and Bilingualism
- International Journal of Multilingualism
- Tantak
- Textos

Web addresses

-www.erabili.eus [Erabili]
-www.soziolinguistika.eus [Soziolinguistika Klusterra]
-www.euskaltzaindia.eus [Euskaltzaindia]
-www.ethnologue.com [Ethnologue: Languages of the World]
-www.behatokia.eus [Hizkuntz Eskubideen Behatokia]
-www.ikuspegi.eus [Inmigrazioaren Euskal Behatokia]
-www.amarauna-languages.com/ [Munduko Hizkuntzen Amarauna]
-www.unesco.org/languages-atlas/es/atlasmap.html [Atlas Unesco de las Lenguas del Mundo en Peligro]
-www.erabili.com
-www.eurolang.net
-www.euskadi.net/euskara_adierazleak
-www.euskalnet.net/guerenu/lanak/elebitasuna.
-www.soziolinguistika.org