This subject is part of the basic training of the third year of the Primary Education degree; in this course we analyze the merge of the Primary Education curriculum and foreign language teaching. Additionally, as this subject is framed in module K5 (Eskola Gaitasunak eta Euskal Curriculuma), students will be trained both in understanding and setting in practice the existing foreign language curriculum in our community. Moreover, they will receive training in the most common methodologies, strategies and ways of doing for the teaching of the foreign language in a Primary Education classroom (in this specific case, English), as well as analyzing innovative multilingual pedagogies. Finally, this subject also aims at improving students' linguistic competence in English, by providing the most appropriate teaching situations to enhance their linguistic abilities.

During the course, students are expected to develop the following competencies as part of their academic and long-life learning:

C1. To get to know the school curriculum of the Foreign language, and to acquire the ability to develop and assess relevant content to promote, appropriately, the language skills that correspond to primary school students.

C2. To design and assess curriculum content by using the appropriate teaching resources. To promote the corresponding competences amid students.

C3. To participate and intervene in the teaching activity reflecting from practice and formulating professional criteria in contextualized action.

C4. To learn to manage language teaching processes in multilingual and multicultural settings.

C5. To design, implement and evaluate didactic proposals for the curricular areas of this stage, reflecting on the problems and challenges of the practice in a way that addresses the educational needs of students, gender equality, cultural diversity, and human rights.

C6. To express, both orally and written, in a Foreign Language (English), according to the standards of the Common European Framework of Reference for Languages (CEFR).

C7. To develop autonomous and cooperative learning habits and skills to promote not only as students, but also as future in service teachers.

C8. To identify, select and interpret appropriate bibliographical resources to be used in their projects.

LO1. Students should be able to design, implement, and assess teaching proposals related to language teaching. (C1, C2)

LO2. Students should be able to design, implement and assess teaching proposals which incorporate a transversal prism to the teaching experience (ex. a CLIL project). (C2)

LO3. Students should be able to identify, compare, critically analyze, and assess diverse language teaching formulas which depart from a communicative standpoint. (C3, C5)

LO4. Students should be able to attend master classes in academic English, show interest and dialogue in the discussion topics proposed. (C6)

LO5. Students should be able to determine and apply teaching proposals according to their particular linguistic and cultural context. (C3, C4)

LO6. Students should be able to reorganize their own preconceptions of language teaching, and open up to a culturally sensitive teaching standpoint. (C4, C5)

LO7. Students should be able to work both autonomously and cooperatively, establishing healthy working habits amid their peers and future students. (C7)

LO8. Students should be able to carefully select and organize information taken from diverse bibliographical references. (C8)

1. Language Acquisition Process and Theories:

a. First Language Acquisition and Theories: We will unfold how humans learn to speak, examining each step of the process. Additionally, will analyze which have been the most widely accepted theoretical approaches.

b. Second and Foreign Language Acquisition and Theories: We will focus on how we acquire our second and foreign languages in contrast to the first language acquisition process. We will also underline the most important differences between each acquisition process and we will provide some tips and didactic resources to adjust our teaching to the language learning process.

As a means of evaluating this topic, students will be asked to design and present a poster focusing on Language acquisition theories and processes. We will present this short project through the Problem Based Learning approach.



2. Foreign languages in the Basque educational system: Multilingualism and Translanguaging: As the Basque educational curriculum (77/2023) sustains and nourishes plurilingual citizens, preservice teachers need appropriate training in the field. For that reason, this topic focuses on providing a panoramic view of the current situation in the Basque Country, plus providing an approach which encourages a change of paradigm in language pedagogies: Pedagogical Translanguaging. In addition to providing a theoretical overview of the topic, we will focus on material design. Finally, in groups, preservice teachers will design a Pedagogical Translanguaging portfolio where theory and practice will be intersected.



3. Language teaching methodologies and the communicative approach:

As a means to focus on CLIL as a currently used methodology in language (and content) teaching, we will first provide a panoramic view of some of the language teaching methodologies that have been used over the last decades. We will also dedicate some time to the Communicative approach, as CLIL derives from that language teaching philosophy.

a. Integration within the curriculum: Content and Language Integrated Learning: Given that this innovative approach to language and content teaching is being employed in the Basque educational system, we provide a conceptual and practical overview on the topic. We will not only show examples of this methodology, but we will also focus on designing a short didactic unit in groups which will be considered for evaluation.

Methodology will be based on learning by doing philosophy. This implies that the students must carry out different tasks and projects. In order to acquire a meaningful learning experience, we will be using several methodologies approaches. The student will be required to work in and outside the classroom, given the difficulty of using English as a medium of instruction.

Although some of the theoretical classes will comprise the more traditional master classes, we will also employ an array of active methodologies and teaching techniques. Cooperative learning will be at the core of this course, as students are expected to work both individually and in groups, and they will have to support their whole learning experience by means of interacting with their peers. In some cases, some students will scaffold content for their colleagues, as they might not meet the minimum language requirements. On the other hand, we will do specific tasks oriented at Problem Based Learning; in that sense, we will not only focus on the learnt didactic content, but students will also get to experience how this approach is structured. Similarly, we will also revert the traditional classroom by setting in motion the Flipped Classroom approach, where students will be expected to be acquainted with the class content by means of some previous home-tasks. Finally, and in order to encourage the use of English as a medium of instruction, students will have the opportunity to practice their skills as they role-play or story tell.

To sum up, the teaching will consist of master classes along with PBL, the Flipped Classroom approach, and cooperative learning, along with a more language-focused approach like role-playing.

• Continuous Assessment System
• Final Assessment System
• Tools and qualification percentages:
  • Ver orientaciones a continuación (%): 100

CONTINUOUS EVALUATION STUDENTS: students who attend class must perform the following activities:

- Participate actively in class, in the debates and reflections that arise, using readings and audiovisual materials to support the development of arguments and reflections.

audiovisual materials to support the development of arguments and reflections.

a. Continuous evaluation (85%)

b. Modular work (15%)

FINAL EVALUATION STUDENTS:

The teaching guide of the subject clearly specifies what these tasks are, their evaluation criteria and deadlines, and

their relative weight in the course.

Note 1: in the continuous evaluation it will be necessary to pass both the set of the proposed tasks and the exam in order to pass the course.

pass the course.

2.- The students who renounce to the continuous evaluation will take a single compulsory test, in which they will obtain

100% of the grade of the subject (Regulations governing the evaluation of students in official undergraduate degrees, articles 8 and 9).

Degree, articles 8 and 9). This test will have two parts: written work and oral defense.

Note 2: the student will have the right to be evaluated by means of final evaluation, whether or not he/she has participated in the continuous evaluation.

continuous evaluation. In order to have this right, since the weight of the final exam is higher than 40% of the grade of the course (50%), it will be based on the following criteria

the final exam is more than 40% of the grade of the course (50%), it will be enough not to take the final exam for the final grade to be no-show or not presented.

(Regulations governing the evaluation of students in official undergraduate degrees, article 12).

3.-In the final exam, unless the person in charge of the subject clearly states an exception, only the exam papers and analogical writing materials (pen or similar tool) may be used.

only exam papers and analog writing materials (ballpoint pen or similar tool) may be used (Protocol on academic ethics and prevention of dishonest or fraudulent practices in the

academic ethics and prevention of dishonest or fraudulent practices in evaluation tests and academic work at the UPV/EHU).

at the UPV/EHU, article 3.3 https://www.ehu.eus/es/web/graduak/normativa/protocolo-etica-academica).

4.- The correct, coherent and adequate use of the language, both oral and written, will be an essential requirement to pass the subject.

both oral and written. It is necessary to show a minimum level of B1, both in oral and written communication.

(Regulations governing the evaluation of students in official undergraduate degrees, article 9).

1.- Students who do not pass the course in the ordinary call, regardless of the evaluation system chosen, will have the right to sit for the exams and evaluation

system chosen, will have the right to sit for the exams and evaluation activities that make up the final

the final evaluation test of the extraordinary call.

2.- The evaluation of the subjects in the extraordinary exams will be carried out exclusively through the final evaluation system.

final evaluation system.

3.- The final evaluation test of the extraordinary call will consist of as many exams and evaluation activities as are necessary to be able to evaluate and

necessary to be able to evaluate and measure the defined learning results, in a comparable way to the way they were evaluated in the extraordinary

as they were evaluated in the ordinary call. The positive results obtained by the students during the course may be retained.

students during the course. In the case of having obtained negative results through the continuous evaluation carried out during the course, these results will not be retained.

during the course, these results cannot be kept for the extraordinary exam, in which the student will be able to obtain a 100% of the grade.

students will be able to obtain 100% of the grade.

4.- In order to pass the course, the correct, coherent and adequate use of the language, both oral and written, will be an indispensable requirement.

oral, as well as written. It is necessary to show a minimum level of B1, both in oral and written communication.

All those materials necessary for the elaboration of the projects, tasks, etc. necessary for the development of the subject.

Basic bibliography

1st topic: Language acquisition

Anderson, J. (2022). What’s in a name? Why ‘SLA’ is no longer fit for purpose and the emerging,more equitable alternatives. Language Teaching, 55(4), 427–433. https://doi.org/10.1017/S0261444822000192 (*)

Burkette, A., & Kretzschmar, W. A. (Eds.). (2018). Language Acquisition. In Exploring Linguistic Science: Language Use,Complexity, and Interaction (1st ed., pp. 154–166). Cambridge University Press. https://doi.org/10.1017/9781108344326 (*)

Cekaite, A., Blum-Kulka, S., Grøver, V., & Teubal, E. (Eds.). (2014). Children’s Peer Talk: Learning from Each Other (1st ed.). Cambridge University Press. https://doi.org/10.1017/CBO9781139084536

Gass, S. M., Plonsky, L., & Behney, J. (2020). Second language acquisition: An introductory course(Fifth edition).Routledge.

Gleason, J. B., & Ratner, N. B. (Eds.). (2024). The development of language (Tenth edition). Plural Publishing, Inc.

Gutiérrez Mangado, M. J., & Ezeizabarrena, M.-J. (2022). Hotsetik hitzera: Nola bereganatzen dute hizkuntza haur euskaldunek? (1. argit). Erein.

Horno Chéliz, M. del C. (2020). Así aprenden nuestros niños a hablar, así somos los humanos. Archiletras: Revista de lengua y letras, 9, (*)

Oliver, R., Nguyen, B., & Sato, M. (2017). Child SLA. In S. Loewen & M. Sato (Eds.), The Routledge Handbook of Instructed Second Language Acquisition (pp. 468–487). Routledge. (*)

2nd topic: Foreign languages in the Basque educational system: Multilingualism and Translanguaging

Brinkmann, L.M., McMonagle, S., & Melo-Pfeifer, S. (Eds.) (2022). Guidelines for introducing linguistics landscapes in (foreign) language learning and teacher education. LoCALL. Local Linguistic Landscapes for Global Language Education

in the School Context. https://locallproject.files.wordpress.com/2022/08/locall-report-en.-uploaded-2.pdf

Cenoz Iragui, J., Leonet Sieso, O. & Saragueta Garrido, E. (2019). Cruzando fronteras entre lenguas: Una intervención didáctica. Textos de didáctica de la lengua y la literatura, 84, 33-39.

García, O. [NALDIC17]. (2009, December 9). Reimagining Bilingualism in Education for the 21st Century [Video].YouTube. https://www.youtube.com/watch?v=rVI41CMw6HM

García, O., Johnson, S., Seltzer, K. (2017). The Translanguaging classroom: Leveraging Student Bilingualism for Learning. Caslon.*

Leonet, O., Cenoz, J., & Gorter, D. (2017). Challenging Minority Language Isolation: Translanguaging in a Trilingual School in the Basque Country. Journal of Language, Identity & Education, 16(4), 216-227.https://doi.org/10.1080/15348458.2017.1328281

Leonet, O. (2019). Translanguaging-ikuspegia lehen hezkuntzako ikasgelan. Ba al du eraginik ikasleen euskara mailan?Tantak, 31(1), 81-101. https://doi.org/10.1387/tantak.20248

Locall Project. (July 7, 2023). LoCALL. Local Linguistic Landscapes for Global Language Education in the School Context. https://locallproject.eu/

Orcasitas-Vicandi, M. & Perales-Fernández-de- Gamboa, A. (2020). Multilingüismo e identidad: Poniendo en valor el conocimiento del alumnado. Textos de Didáctica de la Lengua y la Literatura 90(3), 55-61.

3rd topic: Language teaching methodologies and the communicative approach + CLIL

Areizaga Orube, E. (2009). Ikuspegi Komunikatiboa. Proposamen Didaktikoak. In U. Ruiz Bikandi (ed.). Bigarren hizkuntzaren didaktika Haur eta Lehen Hezkuntzan (pp. 133-156). Euskal Herriko Unibertsitateko Argitalpen Zerbitzuak.*

Attard Montalto, S.; Walter, L.; Theodorou, M. eta Chrysanthou K. (2016). The CLIL Guidebook. The Lifelong Learning Program- European Commission. Erasmus +. CLIL4U, Languages Denmark (d.g). CLIL4U. Retrieved on August 18 2020 from http://www.languages.dk/clil4u/index.html

Escobar Urmeneta, C. (2019). An Introduction to Content and Language Integrated Learning (CLIL) for Teachers and Teacher Educators. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 2(1), 7-19. https://doi.org/10.5565/rev/clil.21

Gaspar Arraiza, A. (2021). Edukiak ulertzeko estrategiak CLIL irakaskuntzan: Euskal Herriko eskola bateko B eta D ereduak. Tantak, 33(2), 49-77. https://doi.org/10.1387/tantak.22449

Instituto Politécnico de Castelo Branco. (2018). Teacher’s Guide on CLIL Methodology in Primary Schools- Volume 1. http://www.clil4children.eu/wp-content/uploads/2018/06/Guide_Addressed_to_Teachers_Vol01.pdf

In-depth bibliography

77/2023 Dekretua, maiatzaren 30ekoa, Oinarrizko Hezkuntzaren curriculuma zehaztu eta Euskal Autonomia Erkidegoan
ezartzekoa. Euskal Herriko Agintaritzaren Aldizkaria, 2023ko ekainaren 9a 109 alea,
https://www.euskadi.eus/bopv2/datos/2023/06/2302729e.pdf
Beatty, L., & Cheatham, G.A. (2021). Translanguaging in Inclusive Classrooms: Learning With Children and Families.Young Exceptional Children, 24(3), 154-169. https://doi.org/10.1177%2F10962506211002536
Cenoz, J., & Santos, A. (2020). Implementing pedagogical translanguaging in trilingual schools. System, 92, 1-9. https://doi.org/10.1016/j.system.2020.102273
García, O., Johnson, S., Seltzer, K. (2017). The translanguaging classroom: Leveraging Student Bilingualism for Learning.Caslon.
García, O. and Seltzer K. (2016). The translanguaging current in language education. Dins B. Kindenberg (ed.),Flerspråkighet som resurs [Multilingualism as a resource] (pp. 19-30). Liber.
https://ofeliagarciadotorg.files.wordpress.com/2011/02/garcia_seltzer47122073-1.pdf
García, O. and Sylvan, C. (2011). Pedagogies and practices in multilingual classrooms: singularities in pluralities. The Modern Language Journal, 95 (3), 385-400.
García, O., Bartlett, L. & Kleifgen J, A. (2007). From biliteracy to pluriliteracies. Dins P. Auer & L. Wei (eds.), Handbook of multilingualism and multilingual communication (pp. 207-228). Mouton de Gruyter. https://ofeliagarciadotorg.files.wordpress.com/2011/02/biliteracy-to-pluriliteracies.pdf
Gorter, D., & Arocena, E. (2020). Teachers’ beliefs about multilingualism in a course on translanguaging. System, 92, 102272. https://doi.org/10.1016/j.system.2020.102272
Guasch, O. (2008). Reflexión interlingüística y enseñanza integrada de lenguas. Textos. Didáctica de la lengua y literatura, 47, 20-32.
Guasch, Oriol (2016). La educación multilingüe. In J. Palou Sangràeta & M. Fons Esteve (coords.), Didáctica de la lenguay la literatura en educación primaria (pp. 255-265). Síntesis

Journals

Textos de Didáctica de la lengua y la literatura
International Journal of Multilingualism
Archiletras

Web addresses

www.locall.eu
Seltzer, K. & Celic, C. (2016). El Translenguar: Una guía de CUNY-NYSIEB para educadores. https://www.cuny-nysieb.org/wp-content/uploads/2016/09/La-Guia-del-Translenguar-En-Espanol-Setiembre-2016.pdf
www.clil4children.eu