In this subject, the theoretical and methodological bases for the teaching of languages in the bilingual systems of the Basque Country are studied, always paying attention to the inclusion of students who have other languages and cultures.

1. To know the linguistic, psycholinguistic and sociolinguistic foundations of the didactic of the language, to analyze the different situations and phenomena of the didactics of the first and second language (C1, C3).

1.1. To know and explain the basic concepts to theoretically support the didactics of the language.

1.2. To select the most appropriate methodology to teach languages according to the needs of the classroom, within the framework of the school curriculum.

1.3. To search and select bibliographic information for the theoretical foundation.

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

2.1. To analyze language contact situations.

2.2. To know the challenges that are presented to the school institution from multilingual situations.

2.3. To propose basic activities for the integration in the classrooms of students who have languages other than official languages.

3. To achieve informed knowledge based on reflection about bilingual and multilingual education programs, taking into account 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 that affect the training context and how they do it.

3.2. To distinguish and value bilingual education programs based on certain parameters.

4. To develop communicative competence in the two official languages of the CAV. (C5)

4.1. To use the language orally and in writing following the criteria of adequacy, cohesion and correction.

4.2. To recognize the aspects that make up the communicative competence in the practice of the classroom.

5. To generate favorable attitudes towards languages, bilingual speakers and bilingual and multilingual teaching, perceiving the benefits and difficulties in the performance of the professional activity.

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

1. Theoretical foundations of language teaching.

1.1. Linguistic foundation

1.2. Psycholinguistic foundation.

1.3. Sociolinguistic foundation



2. Languages at school

2.1. Didactics of the Language in multilingual contexts

2.2. Bilingual and Multilingual Education Programs

2.3. Other didactic aspects of education in multilingual contexts

Master classes and classroom practices are combined. Both activities require the collaboration and active participation of the students, their reflection on the exposed contents and the assumption of their own responsibility in the learning process.



Master classes:

-Explanation, analysis and discussion of the contents.

-Clarification of doubts.



Classroom practices:

-Critical reading of texts

-Analysis of audiovisual material

-Realization of tasks

-Analysis of didactic material in different supports

-Presentation of oral works



Seminars:

-Presentation, analysis and discussion of work done by students, under the direction of the teaching staff.



Tutorials:

-Clarification of doubts

-Orientation of works



Non-contact work:

-Study

-Individual or group work

-Critical reading of texts

-Search for bibliography and other types of material of interest

• Continuous Assessment System
• Final Assessment System
• Tools and qualification percentages:
  • Written test to be taken (%): 46
  • Team projects (problem solving, project design)) (%): 54

CONTINUOUS ASSESSMENT:



Taking into account the differences in terms of context, teaching methods, type of module work, etc., each faculty has its own assessment system. In the Faculty of Education of Bilbao:



- Interdisciplinary Module Work (16% of the total mark)

- Individual or group work (38% of the total mark)

- Final task (46% of the total mark)



For the students who normally attend class and perform the tasks, the final grade of the subject will depend on the result of the final exam and the overall assessment of the work done by the student during the development of the subject. To pass the subject, it will be essential to pass each of its parts (except for the TIM). In all cases, a correct and adequate use of the language will be required.



As indicated above, as a complement to the subject, students will perform an Interdisciplinary Module Work (TIM), and this work will be worth 1.6 points. The characteristics of the assessment will be specified in the Module Guide.



FINAL ASSESSMENT:



Students will have the right to be assessed through a final exam if they have not been able to perform a continuous assessment. In order for the student to be eligible for this final assessment, he will have to renounce the continuous assessment, notifying the professor in charge of the subject in a maximum of 9 weeks. In this case, the student's grade will be that obtained from the final assessment and the TIM. The final test will be specially developed for students who do not perform the continuous assessment.



The mark of the TIM will be 1.6 points and the assessment of this should be consulted in the corresponding guide. In any of the parts, an appropriate use of the language will be required.



PUPILS WHO WANT TO RENOUNCE TO THE ORDINARY CALL:



The student will have the right to renounce the call for the subject. Students may submit their resignation to the call for assessment by writing to the teacher who teaches the subject at least one month before the official exam date.



Regarding the final assessment, no attending to this final test set on the official exam date will automatically waive the corresponding call.

The same criteria will be used as in the ordinary call.



Failure to submit to ordinary exams will automatically imply the need to perform the extraordinary test.

- Readings
- Documents and materials used at school
- Moodle
- E-gela
- Computer

Basic bibliography

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



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



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



CUMMINS, J. (2002). Lenguaje, poder y pedagogía: Niños y niñas bilingües entre dos fuegos. Madrid: Morata.



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



SIGUAN, M. & MAKEY, W. F. (1986). Educación y bilingüismo. Madrid: Santillana/UNESCO.

In-depth bibliography

BESALU, X. (2002). Diversidad cultural y educación. Madrid: Síntesis.

ETXEBERRIA, F. (2005). Elebitasuna eta hezkuntza euskararen herrian. Donostia: Erein.

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

MORENO RIOS, S. (2005). Psicología del desarrollo cognitivo y adquisición del lenguaje. Madrid: Ed. Biblioteca Nueva.

RICHARDS, J. C. & 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, Barcelona: Ariel psicología.

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

Journals

- Bat. Soziolinguistika aldizkaria
- Tantak
- Textos
- HIK HASI
- Cuadernos de Pedagogía

Web addresses

- www.erabili.com
- www.eurolang.net
- www.soziolinguistika.org
- www.hikhasi.eus
- www.euskadi.net/euskara_adierazleak