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Linguistic Foundations of Catalan Prescriptive Grammar

Code: 105846 ECTS Credits: 6
2025/2026
Degree Type Year
Catalan Philology: Literary Studies and Linguistics OB 3
English and Catalan Studies OB 3
Catalan and Spanish Studies OB 3

Contact

Name:
Maria del Mar Massanell Messalles
Email:
mar.massanell@uab.cat

Teachers

Daniel Casals Martorell

Teaching groups languages

You can view this information at the end of this document.


Prerequisites

None.


Objectives and Contextualisation

Analyze the linguistic and historical foundations of the regulations of the Catalan language established by the Institut d'Estudis Catalans.

 

Competences

    Catalan Philology: Literary Studies and Linguistics
  • Critically read and interpret texts.
  • Demonstrate a mastery of the rules of the Catalan language, its linguistic bases and all its application in the academic and professional fields.
  • Innovate in the methods and processes of this area of knowledge in response to the needs and wishes of society.
  • Interpret the political, social and cultural factors that affect the use of the Catalan language and its evolution over time and at the present day.
  • Produce written work and oral presentations that are effective and framed in the appropriate register.
  • Students must be capable of applying their knowledge to their work or vocation in a professional way and they should have building arguments and problem resolution skills within their area of study.
  • Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
  • Students must develop the necessary learning skills to undertake further training with a high degree of autonomy.
  • Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.
    English and Catalan Studies
  • Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
  • Apply the concepts, resources and methods acquired during the study of variations of English and Catalan language, be it in a historical context or in the current global social and multilingual context.
  • Carry out effective written work or oral presentations adapted to the appropriate register in different languages.
  • Demonstrate knowledge of the rules of Catalan and mastery of its foundations and applications in the academic and professional fields.
  • Demonstrate the ability to work autonomously and in teams with the aim of attaining the planned objectives in multicultural and interdisciplinary contexts.
  • Innovate in the methods and processes of this area of knowledge in response to the needs and wishes of society.
  • Students can apply the knowledge to their own work or vocation in a professional manner and have the powers generally demonstrated by preparing and defending arguments and solving problems within their area of study.
  • Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
  • Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
  • Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.
  • Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.
  • Use digital tools and specific documentary sources to gather and organise information.
    Catalan and Spanish Studies
  • Analyse the main factors of linguistic variation in the Catalan and Spanish languages, whether historical-political, diatopical, semantic or pragmatic and their historical evolution and current state.
  • Carry out effective written work or oral presentations adapted to the appropriate register in different languages.
  • Demonstrate knowledge of the rules of Catalan and Spanish and mastery of their applications in the academic and professional fields.
  • Innovate in the methods and processes of this area of knowledge in response to the needs and wishes of society.
  • Students can apply the knowledge to their own work or vocation in a professional manner and have the powers generally demonstrated by preparing and defending arguments and solving problems within their area of study.
  • Students have the ability to gather and interpret relevant data (normally within their study area) to issue judgments that include reflection on important issues of social, scientific or ethical.
  • Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.
  • Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.
  • Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.

Learning Outcomes

  1. Accurately drawing up normative texts.
  2. Analyse and re-write a non-normative text.
  3. Analyse the most problematic phonetic, phonological, morphological, syntactic, lexical and semantic properties of the present-day language.
  4. Analyze properties phonetic, phonological, morphological, syntactic, lexical and semantic language that current problems arise.
  5. Apply appropriate and thoughtfully prescriptive principles of oral and written standard Catalan.
  6. Apply the principles of correctness required in the standard language and the different registers and variants.
  7. Be tolerant of linguistic diversity and richness.
  8. Communicate using non-sexist language.
  9. Construct normatively correct texts.
  10. Correctly draw up a previously analysed non-regulatory text.
  11. Correctly drawing up a previously analysed non-regulatory text.
  12. Explain spelling rules.
  13. Explain the orthographic rules.
  14. Explaining the spelling rules.
  15. Express oneself fluently, correctly, appropriately and effectively, both orally and in writing, in an academic environment.
  16. Interpret regulatory information regulatory institutions localized websites on the Internet.
  17. Interpret the normative information published on the websites of normative institutions.
  18. Interpret the problem areas and factors that have conditioned the correct use of standard Catalan throughout history in a multicultural society.
  19. Interpreting the regulatory information that is located in the web pages of regulatory institutions.
  20. Learn to use linguistic terminology related to norm and variation accurately.
  21. Locate specialised and academic information and select this according to its relevance.
  22. Make appropriate, reflective use of the main prescriptive principles of standard oral and written Catalan.
  23. Make appropriate use of the knowledge acquired in order to collect data and handle documentary sources in the study of Catalan language and literature.
  24. Master oral and written expression in Catalan.
  25. Modulate written and oral discourse in order to express oneself respectfully and ethically in a context of academic interaction.
  26. Plan work effectively, individually or in groups, in order to fulfil the planned objectives.
  27. Properly apply the knowledge gained to data collection and management of documentary sources application to the study of Catalan language and literature.
  28. Relate the linguistic norm with other grammatical disciplines.
  29. Show mastery of the resources on different media that help in applying the norms.
  30. Use technological resources (digital and audiovisual) to acquire knowledge and apply it in language and literature.
  31. Work independently in the synchronic and diachronic study of Catalan language and literature.
  32. Work self-sufficiently on the synchronic and diachronic study of Catalan language and literature.
  33. Write text commentaries from a critical standpoint.

Content

- Sociolinguistic and geolinguistic bases of the current normative corpus of the Catalan language.

- The content of the corpus, its application and its social dissemination.

- Controversial Aspects of Normative Phonetics, Morphology, Syntax, and Lexicon.

 

Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
Flipped classroom, master classes 45 1.8 3, 23, 22, 6, 9, 24, 13, 17, 18, 33, 2, 32, 30
Type: Supervised      
Resolution of exercises / problems / cases, workshops, individual / team oral presentations 30 1.2 3, 23, 22, 6, 9, 24, 13, 17, 18, 33, 2, 32, 30
Type: Autonomous      
Preparation of individual / team work, study and personal work 75 3 3, 23, 22, 6, 9, 24, 13, 17, 18, 33, 2, 32, 30

The dedication required to follow this subject of 6 ECTS credits is about 150 hours of student’s work, 45 of which spent in directed activities (flipped classroom, master classes), 30 in supervised activities (resolution of exercises / problems / cases, workshops, individual / team oral presentations) and 75 in autonomous activities (preparation of individual / team work, study and personal work).

Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.


Assessment

Continous Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Attendance and active participation in class/conferences/complementary activities 10% 0 0 4, 3, 23, 27, 22, 5, 6, 20, 8, 1, 9, 29, 24, 13, 14, 12, 15, 19, 16, 17, 18, 21, 25, 26, 33, 11, 10, 2, 28, 7, 32, 31, 30
Oral tests 40% 0 0 4, 3, 23, 27, 5, 22, 6, 20, 8, 1, 9, 29, 24, 13, 12, 14, 15, 19, 16, 17, 18, 21, 25, 26, 33, 10, 2, 11, 28, 7, 32, 31, 30
Written tests 50% 0 0 3, 4, 23, 27, 22, 5, 6, 20, 8, 1, 9, 29, 24, 13, 14, 12, 15, 19, 17, 16, 18, 21, 25, 26, 33, 11, 2, 10, 28, 7, 31, 32, 30

The evaluation will be based on three types of evidence:

- Attendance and active participation in class / conferences / complementary activities (10%).

- Oral test (40%).

- Two written tests (25% and 25%).

At the beginning of each evaluation activity, the professor will inform the students about review of grade procedure and date. The minimum grade to pass the course is 5.

Students will be considered “non-assessable” unless they have submitted more than 30% of assessment items. To qualify for the second-chance test, two conditions must be met: (1) the student must have been evaluated of at least 2/3 of the total grade of the course and (2) he must have a continuous evaluation mark between 3.5 and 4.8. The second-change test will consist of a global test on the contents of the subject.

In the event of a student committing any irregularity that may lead to a significant variation in the grade awarded to an assessment activity, the student will be given a zero for this activity, regardless of any disciplinary process that may take place. In the event of several irregularities in assessment activities of the same subject, the student will be given a zero as the final grade for this subject.

This subject entirely prohibits the use of AI technologies in all of its activities. Any submitted work that contains content generated using AI will be considered academic dishonesty; the corresponding grade will be awarded a zero, without the possibility of reassessment. In cases of greater infringement, more serious action may be taken.

In the event that tests or exams cannot be taken onsite, they will be adapted to an online format made available through the UAB’s virtual tools (original weighting will be maintained). Homework, activities and class participation will be carried out through forums, wikis and/or discussion on Teams, etc. Lecturers will ensure that students areable to access these virtual tools, or will offer them feasible alternatives.

Single assessment

The single assessment will be based on three types of evidence, which must be carried out or delivered on the same day:

- Resolution of a practice (10%).
- Oral test (40%).
- Written test (50%).

The same second-chance test method as for the continuos assessment will be used.


Bibliography

Casals, Daniel & Neus Nogué (ed.) (2016). Cent anys de Normes ortogràfiques. Barcelona: Publicacions de l'Abadia de Montserrat.

Fabra, Pompeu (1918 [19337, [1995f]). Gramàtica catalana. Barcelona: IEC. Accessible in: http://publicacions.iec.cat/repository/pdf/00000044%5C00000005.pdf

Fabra, Pompeu (1932). Diccionari general de la llengua catalana. Barcelona: Catalònia.

Fabra, Pompeu (1956). Gramàtica catalana. Barcelona: Teide.

Generalitat de Catalunya (2003 [20092]). Nomenclàtor oficial de toponímia major de Catalunya. Barcelona: Generalitat de Catalunya / Institut d’Estudis Catalans. Accessible in: http://territori.gencat.cat/ca/01_departament/documentacio/territori-i-urbanisme/cartografia/nomenclator_oficial_de_toponimia_de_catalunya/

Ginebra i Serrabou, Jordi (2017). La nova normativa de l'Institut d'Estudis Catalans. Guia pràctica. Tarragona: Publicacions URV. Accessible in: http://llibres.urv.cat/index.php/purv/catalog/download/274/309/683-1?inline=1

Institut d’Estudis Catalans (1913). Normes ortogràfiques. Barcelona. Accessible in: http://publicacions.iec.cat/repository/pdf/00000190%5C00000050.pdf

Institut d’Estudis Catalans (1990a [19993]). Proposta per a un estàndard oral de la llengua catalana. I. Fonètica. Barcelona: IEC. Accessible in: http://publicacions.iec.cat/repository/pdf/00000039/00000072.pdf

Institut d’Estudis Catalans (1990b). Documents de la Secció Filològica, I. Barcelona: IEC. Accessible in: http://publicacions.iec.cat/PopulaFitxa.do?moduleName=&subModuleName=&idCatalogacio=373

Institut d’Estudis Catalans (1992a [19993]). Proposta per a un estàndard oral de la llengua catalana. II. Morfologia. Barcelona: IEC. Accessible in: http://publicacions.iec.cat/repository/pdf/00000062/00000073.pdf

Institut d’Estudis Catalans (1992b [19963]). Documents de la Secció Filològica, II. Barcelona: IEC. Accessible in: http://publicacions.iec.cat/PopulaFitxa.do?moduleName=&subModuleName=&idCatalogacio=376

Institut d’Estudis Catalans (1995). Diccionari de la llengua catalana [= DIEC]. Barcelona / Palma de Mallorca / València: Edicions 3 i 4 / Edicions 62 / Editorial Moll / Enciclopèdia Catalana / Publicacions de l’Abadia de Montserrat.

Institut d’Estudis Catalans (1996). Documents de la Secció Filològica, III. Barcelona: IEC. Accessible in: http://publicacions.iec.cat/PopulaFitxa.do?moduleName=&subModuleName=&idCatalogacio=377

Institut d’Estudis Catalans (1997). Documents normatius 1962-1996: amb les novetats deldiccionari. Barcelona: IEC. Accessible in: http://publicacions.iec.cat/PopulaFitxa.do?moduleName=&subModuleName=&idCatalogacio=380

Institut d’Estudis Catalans(1999). Aplicació al català dels principis de transcripció de l’Associació Fonètica Internacional. Barcelona: IEC. Accessible in: http://publicacions.iec.cat/repository/pdf/00000042/00000071.pdf

Institut d’Estudis Catalans (2003a). El català de l’Alguer: un model d’àmbit restringit. Barcelona: IEC. Accessible in: http://www.iec.cat/butlleti/pdf/103_butlleti_model.pdf

Institut d’Estudis Catalans (2003b). Documents de la Secció Filològica, IV. Barcelona: IEC. Accessible in: http://publicacions.iec.cat/PopulaFitxa.do?moduleName=&subModuleName=&idCatalogacio=378

Institut d’Estudis Catalans (2007). Diccionari de la llengua catalana [= DIEC2], 2a ed. Barcelona: Edicions 62 / Enciclopèdia Catalana. Accessible in: http://dlc.iec.cat/

Institut d’Estudis Catalans (2016). Gramàtica de la llengua catalana [= GIEC]. Barcelona: IEC. Accessible in: https://giec.iec.cat/inici

Institut d’Estudis Catalans (2017). Ortografia catalana. Barcelona: IEC. Accessible in: https://www.iec.cat/llengua/documents/ortografia_catalana_versio_digital.pdf

Institut d’Estudis Catalans (2018a). Proposta per a un estàndard oral de la llengua catalana, III. Lèxic. Barcelona: Institut d'Estudis Catalans. Accessible in: https://estandard-oral.llocs.iec.cat/

Institut d'Estudis Catalans (2018b). Gramàtica essencial de la llengua catalana. Barcelona: Institut d'Estudis Catalans. Accessible in: https://geiec.iec.cat/

Institut d'Estudis Catalans (2018c). Documents de la Secció Filològica, V. Barcelona: IEC. Accessible in: https://publicacions.iec.cat/PopulaFitxa.do?moduleName=coleccions_bibliografiques&subModuleName=&idCatalogacio=30168

Institut d'Estudis Catalans (2019). Gramàtica bàsica i d'ús de la llengua catalana [GBU]. Barcelona: IEC. Accessible in: https://gbu.iec.cat/inici

Institut d'Estudis Catalans (2024). Diccionari essencial de la llengua catalana [DEIEC]. Barcelona: IEC. Accessible in: https://deiec.iec.cat/

Institut de la Llengua Catalana (1917). Diccionari ortogràfic: precedit d’una exposició de l’ortografia catalana segons el sistema de l’I. d’E. C. / redactat sota la direcció de P. Fabra. Barcelona: IEC. Partially accessible in:

http://normesortografiques.espais.iec.cat/files/2013/01/IEC1917NormesOrto-delDiccionariOrtografic.pdf

Mestres, Josep M., Joan Costa, Mireia Oliva & Ricard Fité (1995). Manual d’estil. La redacció i l’edició de textos [= MeCOF]. Barcelona: Eumo / Universitat de Barcelona / Universitat Pompeu Fabra / Associació de Mestres Rosa Sensat.

Nogué, Neus (2018). La nova normativa a la butxaca. L'Ortografia catalana i la Gramàtica de la llengua catalana: principals novetats. Barcelona: Publicacions de l'Abadia de Montserrat.

Pitarch i Almela, Vicent (2013). Les Normes de Castelló als cent anys de les Normes de l’Institut d’Estudis Catalans. Benassal: Fundació Carles Salvador; Barcelona: Institut d’Estudis Catalans.

Salvador, Carles (1933). Vocabulari ortogràfic valencià. Precedit d’una Declaració i Normes ortogràfiques. València: l’Estel. Accessible in: http://repositori.uji.es/xmlui/handle/10234/3187

Segarra, Mila (1985). Història de l'ortografia catalana. Barcelona: Empúries.

Segarra, Mila (1985 [19872]). Història de la normativa catalana. Barcelona: Enciclopèdia Catalana.

Solà, Joan, Maria Rosa Lloret, Joan Mascaró & Manuel Pérez Saldanya (dir.) (2002 [2008]). Gramàtica del català contemporani, 3 vol. Barcelona: Empúries.

Websites of interest:

ésAdir, Llibre d’estil de la CCMA / Portal lingüístic de la Corporació Catalana de Mitjans Audiovisuals. http://esadir.cat/

Institut d'Estudis Catalans, Recursos lingüístics en línia. https://www.iec.cat/recursos-linguistics-en-linia/

Optimot, Consultes lingüístiques. https://aplicacions.llengua.gencat.cat/llc/AppJava/index.html

Termcat, Centre de Terminologia. https://www.termcat.cat/ca


Software

None specific.


Groups and Languages

Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.

Name Group Language Semester Turn
(PAUL) Classroom practices 1 Catalan first semester morning-mixed
(TE) Theory 1 Catalan first semester morning-mixed