This subject is part of the basic training of the third year of the Degree in Primary Education, in which the Primary Education curriculum is worked on in the field of communication experience. It aims at presenting students with the processes that intervene in the comprehension and expression of the oral and written language in a third language (English/French), to consider more adequate teaching situations for its development. Also, given that this subject is within Module 6 (School Competences and Basque curriculum), the student will have the opportunity to become familiar with the curriculum of the foreign language of our community, as well as with the most common methodologies, strategies and ways of doing in the Primary language classroom.

C1 Be able to understand English/French both in its oral and written forms and master the expression in English (English, level B1/ French, level A2).

C2 Be able to address the different situations that may occur in the process of learning languages, either in multilingual or multicultural contexts.

C3 Be able to analyze and produce satisfactory educational content using appropriate educational resources, in order to facilitate the learners of Primary Education develop the necessary skills.

C4 Get to know the didactic content related to the teaching and learning procedures in the Primary Education curriculum.

C5 Develop skills for autonomous and cooperative learning to subsequently encourage both types of learning among students.

LANGUAGE:



1. Language as a system: phonology, morphosyntax, vocabulary, discourse (English, level B1/ French, level A2).

2. Use of language: oral and written comprehension and production (English, level B1/ French, level A2).

3. The conventions of language use (English, level B1/ French, level A2).



DIDACTICS:



1. Structural aspects:

1.1. Foreign languages in the education system of the CAV.

1.2. The foreign language teacher

1.3. The foreign language students of Primary



2. Methodological aspects:

2.1. Methodological approaches for teaching foreign languages in Primary Education.

2.2. Use of some didactic resources: textbooks, stories, songs, rhymes, games, ICT.

Theoretical presentations are combined with the group and individual work of the students. Both require the active participation of students, collaborative action, reflection on content, as well as responsibility in the learning process itself.



The classroom sessions and practices will be directed to the comprehension and integration of the essential contents of the subject.



1. In face-to-face activities in a large group:

- Presentations, analysis and discussion of contents

- Critical reading of texts

- Analysis of material

- Resolution of doubts

- Continuous assessment



2. In face-to-face activities in small groups:

- Analysis and feedback of different practical situations, through: (i) Case studies; (ii) Problem solving

- Analysis of material

- Oral presentations of individual and group works

- Continuous assessment



3. In tutorials:

- Resolution of doubts

- Individual and group work guide



4. Outside the classroom:

- Reading and critical reflection, search of information and resources, etc.

- Preparation of group and individual work

- Autonomous, cooperative and self-evaluation learning



*If non-presential or bimodal teaching is implemented, the methodological tools used will be adapted in part or the whole course. For this purpose the eGela platform will be used.

• Continuous Assessment System
• Final Assessment System
• Tools and qualification percentages:
  • Written test to be taken (%): 60
  • Oral defense (%): 10
  • Individual works (%): 5
  • Team projects (problem solving, project design)) (%): 25

ASSESSMENT SYSTEMS: CONTINUOUS OR FINAL



o By default, the continuous assessment system will be used, which implies a series of tests and activities that the students must complete throughout the training period and is complemented by a test on the official date established for the examination session. A minimum of 75% class attendance is compulsory to be allowed into this assessment system.



- Description of the different blocks and their percentages:

- Written work (60%)

- Oral defence (10%)

- Individual work (5%)

- Group work (15%)

- Interdisciplinary module work (TIM): 10%

*If non-presential or bimodal teaching is implemented, the modalities of tasks and tests that will be evaluated in the course will be adapted. For this purpose the eGela platform will be used.



- Calculation and conditions of approval of the final grade:

- To pass the subject all the blocks must be approved.

- In case of evidence of plagiarism or copy in the tasks and tests evaluated, the provisions of the University's regulations will be applied.

- The blocks that have been passed will be kept only during the corresponding course.



While it is recommended to follow the continuous assessment system, students have the possibility to renounce such evaluation system and opt for the final evaluation system. Interested students must submit in writing to the faculty responsible for the subject their resignation from the continuous assessment system in accordance with the procedure and deadline established, this being 11 weeks from the beginning of the semester according to the academic calendar of the centre. NOTE: If the student does not communicate his/her resignation from the continuous evaluation system within the period established in the regulations, it is understood that he/she continues in the continuous evaluation system and will be evaluated according to the same.



In the final evaluation system, students will be assessed through a test, consisting of one or more exams and global assessment activities of the subject, which will be held during the official exam period.



- Description and percentages of the different sections:

- Exam 90%

- Interdisciplinary module work (TIM): 10%

*If non-presential or bimodal teaching is implemented, the modalities of tasks and tests that will be evaluated in the course will be adapted. For this purpose the eGela platform will be used.

*As many tests and tasks as necessary will be determined for students to demonstrate that they have achieved the competencies and learning outcomes defined in the subject.



- Calculation and conditions of approval of the final grade:

- To pass the subject all the blocks must be approved.

- In case of evidence of plagiarism or copy in the tasks and tests evaluated, the provisions of the University's regulations will be applied.

- If the student is exempt from the TIM, the final exam will count as 100% of the final grade.







FORMATIVE EVALUATION



o How the formative evaluation is carried out:

- Feedback through task correction

- Planned tutorials

- Optional tutorialS





STUDENTS WHO WANT TO RENOUNCE TO THE ORDINARY CALL



o Procedure: As the final evaluation accounts for over 40% of the subject’s marks, it is sufficient that the student does not sit the exam.

Students who do not pass the subject in the ordinary call, regardless of the evaluation system chosen for it, will have the right to take the exams and assessment activities that make up the final evaluation test of the extraordinary call. The evaluation of the subjects in the extraordinary call will be made exclusively through the final evaluation system.



The final evaluation test of the extraordinary call will consist of as many exams and evaluation activities necessary to be able to evaluate and measure the defined learning results, in a manner comparable to how they were evaluated in the ordinary call. The positive results obtained by the students during the course may be retained. In the case of having obtained negative results through the continuous evaluation carried out during the course, said results cannot be maintained for the extraordinary call, in which the students will be able to obtain 100% of the grade.



FINAL EVALUATION



- Description and percentages of the different sections:

- Exam 90%

- Interdisciplinary module work (TIM): 10%

*If non-presential or bimodal teaching is implemented, the modalities of tasks and tests that will be evaluated in the course will be adapted. For this purpose the eGela platform will be used.

*As many tests and tasks as necessary will be determined for students to demonstrate that they have achieved the competencies and learning outcomes defined in the subject.



- Calculation and conditions of approval of the final grade:

- To pass the subject all the blocks must be approved.

- In case of evidence of plagiarism or copy in the tasks and tests evaluated, the provisions of the University's regulations will be applied.

- The blocks that have been approved in the extraordinary call will not be saved for later calls.



STUDENTS WHO WANT TO RENOUNCE THE EXTRAORDINARY CALL



Procedure: As the final evaluation accounts for over 40% of the subject’s marks, it is sufficient that the student does not sit the exam.

- Texts and diverse format material published on the eGela platform.
- Audiovisual material and texts used in the classes.
- Textbooks, texts produced in exams, notes, reviews, works, memories, audio or video recordings.

Basic bibliography

Real Decreto 157/2022, de 1 de marzo, por el que se establecen la ordenación y las enseñanzas mínimas de la Educación Primaria.



https://curriculuma.euskadi.eus/eu/ikas-egoerak



BOPV: Decreto 236/2015, de 22 de diciembre, por el que se establece el currículo de Educación Básica y se implanta en la Comunidad Autónoma del País Vasco.

https://www.euskadi.eus/bopv2/datos/2016/01/1600141a.pdf



FRENCH



Text book:

Material provided in class



Basic reading:



Becherelle, L’art de conjurer, Hachette, 1980.

Delatour, Y., Grammaire du Français. Cours de Civilisation française de la Sorbonne, Paris, Hachette, 1991.

Sirejols, E., Grammaire Entraînez-vous. Exercices niveau débutant, Paris, CLE, 1991.

AAVV, Grammaire expliquée du français, Clé international, Paris 2003.

E. Bérard-Chr. Lavenne, Grammaire utile du français, Hatier, Paris 1995.

Carmen Guillén y Carmen Alario, Didáctica de la lengua extranjera en educación infantil y primaria. Ed. Síntesis educación, 2002.



Dictionaries

Le Petit Larousse

Larousse Français-Espagnol







ENGLISH



Collins English Dictionary (2009). Harper Collins Publishers.

Gran Diccionario Oxford Español-Inglés / Inglés-Español (2008). Oxford University Press.

IKASTOLEN ELKARTEA (2009). Ikastolen Hizkuntz Proiektua. Jakintza Ikastola.

INEBI. Ingelesa edukien bitartez, 6-12 urtekoentzat (2004). Eusko Jaurlaritzaren argitalpen zerbitzu nagusia..

LARSEN-FREEMAN, D. (2000). Techniques and Principles in Language Teaching, Oxford University Press. Oxford.

MADRID BUENO, A. (eds). (2004). TEFL in Primary Education. Universidad de Granada. Granada.

MORRIS M. (1998). Morris Student Plus. Euskara-Ingelesa/English-Basque. Klaudio Harluxet Fundazioa.

MURPHY, R. (2004). English Grammar in Use. Cambridge University Press. Cambridge.

SWAM, M. (2005). Practical English Usage. Oxford University Press. Oxford.

In-depth bibliography

ENGLISH:

- Brewster, J. et al.(2011). The Primary English Teacher´s Guide. Harlow: Penguin.
- Lewis, G.(2000). The Internet and Young Learners. Oxford: Oxford U. Press.
- Moon, J.(2005). Children Learning English. Oxford: Macmillan-Heinemann.
- Pérez Esteve, P. & Roig Struch, V.(2007). Enseñar y aprender inglés en educación infantil y primaria.(vol.I y vol.II), Barcelona: Horsori.
- Verdú, M. y Coyle, Y.(2002). La enseñanza de inglés en el aula de primaria: Propuesta para el diseño de unidades didácticas. Universidad de Murcia.


FRENCH:

- Desmons, F. (2008). Enseigner le FLE:(français langue étrangère); pratiques de classe;[A1/A2/B1/B2]. Belin.

Journals

ARGIA.

ARTICLES de Didáctica de la Llengua i de la Literatura, nº 54, abril 2011: ``la llengua més enllà de les classes de llengua''.

AULA nº 43, octubre 1995 ``Lenguaje y ciencias experimentales''.

BEHINOLA. Haur eta Gazte Literatura Aldizkaria.

EUSKALINGUA.

HIKHASI.

JAKIN.

MARTÍ, J. (2012) ``2.Aprender a investigar: las preguntas/ las explicaciones científicas como narraciones''. Aprender ciencias en la Educación Primaria. Barcelona: Graó.

PEDRINACI, E. (2012) ``Idea clave 7. Aprender ciencias es, en buena medida, aprender a leer, escribir y hablar ciencia''. PEDRINACI, E. (coord.) 11 ideas clave. El desarrollo de la competencia científica. Barcelona: Graó.

TANTAK.

TEXTOS de Didáctica de la Lengua y la Literatura.

TEXTOS nº 8-abril 1996 ``La lengua como instrumento de aprendizaje''.

Web addresses

ENGLISH
www.babelnet.sgb.ac.at/canalreve/bravo/module1.
www.britishcouncil.org
www.elkarrekin.org/elk/Lib/ingelesa.htm
www.ikastola.net (Eleanitz-English proiektua & Hizpro)
www.isabelperez.com/workshops.htm
www.restena.lu/amifra/exos/index.htm

FRENCH
Direcciones de interés en Internet
http://lexiquefle.free.fr/
http://www.restena.lu/amifra/exos/index.htm
http://babelnet.sgb.ac.at/canalreve/bravo/module1/
http://www.didieraccord.com/
www.webinitial.net
http://www.campus-electronique.tm.fr/Testfle/