This subject is part of the third year of the Degree in Pre-primary Education. The education curriculum is dealt with, in the context of the communication experience. The aim is, first, to know the manners of communication that children develop during this stage thanks to the interaction with others, and especially with adults in the family and school realm. Besides, the aim is also to know the processes that intervene in the comprehension and expression of spoken language in L1 and L2, searching the most appropriate teaching measures for the development of such. Similarly, the different discursive oral genres are presented and analyzed, highlighting the most adequate for the Pre-primary Education level. Finally, starting from the linguistic and communicative knowledge of the child when entering school, the most appropriate strategies, activities and resources for the development of the linguistic abilities are proposed.

On the other hand, the subject’s aim is also that the learners acquire the necessary skills and competences in foreign language in order to promote an approach to such language in Pre-primary degree students.

Moreover, students in Pre-primary degree are introduced to the principles of didactic intervention in the classroom at an oral level.

E1. To know the sections of the school curriculum related to the different communicative abilities at this stage, as well as the theories about their acquisition and development.

E1.1.- The student is able to identify the different theories about acquisition or development of communicative abilities from readings or real-life situations.

E1.2.- The student applies and takes into account the knowledge about the school curriculum in the creation of teaching proposals.



E2. To know the different resources to promote the development of communicative abilities and to be able to apply them appropriately.

E2.1.-The student knows different resources and adapts them to specific situations according to the didactic aims in the context of the development of communicative abilities.



E3. To be able to promote an introductory approach to a foreign language.

E3.1.- The student has resources to encourage the child to learn a foreign language and stimulate such language.



E4. To develop the foreign language as a system by practising the 4 skills.

E4.1.- The student uses the foreign language orally and in writing.



T1. To handle situations of languages in multicultural and multilingual contexts with efficacy.

T1.1.-The student knows how to use linguistic resources in multilingual and multicultural contexts.



T2. To express orally and in writing and master the use of different expressive techniques.

T2.1.The student uses the language correctly, adapting it to the specific situation.



E. Subject specific competences

T. Transversal competences

FIRST PART: LANGUAGE TEACHING

1. Languages in the pre-primary curriculum

2. Development of communication in the first years of family and school context.

3. Characteristics of orality. Oral comprehension and expression in L1 and L2.

4. Oral discursive genres in Pre-primary Education.

5. Teaching strategies for acquisition and development of spoken language in L1 and L2. Educational situations and activities.



SECOND PART: FOREIGN LANGUAGE

6. Language as a system: phonology, morphosyntax, vocabulary; discourse.

7. Use of the language: comprehension and production of oral and written language.

8. The conventions of language use.

9. Foreign Language in pre-primary education.

9.1. Structural aspects

- Foreign languages in educational system in the BAC.

- Foreign language teacher.

- Foreign Language students in Pre-primary Education.

9.2. Methodological aspects:

- Methodological approaches for foreign Language teaching in Pre-primary Education.

Content and Language Integrated Learning (CLIL)

- Usage of several didactic resources: stories, songs, rhymes, games, CIT.

Teachers’ lectures and students’ group and individual work are combined. Both require active participation from students, collaborative action, and reflection about the contents, as well as responsibility with the student’s own learning process.

Classroom and practical sessions will be directed to comprehension and integration of the essential contents in the subject.

Attendants (big or small groups)

-Presentation, analysis and discussion of the contents.

-Activities realization: work with materials in different formats, critical Reading of texts, etc.

-Oral presentation of individual and/or group work.

-Doubt resolution

Attendants in tutorials

-Doubt resolution

-Guidance for work

Outside the classroom

-Study

-Individual or group work

-Critical reading of texts

-Search of bibliography and other material of interest.

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

Due to the different realities of the centres where this subject is taught (different teaching modalities, number of students per different groups, modular work in each centre, culture, etc.), the evaluation system of this subject is the following one:

*Faculty of Education of Bilbao

CONTINUOUS EVALUATION SYSTEM

- First part of the subject (Language Teaching, 56% of the total mark)

- Second part of the subject (Foreign Language,44% of the total mark).

- Both in the first and in the second part it is compulsory to do the cross-disciplinary module work and in each case it will mean the 10% of such percentages.

For those students who choose to follow the continuous evaluation system and do the assigned work, the final mark of each part will depend on the final exam result and the general evaluation of the work done by the student.



- Written test to elaborate on, from 50% to 70%, depending on the circumstances of the group. The format of this test or tests, which might be written, oral, face-to-face or online, will be determined by the sanitary condition.

- Group work (problems resolution, projects design) from 30% to 50% during the course of the subject, depending on the circumstances of the group.

- Cross-disciplinary module work in each term, 10% in each case.



In order to pass the subject it is required to pass each of the two parts as well as the different sections of each. In all cases, a correct and appropriate use of the language is required.

The positive results obtained may be kept but only during the academic year. As to the negative results from the continuous evaluation activities, they cannot be kept for the extraordinary call, where the student will be able to obtain a maximum of the 100% of the mark.

THE MARKS CANNOT BE SAVED FOR THE FOLLOWING ACADEMIC YEAR.



STUDENTS WHO WANT TO WITHDRAW FROM THE ORDINARY CALL

Regarding the renounce to calls, students are entitled to withdraw from the ordinary call. If the student does not attend the final written test, it is considered that no examination attempt has been used and the student will be marked as No Show.



FINAL EVALUATION SYSTEM

Students have the right to be evaluated by means of the final evaluation system (whether or not they have participated in the continuous evaluation system. Art.8.3.). To do so, they must withdraw from the continuous evaluation system by handing a written waiver to the teacher during a period of 18 weeks from the beginning of the academic year.

If the student does not withdraw from the continuous evaluation in an explicit way, they will be evaluated according to that system.

Such students will have to do the final exam corresponding to each part of the subject. The exams will be written and especially designed for these cases.

In the case that one part of the subject is passed but the other part is failed, the passed mark will be kept for the next call but only during the academic year, the marks will not be kept for the following academic year in any case.

The same criteria as in the ordinary call will be followed although evaluation tools might be changed

-BOE, BOPV: Curricular decrees:
Hezkuntza Saila. (2023). 75/2023 DEKRETUA, maiatzaren 30ekoa, Haur Hezkuntzaren curriculuma zehaztu eta Euskal Autonomia Erkidegoan ezartzekoa. Euskal Herriko Agintaritzaren Aldizkaria, 109, 1–41.
-Material provided in class along the year
-Computer.
-Audiovisuals

Basic bibliography

NATIVE LANGUAGE TEACHING:

-Bigas, M. & Correig, M.(2000). Didáctica de la lengua en la Educación Infantil. Barcelona: Síntesis.

-Cervera, M. (1993). Literatura y Lengua en la Educación Infantil. Bilbao: Mensajero.

-Gutierrez Mangado, M.J. & Ezeizabarrena, M.J. (2022). Hotsetik hitzera. Nola bereganatzen dute hizkuntza haur euskaldunek? Erein.

-Ruiz, U.(coordinator) (2000). Didáctica de la segunda lengua en Educación Infantil y Primaria. Barcelona: Síntesis.

-Wells, G. (1987). Aprender a leer y escribir. Barcelona: Laia.



FOREIGN LANGUAGE

-LANGUAGE:

.Murphy, R. (1996). Essential Grammar in Use. Cambridge: C.U.P.

.Murphy, R. (1996). Essential Grammar in Use. Suplementary Exercises (with answers). Cambridge: C.U.P.

.Collie, J. (1996). Double Take. Listening and Speaking 2. Oxford: O.U.P.

.Strange, D. (1996). Double Take. Reading and Writing 2. Oxford: O.U.P.



-TEACHING:

.Cortina-Pérez, B. & Andúgar Soto, A. (2018). Didáctica de la lengua extranjera en Educación Infantil: Inglés. Madrid: Pirámide.

.House, S. (1997). An Introduction to Teaching English to Children. Richmond Publ.

.Moon, J (2000). Children Learning English. MacMillan Heineman.

.Guillén, C. & Alario, C. (2002). Didáctica de la Lengua Extranjera en Educación Infantil y Primaria. Síntesis educación.



- DICTIONARIES:

.Collins Diccionario Español-Inglés, English-Spanish. Barcelona: Grijalbo. 1992

.Longman Dictionary of English Language and Culture. Longman.

.Oxford Photo Dictionary. Oxford: O.U.P. 1991

In-depth bibliography

Del Río, M.J. (1993). Psicopedagogía de la lengua oral: un enfoque comunicativo. Barcelona: ICE-HORSORI.
Monfort,M. (2003). El niño que habla. Madrid: CEPE,SL.
Palou, J. & Boch, C.(2005). La lengua oral en la escuela. Barcelona: Graó
Reyzabal, M.V.(1993). La comunicación oral y su didáctica. Madrid: La Muralla.
Rosario López, C. (1996). Didáctica de la comunicación verbal. Nancea.
Tough, J.(1.987). El lenguaje oral en la escuela. Madrid: Visor

Journals

TANTAK (https://dialnet.unirioja.es/servlet/revista?codigo=3199)
HIK HASI (http://www.hikhasi.eus/Albistegia)
TEXTOS (https://www.grao.com/es/textos)

Web addresses

https://learnenglishkids.britishcouncil.org/es
http://nagusia.berritzeguneak.net/hizkuntzak/dipdipdip-1-1.php