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Instrumental Aspects of Languages

Code: 102015
Credits: 6
2026/2027
Degree programme Type Course
Early Childhood Education OB 2

Contact lecturer

Name :
Gisela Gali Llaurado
Email :
gisela.gali@uab.cat

Teaching staff

Gisela Gali Llaurado
Mònica Montserrat Grau
Marc Guevara Claramunt
Laura Muñoz Armijo

Group languages

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

Prerequisites

In order to make the proposed activities, it is necessary good Catalan and Spanish skills in writing and speaking. The students will be evaluated about their knowledge in Catalan and Spanish languages. They must use one or another language taking depending on the oral and write activities proposed by the teacher.

Objectives

The subject, with professors from Catalan and Hispanic Departments, is oriented to consolidate and take a close look at the linguistic knowledge. The program is complemented with language contents of other subjects that the student did in the first course and with the subject “Didactics of language and literature” that the students will do after this one.

Formative Objectives:

  1. Recognize, analyze and know how to produce oral and written discourse belonging to the professional teachers in Early Childhood Education.
  2. Reinforce language skills involved in language use and increase the ability to reflect linguistic studies.
  3. Know and analyze multilingual educational contexts.
  4. Analyze the story as a literary genre and as a basis for the expressive possibilities of language.

Provide resources for self-study language.

Learning outcomes

  1. Acquire knowledge of the oral language curriculum at this stage as well as theories on the acquisition and development of learning related to it.
  2. Acquire knowledge of the written language curriculum at this stage as well as theories on the acquisition and development of learning related to it.
  3. Knowing how to use language strategies that aid and stimulate the development of children's speaking capacities.
  4. Having the knowledge and knowing how to use the methodological strategies that aid and stimulate the development of children's capacities for acquiring written language.
  5. Knowing how to use oral verbal and non-verbal techniques that aid communication and linguistic interaction with children.
  6. Making correct use of communication strategies appropriate to children of different ages (movement, gestures, intonation, volume, etc.).
  7. Know Catalan literature of oral tradition (stories, rhymes, poems ...), ways of transmitting it to children and the methodology for their active participation.
  8. Using verbal interaction in the classroom to promote an exchange of ideas about literary texts that teach children to talk about books and to interpret them.
  9. Knowing how to use the oral tradition and also folklore in the process of acquiring written language.
  10. Understand oral tradition and folklore and evaluate them with literary and educational criteria.
  11. Master the formal and colloquial registers for professional use in oral and written Catalan and Spanish.
  12. Adapt the use of language to social contexts and communicative situations in the professional field.
  13. Knowing how to use the different registers and uses of oral Catalan language.
  14. Understand the different registers and uses of written language and recognize, in children's written productions, the shift from orality to writing
  15. Knowing how to analyse different learning situations for the Catalan language in multilingual contexts. Recognising, simulating and modelling oral verbal and non-verbal language uses.
  16. Analyse situations for learning written language. Analyse and defend the proper use or not of written, oral verbal and nonverbal language.
  17. Know about resources to encourage reading and writing and appreciate their contribution to literary education.
  18. Recognising the literary techniques pertaining to narration and poetry.
  19. Apply the knowledge gained to the selection, reading and interpretation of literary texts.
  20. Acquire literary education and especially to be familiar with children's literature.
  21. Know about books for young readers and have adequate criteria for school selection on the basis of formal and literary characteristics.
  22. Learning how to use children's literature in relation to oral language learning, first learning of written language and literary education with didactic devices appropriate to their objectives.
  23. Knowing how to analyse didactic sequences related to learning a foreign language in infant education.
  24. Understand the linguistic effects of contact with language in learning situations.
  25. Master the use of different expression techniques and express oneself adequately both orally and in writing in situations in the professional field.
  26. Recognising and evaluating the social reality and the interrelationship of the factors involved, as a necessary prelude to action.
  27. Demonstrate knowledge of the evolution of the educational implications of the information and communications technology and in particular of television in early childhood.
  28. Orally and in writing explain the objectives, curriculum content and evaluation criteria of spoken language in infant education.
  29. Know and use information and communications technology (ICT) and technologies for learning and knowledge relating to the use of oral language at school.
  30. Know and appreciate appropriate educational software and web sites for the teaching and learning of infant literature.
  31. Describe the evolution of language in early childhood, know how to identify possible dysfunctions and know how to defend teaching guidelines for proper development.
  32. Knowing how to analyse didactic sequences in which Catalan language learning situations are considered in multicultural and multilingual contexts.
  33. Develop a critical attitude towards uniformist versions of language and acquire basic criteria for addressing language learning in multicultural and multilingual contexts.
  34. Understand the languages present in the school as a set of linguistic varieties that are all equally respectable.
  35. Recognising and, knowing how to analyse and produce the discursive genres pertaining to the academic and professional sphere with enough theoretical and argumentative foundation.
  36. Acquire a thorough knowledge of the social and cognitive dimensions of written language and the various dynamics of orality.
  37. Know and use the main resources and tools of inquiry for one's language.
  38. Properly express oneself orally and in writing in Catalan and Spanish using different oral verbal and nonverbal expression techniques.
  39. Knowing how to analyse and manage information relating to the professional sphere in order to make decisions.
  40. Integrate a respectful attitude to the environment (natural, social and cultural) to promote values, behaviours and practices that address gender equality, equity and respect for human rights.
  41. Knowing how to analyse aspects of the evolution of non-verbal communication and language in early childhood, identifying possible dysfunctions and suggesting proposals for its proper development.
  42. Express oneself and know how to use different languages ??for educational purposes: corporal, musical, audiovisual.
  43. Know and appreciate the characteristics of audiovisual and digital literary products for early readers.
  44. Assessing the value of correction, adaptation and acceptability in oral and written productions.
  45. Communicate using language that is not sexist or discriminatory.
  46. Analyse the sex- or gender-based inequalities and the gender biases present in one's own area of knowledge.

Contents

CATALAN PHILOLOGY


I. Oral Language

  1. The Discourse of Early Childhood Education Teachers

1.1. The Discourse of Early Childhood Education Teachers in the Classroom

1.1.1. From Colloquial Register to Simplified Registers

1.1.2. Discourse Strategies of Early Childhood Education Teachers

1.2. Colloquial Register and Oral Standard Language

1.2.1. The Phonological System of Catalan. Phonetic Accuracy. Prosody.

1.2.2. Features of the Colloquial Register of Catalan


II. Written Language

2.1. Genres and Text Types. Texts in the Educational Context.

2.2. Text Structure

2.3. Coherence and Cohesion

2.4. Sentence Structure. Thematization. Parenthetical Elements.

2.5. Punctuation: Functions and Conventions


SPANISH PHILOLOGY

3. Multilingual Educational Contexts and Language Attitudes

3.1. Linguistic Variation: Varieties According to Time, Place, Social Class, and Situation

3.2. Attitudes Towards Language Teaching and Learning in Multilingual Contexts

3.3. Effectiveness in Oral and Written Communication in Formal Situations


4. Oral Tradition Literature and Other Recreational Forms

4.1. Children's Books

4.2. The Illustrated Children's Book: Strategies for Reading Aloud



Learning activities and methodology

Title Hours ECTS Learning outcomes
Instrumental Aspects of Languages 47 1.88
Instrumental Aspects of Languages 65 2.6
Instrumental Aspects of Languages 20 0.8

 

 

The protagonist in the learning process is the student. Then, the methodology of the subject is planned under this premise as shown in the table below:

 

 

Seminars are workspaces for small groups (half the group) managed by teachers. The program contents are crafted through teacher expositions, texts analysis and productions, student expositions and lectures and other individual and teamwork activities (oral and writing).

 

 

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

Continuous assessment activities

Title Weight Hours ECTS Learning outcomes
Oral Catalan exercices 6,7% 3.5 0.14 1, 5, 7, 9, 10, 11, 13, 14, 15, 16, 22, 25, 28, 29, 36, 38, 42, 43, 44, 45
Final exam points 3, 4 (Spanish) (individual) 16,5% 1.5 0.06 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46
Catalan writing exercices 6,7% 3.5 0.14 2, 4, 7, 9, 11, 12, 14, 16, 17, 18, 19, 20, 21, 24, 25, 33, 34, 35, 36, 37, 38, 40, 43, 44
Regulation tests (Catalan) (individual) 0% 1.5 0.06 24, 46
Exam Written Language (Catalan) (individual) 26,8% 1.5 0.06 3, 5, 7, 20, 31
Oral explanation (Spanish) 3,3% 1.5 0.06 3, 6, 7, 10, 19, 20, 21, 22, 24, 25, 29, 30, 32, 35, 39, 44
Exam Oral Language (Catalan) (individual) 26,8% 1.5 0.06 1, 2, 3, 5, 7, 9, 17, 20, 21, 23, 24, 25, 26, 29, 31, 33, 35
Mandatory activities (Spanish) (individual) 13,2% 3.5 0.14 1, 4, 5, 6, 7, 8, 10, 11, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 40, 41, 42, 44, 45, 46

Course assessment will be carried out throughout the academic year by means of the activities listed in the assessment table. The final grade will be calculated by combining the marks obtained in each language component according to their assigned weighting (67% Catalan Philology; 33% Spanish Philology). In the Catalan component, the final mark will be the average of the oral language and written language sections, provided that a minimum mark of 5/10 has been obtained in the examinations. Otherwise, the student will fail the course.


CATALAN LANGUAGE REGULATIONS BLOCK (0%, but obtaining a pass grade is mandatory in order to pass the course)

  • Language rules and dictation test: three examination sessions (October 21 / March 31 / May 26).
  • Phonetic correction: the dates will be specified by the teaching staff responsible for this block.


CATALAN LANGUAGE BLOCK (67%)

  • Spoken Catalan (33.5%): assignments (6.7%) + exam (26.8%). Exam date: December 2. Resit exam: June 9.
  • Written Catalan (33.5%): assignments (6.7%) + exam (26.8%). Exam date: May 19. Resit exam: June 9.


SPANISH LANGUAGE BLOCK (33%)

  • Linguistic competence in Spanish (pass / fail).
  • Mandatory assignments (13.2%) + oral presentation (3.3%) + exam (16.5%). Exam date: November 25. Resit exam: January 20.


To pass the course, students must demonstrate a satisfactory command of both spoken and written Catalan and Spanish. In the case of Catalan, students will be required to demonstrate a level of linguistic competence equivalent to Level 1 of Catalan Language for Early Childhood and Primary Education Teachers (further information on this level and on linguistic competence in general can be found at: http://www.uab.cat/web/estudiar/graus/graus/competencia-linguistica-1345737529755.html). Students who do not achieve the aforementioned Level 1 will receive a final course grade of 3/10. Students will be exempt from the language standards tests if they can certify Level 2 of Catalan Language for Early Childhood and Primary Education Teachers or CEFR Level C2 (Common European Framework of Reference for Languages). To this end, students must pass a language standards assessment (consisting of a test and a dictation exercise) and a phonetic correction assessment in order to be evaluated for the course as a whole.


In both Catalan and Spanish, each spelling, grammatical, typographical, or lexical error will result in a deduction of 0.2 points from the final mark of the corresponding assessment activity. In the Catalan component, if a student makes more than 15 errors, or if the final mark falls below 5/10 due to these deductions, the language standards assessments must be retaken, even if they had previously been passed. In the Spanish component, if more than 15 errors are accumulated in any assessment activity, or if the examination mark falls below 5/10 due to error penalties, students will be required to complete an additional activity related to language accuracy and correction.


A student will be considered not assessable when there is insufficient evidence for evaluation; that is, if they have not attended at least 80% of the sessions or have not submitted the assessment activities within the established deadline.


Examination dates will be specified in the course schedule. A resit opportunity will be available for students who have attended classes but have not passed the course during the regular assessment period.


Copying or plagiarism in any assessment activity constitutes academic misconduct and will result in a final grade of 0 for the course. In such cases, students will forfeit the right to resit the course, regardless of whether the work was completed individually or as part of a group (in the latter case, all group members will receive a grade of 0). If, during the completion of an individual in-class assignment, the instructor believes that a student is attempting to copy or discovers that the student is using any unauthorized document or device, the student will receive a grade of 0, with no possibility of resit, and will therefore fail the course. An assignment, activity, or examination will be considered copied when it reproduces all or a substantial part of another student's work. An assignment or activity will be considered plagiarized when a portion of a text written by another author is presented as one's own without proper citation of the source, regardless of whether the original source is in print or digital format. (For further information on plagiarism: http://wuster.uab.es/web_argumenta_obert/unit_20/sot_2_01.html).



UNIQUE ASSESSMENT


Students who wish to opt for the single-assessment system must request it from the teaching staff by email between October 1 and October 31, 2026. The single assessment consists of one examination for the Spanish-language block (33%) and one examination for the Catalan-language block (67%), covering the different contents of the course, as well as a Catalan language regulations test (grammar test and dictation) (0% of the final grade, but obtaining a pass is mandatory). The single assessment for both languages will take place on May 19, and the resit examination will be held on June 9.



COMMUNICATION OF RESULTS


In all cases, whether continuous evaluation or single evaluation, the deadline for communication of results will not exceed 15 or 20 days from the delivery of the evidence.



AI


In this subject, the use of Artificial Intelligence (AI) technologies is not allowed in any of its phases. Any work that includes fragments generated with AI will be considered a lack of academic honesty and may lead to a partial or total penalty in the grade of the activity, or greater sanctions in serious cases

Bibliography

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  • Amades, J. (2009). Les cent millors rondalles populars catalanes. Barcelona: LaButxaca.
  • Amat, V.; Bernal, M. C.; Muntañá, I. (2017). Plouen Poemes! Vic: EUMO.
  • Bassols, M. i Torrent, A. M. (1996). Models textuals. Teoria i pràctica. Vic: EUMO.
  • Bau, M.; Pujol, M.; Rius, A. (2007). Curs de pronunciació. Exercicis de correcció fonètica. Barcelona: Publicacions de l’Abadia de Montserrat.
  • Briz, A. (2005). El español coloquial: Situación y uso. Madrid: Arco/Libro.
  • Calsamiglia, H. i Tusón, A. (2007). Las cosas del decir: manual de análisis del discurso, 2ª ed. Barcelona: Ariel Lingüística.
  • Castellà, J. M.; Comelles, S.; Cros, A. i Vilà, M. (2007). Entendre's a classe. Barcelona: Graó.
  • Cazden, C. B (1991). El discurso en el aula. El lenguaje de la enseñanza y del aprendizaje. Barcelona: Paidós.
  • Cuenca, M. J. (2003). Sintaxi catalana. Barcelona: UOC.
  • Lodge, D. (1992). L'art de la ficció. Barcelona: Empúries.
  • Gómez, J. (2004). Préstamos del español: lengua y sociedad. Madrid: Arco/Libro.
  • Gómez, L. (2002). Manual de español correcto I y II. Madrid: Arco/Libro.
  • Medina, J. (2002). Lenguas en contacto. Madrid: Arco/Libro.
  • Payrató, Ll. (1990). Català col·loquial. Aspectes de l'ús corrent de la llengua catalana. València: Universitat de València.
  • Palou, J. i Bosch, C. (eds), (2005). La llengua oral a l'escola. Barcelona: Graó.
  • Penny, R. (2004). Variación y cambio en español. Madrid: Gredos (BRH: Estudios y Ensayos, 438).
  • Segarra, M.(1985). Història de la normativa catalana. Barcelona: Enciclopèdia Catalana.
  • Tusón, J. (1996). L'escriptura. Barcelona: Empúries.

Webs d'interès

Software

Special software it's not needed.

Course groups and languages

The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE

Type of teaching Group Language Semester Shift
(TE) Theory 61 Catalan annual morning-mixed
(TE) Theory 62 Catalan annual afternoon
(SEM) Seminars 611 Catalan/Spanish annual morning-mixed
(SEM) Seminars 612 Catalan/Spanish annual morning-mixed
(SEM) Seminars 621 Catalan/Spanish annual afternoon
(SEM) Seminars 622 Catalan/Spanish annual afternoon