In this subject, Foundations of Language Education for Primary Teachers in Multilingual Settings, 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. Psicolinguistic 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 mulilingual settings.

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 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:
  • See the guidelies below (%): 100

Taking into account the specific environment, teaching modalities and cross-discipline work, each Teacher Training

Centre has its own assessment system. Teaching Training Centre of Donostia (HEFA II):



- Module-work 20%

- Team works 30%

- Exam 50%



Those students who, for diverse reasons, opt for being evaluated in the final evaluation system must let the teacher know this circumstance over the first 9 weeks of the term. So, they will have a right to take the final evaluation system in which they can reach the 100% of the maximum score.

At the extraordinary call all competences and knowledges acquired during the term will be assessed following the same guidelines as in the ordinary call.

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

Basic bibliography

BAKER, C. (1997). Fundamentos de educación bilingüe y bilingüismo. Madrid: Cátedra.

BILBAO, X. (1998). Hezkuntza elebiduna. Zenbait oinarri. Gasteiz: UPV/EHU eta Arabako Foru Aldundia

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

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

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

COELHO, E. (2006): Enseñar y aprender en escuelas muliculturales: Una aproximación integrada. Barcelona: Horsori.

COYLE, HOOD & MARSH (2010). Content and Language Integrated Learning. Cambridge: Cambridge University Press

CRYSTAL, D. (2007). Hizkuntzaren iraultza. Donostia: Erein.

CUMMINS, J. (2002). Lenguaje, poder y pedagogía. Madrid: Morata.

EUROPAKO KONTSEILUA (2004). Hizkuntzen erreferentzia marko bateratua. In: http://www.habe.euskadi.eus/contenidos/informacion/oinarrizko_kontzeptuak/eu_9716/adjuntos/europako_markoa.pdf

GUASCH, O. (2008). Reflexión interlingüística y enseñanza integrada de lenguas. Textos de Didáctica de la Lengua y la Literatura, 47, 20-32.HUGUET, A. & MADARIAGA, J. M. (2005). Fundamentos de educación bilingüe. Bilbo:

UPV/EHU.

IDIAZABAL, I. & BARREÑA, A. (arg.) (2009). Ikasteredu elebidunak eta euskararen azterketan (iker)molde berriak. Bilbo: Euskaltzaindia.

LARREA, K. & MAIA, J. (2011). Galdera-erantzun batzuk hizkuntzaren didaktikaz. Bilbo: UPV/EHU. In: http://testubiltegia.ehu.es/

LASAGABASTER, D. & SIERRA, J. M. (koord.) (2005). Multilingüismo y multiculturalismo en la escuela. Barcelona: Horsori.

MAIA, J. (2015). Hezkuntza elebiduna Euskal Herrian: 30 urteko ibilaldia. Euskera, 59 (2), 579-628.

MAIA, J. & Larrea, K. (2011). Euskara batua eta euskalkiak Haur eta Lehen Hezkuntzan. Bilbo: 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.

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

AMENGUAL, M., JUAN, M. y SALAZAR, J. (2008). Adquisición y enseñanza de lenguas en contextos plurilingües: ensayos y propuestas aplicadas. Illes Balears: UIB.
BERNÁRDEZ, E. (2004). ¿Qué son las lenguas?. Madrid: Alianza.
BESALÚ, X. (2002). Diversidad cultural y educación. Madrid: Síntesis.
BESALÚ, X. y VILA, I. (2007). La buena educación. Libertad e igualdad en la escuela del siglo XXI. Madrid: Catarata.
BRONCKART, J. P. (1993). Hizkuntzaren zientziak: irakaskuntzarako desafioa?. Donostia: HABE.
CUMMINS, J. (1983). Interdependencia lingüística y desarrollo educativo de los niños bilingües. Infancia y Aprendizaje, 21, 37-61.
EUSKAL HERRIKO IKASTOLEN ELKARTEA eta EUSKALTZAINDIA. (2008). Zenbait orientabide erregistroen trataeraz. Bilbo: Euskaltzaindia.
ETXEBERRIA, F. (2005). Elebitasuna eta hezkuntza euskararen herrian. Donostia: Erein.
ETXEBERRIA, F. (1999). Bilingüismo y educación en el país del euskara. Donostia: Erein.
FASOLD, R & CONNOR-LINTON J. (arg). (2010). Hizkuntza eta hizkuntzalaritza: hastapenak. Bilbo: UPV/EHU.
GONZÁLEZ NIETO, L. (2001). Teoría lingüística y enseñanza de la lengua (Lingüística para profesores). Madrid: Cátedra.
EUSKAL HERRIKO IKASTOLEN ELKARTEA (2009). Ikastolen hizkuntz proiektua. Zamudio: Euskal Herriko Ikastolen Konfederazioa.
MORENO RÍOS, S. (2005). Psicología del desarrollo cognitivo y adquisición del lenguaje. Madrid: Biblioteca Nueva.
VEZ, J. M. (2000). Fundamentos lingü.sticos en la enseñanza de lenguas extranjeras. Barcelona: Ariel.
VV.AA. (2000). Didáctica de la lengua en la educación infantil. Madrid: Síntesis.

Journals

- Bat Soziolinguistika
- Euskera
- Ikastaria
- Hikhasi
- Jakingarriak
- Tantak
- Textos
- Uztaro

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]