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.

• Final Assessment System
• Tools and qualification percentages:
  • Written test to be taken (%): 50
  • Individual works (%): 15
  • Team projects (problem solving, project design)) (%): 35

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 tasks (50%)

- Individual work (15%)

- Group work (35%)

- Interdisciplinary module work (TIM): 10%

The interdisciplinary module project (DAL) is part of the course (additional information will be found in the DAL guide) and will be taken into account in the final qualification. It accounts for 10% of the grade. This means that the grade obtained both in the continuous evaluation and in the non-continuous evaluation will be 90% of the final grade (the result will be calculated at x0.9), to which the ten percent of the DAL will be added to obtain the final grade.

*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.

* All tasks necessary to demonstrate that students have achieved the competencies and learning outcomes defined in the subject will be determined and indicated on the Egela platform.



- 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.



FINAL ASSESSMENT:

Students shall have the right to be evaluated through final evaluation. In order to exercise this right, the pupil must submit to the teacher a letter stating their refusal to carry out the continuous evaluation, for which purpose they shall have a period of nine weeks in the case of semester subjects or 18 weeks in the case of an annual subject, from the beginning of the semester or academic year, respectively, in accordance with the school calendar. 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:

- Written tasks 100%

- 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.

* All tasks necessary to demonstrate that students have achieved the competencies and learning outcomes defined in the subject will be determined and indicated on the Egela platform.



- 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.

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



FORMATIVE EVALUATION



How the formative evaluation is carried out:

- Feedback through task correction

- Planned tutorials

- Optional tutorial



STUDENTS WHO WANT TO RENOUNCE TO THE ORDINARY 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.

EXTRAORDINARY CALL: ORIENTATIONS



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:

- Written tasks 100%

- Interdisciplinary module work (TIM): 10%

The interdisciplinary module project (DAL) is part of the course (additional information will be found in the DAL guide) and will be taken into account in the final qualification. It accounts for 10% of the grade. This means that the grade obtained both in the continuous evaluation and in the non-continuous evaluation will be 90% of the final grade (the result will be calculated at x0.9), to which the ten percent of the DAL will be added to obtain the final grade.

*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 non-attending 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

BIBLIOGRAPHY

BOE: REAL DECRETO 1513/2006, de 7 de diciembre, por el que se establecen las enseñanzas mínimas de la Educación primaria. La Ley Orgánica 2/2006, de 3 de mayo, de 2006.

BOPV: DECRETO 175/2007, de 16 de octubre, por el que se establece el currículo de la Educación Básica y se implanta en la Comunidad Autónoma del País Vasco. Suplemento al n.º 218 -martes 13 de noviembre de 2007



FRENCH

AAVV (2003). Grammaire expliquée du français. Clé international. Paris.

Becherelle, Lärt de conjurer, Hachette,1980.

Delatour,Y.,Grammaire deu Français. Cours de Civilisation française de Sorbonne, Paris.

Bérard-Chr Lavene, E. (1995). Grammaire utile du français. Hatier. Paris.

CUQ J.P. et GRUCA I. (2003). Cours de didactique du français langue étrangère et seconde. Coll. FLE. Presses Universitaires de Grenoble (PUG).

Larousse Français-Espagnol.

Le Petit Larousse.

SUSO LOPEZ, J. (2000). L'Unité Didactique en Français-LE (Théorie et pratique). Método. Granada.



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.



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.



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

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