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Languages and Curricula

Code: 102076
Credits: 6
2026/2027
Degree programme Type Course
Primary Education OB 2

Contact lecturer

Name :
Ana Maria Margallo Gonzalez
Email :
anamaria.margallo@uab.cat

Teaching staff

Anna Juan Cantavella
Mireia Manresa Potrony
Ana Maria Margallo Gonzalez
Maria Neus Real Mercadal

Group languages

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

Prerequisites

A good oral and written command of Catalan and Spanish (C2 level) will be necessary to achieve the aims of the course. An English or French B1 level of the Common European Framework of Reference for Languages will also be required.

Objectives

This course provides future primary school teachers with background knowledge on the processes of teaching and learning languages in formal settings. Participants will also become familiar with the Language Curriculum for Primary Education and with examples of good practices related to language and literature education, especially in the following areas:

  • The teaching and learning of literary competence in primary education
  • The teaching and learning of the reading competence in primary education

At the end of the course, students must:

  • Be familiar with the Language Curriculum for Primary Education, be able to interpret it in accordance with the theoretical views present in the official educational guidelines and regulations put forward by the Department of Education and be able to use it as basis for assessing instruction practices and (analogue and digital) materials for teaching language to children and young learners.
  • Understand that language is one type of contextualised human whose epistemic function has a key role in the process of knowledge creation.
  • Know how to plan and intervene in the process of teaching young learners to read (informative and literary reading) along primary education.
  • Become acquainted with children literature for young learners and to acquire educational and professional competencies necessary to teach literacy using literary texts and materials.
  • Understand the theoretical foundations for teaching literature that can explain the phenomena that take place in the classrooms and use them to make innovative proposals to improve language learning through the promotion of literature education.

Learning outcomes

  1. Being aware of the possibilities of constructing knowledge in collaborative situations and being able to manage them.
  2. Know and appreciate appropriate educational software and web sites for the teaching and learning of languages at different educational levels.
  3. Using ICTs and CLTs to search for information and to develop and draw up practical work and didactic proposals in the field of Physical Education.
  4. Know Catalan literature of oral tradition as well as books and forms of audiovisual of fiction suitable for early readers, and have adequate criteria for school selection on the basis of formal and literary characteristics.
  5. Learning how to use the literature in relation to oral language learning, first learning of written language and literary education with didactic devices appropriate to their objectives.
  6. Knowing how to use literature in relation to the centre's reading plans, educating school library users and creating reading habits.
  7. Being aware of the educational functions of literature and being familiar with the production of children's literature.
  8. Interpreting the curriculum in the Generalitat de Catalunya's field of languages, both in terms of the content that must be accomplished, and of the articulation of the languages of the school and in the transversal aspects involved in the communicative dimension.
  9. Understand the theoretical framework for acquisition and learning of languages and the didactics of languages on which the existing curriculum is based.
  10. Design proposals for teaching and assessment that address the different forms of language learning, so as to adequately address all curricular content in the area and respond to pupil diversity.
  11. Knowing how to analyse the concepts that initial cycle children have about written language based on knowledge of its functions in today's society.
  12. Understand the initial process of learning to read and write, taking into account variations occurring in the multilingual classroom context.
  13. Know and appreciate teaching experiences, materials and suggestions, with or without the use of multimedia and ICT, for the early teaching and learning of written language.
  14. Taking into account the diversity of learning styles and assessing the difficulties, shortcomings and problems facing the process of learning written language, and recognising the ways of solving these while respecting this diversity.
  15. Reading literary texts appropriate to the students' initial cycle with expressiveness and explaining stories and other oral literature texts.
  16. Design various and articulated practices to promote reading and literacy in the initial cycle.
  17. Understand the school library as an educational tool at the school, know how to plan the training of library users and design reading schemes.
  18. Critically analyse educational proposals present in textbooks and other curricular materials including multimedia and digital, so that when adapted to specific contexts the potential in relation to pupil learning is evident.
  19. Make proposals for didactic planning, evaluation and self-regulation of the language learning process taking into account the diversity in the classroom, the goal being inclusive schooling.
  20. Form teams that are capable of carrying out activities effectively both in person and remotely in different ways.
  21. Assessing the value of correction, adaptation and acceptability in oral and written productions.
  22. Communicate using language that is not sexist or discriminatory.
  23. Consider how gender stereotypes and roles impinge on the exercise of the profession.
  24. Identify the principal forms of sex- or gender-based inequality and discrimination present in society.
  25. Analyse the sex- or gender-based inequalities and the gender biases present in one's own area of knowledge.
  26. Propose projects and actions that incorporate the gender perspective.

Contents



THE TEACHING OF THE READING COMPETENCE


  • Cognitive foundations of reading activity: the reading process, reading strategies.
  • Reading understood as a social practice.
  • Reading learning difficulties.
  • The situations and practices of reading learning: design of learning activities, didactics and mediation strategies.
  • Reading in all areas of the curriculum (reading to learn).
  • The initial learning of reading. Progress in learning to read during primary school.
  • General planning of reading in an educational center: reading to learn, reading for pleasure, reading to read, free reading programs and the role of the school library.



LITERATURE SECTION


-What is literary reading? Why read literature at school? How do young readers learn to read?

- Selection criteria for narrative works at school.

- Reading albums: potential of multimodal language in learning to read.

-Fundamentals of literary conversation. Read narrative and learn to do distanced readings.

-Poetry at school: a possible itinerary.

-Why read the classics?



Learning activities and methodology

Title Hours ECTS Learning outcomes
Trabajo autónomo 30 1.2 1, 2, 3, 14, 15, 16, 18, 19, 20, 21, 22, 23, 24, 25, 26
Supervisadas 15 0.6 4, 5, 6, 7, 8, 12, 13, 14, 17, 18
Presencial gran grupo 75 3 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
Tutorías 30 1.2 1, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26

The teaching methodology favours students’ active participation in their learning process in all forms of classroom organisation as detailed below:

 

IN CLASS WITH THE WHOLE CLASS GROUP

The large group sessions include expositions by the teaching staff of the content and basic issues of the syllabus, presentation of the readings and assignments and feedback on the work carried out.

They are developed with the whole class group and allow the presentation of the main contents through open and active participation by the students, who will also be able to present the results of their work.

Sessions with the whole group: The teacher will introduce the topics to be dealt with in the course, discuss the class readings, set the tasks, tutor students individually or in small groups, monitor group work and give feedback. Students will cooperate with their peers to construct shared knowledge through oral presentations and to elaborate the course assignments.

 

SEMINARS

Seminars are small group learning spaces (1/2 part of the large group) guided by the teacher, in which, through the analysis of documents, resolution of cases or various activities, the contents and topics worked on in the large group are deepened.

The sessions on teaching and learning the literary competence literature combine theory classes in large groups to offer basic concepts for literary reading and the foundations of the didactics of literature, with reading workshops of specific works. The seminars function as practical moments in which we put the rules of distant reading to work to learn to read literature and focus our gaze on the hows of the works, rather than the whats. Both the proposed assignments and the exam aim to give students tools on how to read and work with literature at school.


The sessions on teaching and learning the reading competence combine theoretical classes in large groups, whichoffer explanations about the process of learning reading competences, with seminars that offer practical exercises in applying these concepts. Both the proposed work and the exam have the goal of checking the students' competence to accompany the development of reading in all primary school cycles from the didactic knowledge of the processes of acquiring the written language.


Evaluation of the teaching performance and the subject: approximately fifteen minutes of some class will be allocated to allow students to answer the evaluation surveys of the teaching performance and the evaluation of the subject.

 

 

 

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 presentation of expressive reading aloud 10% 0 0 1, 15
Design, implementation and assessment of reading comprehension activities 20% 0 0 1, 2, 3, 5, 8, 10, 13, 14, 16, 18, 19, 20, 21, 22, 23, 24, 25, 26
Written test 25% 0 0 5, 8, 9, 10, 11, 12, 13, 16, 17, 19, 21, 22
Written test of the literature block 25% 0 0 4, 5, 6, 7, 8, 16, 17, 21, 22
Activity of writing the script of a literary conversation 20% 0 0 1, 3, 4, 6, 7, 16, 17, 19, 20, 21, 22, 23, 24, 25, 26

To pass this course, students must demonstrate good general communicative competence, both orally and in writing, as well as a strong command of the Catalan language. In all activities (individual and group), linguistic accuracy, writing style, and formal aspects of presentation will be taken into account. Students must be able to express themselves fluently, clearly, and correctly, and must show a high level of comprehension of academic texts. An activity may be returned (unevaluated) or failed if the teaching staff considers that it does not meet these requirements. Students must display an attitude compatible with the educational profession as a requirement to pass the course, which implies active listening, respect, participation, cooperation, empathy, kindness, punctuality, and the appropriate and responsible use of electronic devices. The final evaluation will be based on the following tests and activities:

Design, implementation, and assessment of reading comprehension activities based on a text, group work. Aimed at children in early, middle, or upper primary education cycles. The evaluation criteria will consider the quality of the reading activity and the mediation designed within the reading activities, the depth of the assessments regarding the implementation of the activities, and the relationship with the course content. This project counts for 20% of the overall course grade, distributed as follows:

  • Group assignment part: design of activities and evidence of implementation, 12%. Part of this will be done in class (March seminars) and another part outside the classroom.
  • Individual assignment part: analysis of the implementation based on concrete evidence, 8%. The final submission dates for all these parts will be 28/04 (group 31), 29/04 (groups 21 and 71), and 16/04 (group 31) [Note: as it appears in the original text].

Expressive aloud reading activity, group work. Presentation of a literary reading activity for the early primary education cycle. 10% of the overall course grade. Presentation dates will be 09/06 (group 31), 10/06 (groups 21 and 71), and 11/06 (group 41). 10% of the final grade.

Script activity for a literary conversation, group work. Teamwork involving the creation of a script to prepare a literary conversation in class about a piece of children's literature. 20% of the overall course grade. This activity will be carried out in class on the following dates: 26/05 (group 31), 27/05 (groups 21 and 71), 04/06 (group 41). 20% of the final grade.

Written test on the reading module, individual. The teaching-learning reading module will be evaluated through an exam covering the contents of this section, as well as the mandatory articles analyzed. The evaluation criteria for this test will consider the achievement of the corresponding contents of the program module. The exam for this module must be passed with a minimum grade of 5 out of 10. 25% of the overall course grade. The test dates will be as follows: 21/04 (group 31), 22/04 (groups 21 and 71), and 30/04 (group 41).

Written test on the literature module, individual. Assessment covering two mandatory theoretical readings, the corresponding bibliography of the syllabus, the planned children's and youth readings, and the creation of educational exploitation activities for literary texts. The children's and youth readings consist of a diverse set of contemporary literature works and some classics. This exam must be passed with a minimum grade of 5 out of 10. 25% of the overall grade. The test dates will be as follows: 26/05 (group 31), 27/05 (groups 21 and 71), and 04/06 (group 41).


Students who are unable to take the tests on the date scheduled for their group will go directly to the retake exam (there will be no possibility of taking them on another day). The results of the activities and tests will be published on the virtual campus within a maximum of 20 working days following their submission. Students will have 5 days from the date of publication to request a review of the tests.


Course assignments cannot be retaken under any circumstances; only the two written exams are eligible for retakes.


In accordance with UAB regulations, plagiarism or copying any assignment will be penalized with a final grade of 0 for that specific work, forfeiting any option to retake it, whether it is an individual or group assignment (in the latter case, all group members will receive a 0). If, during an individual in-class assignment, the professor considers that a student is attempting to cheat or if any type of unauthorized document or device is discovered, the assignment will be graded with a 0, with no option for a retake. Students may use AI as long as they specify it and complement the results of this tool with their personal input. Specific validations may be conducted to verify authorship and skill acquisition in case of suspected academic fraud. Confirmation of fraudulent use of AI in assignments will result in a grade of 0 for the work, with no option for a retake.


CALCULATION OF THE COURSE GRADE

The final course grade is the weighted average of the script activity for a literary conversation (20%), the expressive reading activity (10%), the design, implementation, and assessment of reading comprehension activities (20%), and the grades of the written tests for each module (25% + 25%), but only if the following conditions are met:

  • A minimum grade of 5 out of 10 must be achieved in the exams of both modules or in the retake exams. If a minimum of 5 is not obtained in both modules or in the retakes, the course will not be passed, and the final grade for the subject will be recorded as a 3.
  • Late submission or failure to submit evaluation activities will result in a grade of 0.
  • Evaluation activities cannot be retaken under any circumstances, except for the written exams.
  • To be eligible for a retake, students must have completed 2/3 of the evaluation activities so that the percentages remain balanced between the two modules. To qualify for a retake, a minimum average grade of 3.5 in the course is required. The maximum grade for retaken exams (each of the exams) will be a 5.
  • Even if the exams for both modules or the retakes are passed, if the weighted average of all grades does not reach 5, the course is failed, and the final grade on the transcript will be a 3.
  • If students do not submit any evaluation evidence, the final grade will be "Not Evaluable" (No avaluable).


SYNTHESIS TEST

Students enrolling in this course for the second time may request a final synthesis test, which will consist of an oral and a written part, including activities that evaluate the competences related to assignments and projects. Students opting for the synthesis test must take it on May 26th (group 31), May 27th (groups 21 and 71), and June 4th (group 41).


SINGLE EVALUATION

All tests, assignments, and activities will be completed individually. Students opting for the single evaluation system must hand in the scheduled tasks and take the tests and activities on May 26th (group 31), May 27th (groups 21 and 71), and June 4th (group 41).

  • Written test on the reading module. Value: 25% of the overall grade.
  • Written test on the literature module. In addition to the questions on the detailed contents of the continuous assessment test, it will include preparing a script for a literary conversation based on a text provided during the exam. Value: 30% of the overall grade.
  • Design, implementation, and assessment of reading comprehension activities based on a text. Individual. The project will be aimed at children in early, middle, or upper primary education cycles. The evaluation criteria will consider the quality of the reading activity and the mediation designed within the reading activities, the depth of the assessments regarding implementation, and the relationship with course content. The work will consist of an initial collaborative-style part (design of activities and implementation evidence) and an individual part (analysis of implementation based on concrete evidence). 20% of the overall grade.
  • Script activity for a literary conversation. Work based on the preparation of a script to arrange a classroom literary conversation about a previously provided piece of children's literature. 10% of the overall grade.
  • Individual reflection, based on reference readings, regarding the educational potential of expressive reading in primary education. 5% of the overall grade.
  • Oral interview. 10% of the overall grade.

The same retake system as continuous evaluation will apply. To sit for the retake exam, students must have submitted a set of activities equivalent to at least two-thirds of the total grade of the course, maintaining a balance between modules. Non-submitted assignments will result in a 0. To access the retake, a minimum grade of 3.5 across the submitted tests and activities is required. The retake dates will be the same as those assigned to the student's enrolled group: 23/06 (group 31), 17/06 (groups 21 and 71), and 25/06 (group 41).


Students choosing the single evaluation will not receive feedback or grades for continuous assessment activities carried out during the course process. Submission will be unique and concentrated on a single day.





Bibliography

Teaching and Learning of Literary Competence


Cairney, T. H. (1992). Enseñanza de la comprensión lectora. Morata

Chambers, A. (2007). ¿Quieres que te cuente un cuento? Una guía para narradores y cuentacuentos. “Fomentos lectores”. Caracas: Banco del Libro.

Chambers, A. (2009). Dime. Los niños, la lectura y la conversación. Fondo de Cultura Económica.

Chambers, A. (2007). El ambiente de la lectura. Fondo de Cultura Económica.

Colomer, T.;Manresa, M.;Ramada, L.;Reyes, L. (2018). Narrativas literarias en Educación infantil y Primaria. Síntesis.

Colomer, T. (2010). Introducción a la literatura infantil y juvenil actual. Síntesis.

Colomer, T. (2005): Andar entre libros. La lectura literaria en la escuela. FCE.

Colomer, T. (ed.) (2002). La literatura infantil y juvenil catalana: un segle de canvis. ICE de la

UAB.

Colomer, T. (dir.) (2002). Siete llaves para valorar las historias infantiles. Fundación Germán

Sánchez Ruipérez.

Decret 175/2022, de 27 de setembre, d’ordenació dels ensenyaments de l’educació bàsica.

Jolibert, J. (coord.) (1992). Formar infants productors de textos. Graó.

Juan, Anna; Reyes, L. (2023). La lectura literària a primària. Departament d'Educació. Disponible a: chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://e-aules.uab.cat/2023-24/pluginfile.php/670761/mod_resource/content/1/lectura_literaria_primaria_orientacions_ensenyament_literatura_2023%20(1).pdf

Juan, Anna; Martínez, Piu. (2025) Cada uno ve lo que sabe: una guía para aprender a leer imágenes a través del álbum. Editorial GG.

Lluch, G. (2003). Análisis de narrativas infantiles y juveniles. Publicaciones de la UCLM-CEPLI.

Lluch, G. (ed.). (2000). De la narrativa oral a la literatura per a infants. Invenció d’una tradició literària. Bromera.

Machado, A.M. (2004). Clásicos, niños y jóvenes. Norma.

Molist, P. (2008). Dins del mirall. La literatura infantil explicada als adults. Graó.

Munita, F.;Real, N. (2019). “Simple o ximple? Una reflexió sobre la poesia infantil”. Faristol, núm. 89 (abril), pp. 26-29. ISSN:02013-2427.Versió digital accessible en línia (https://www.clijcat.cat/faristol/descargas/89/6_89.pdf).

Teixidor, E. (2007). La lectura i la vida. Columna.

Valriu, C. (2010). Història de la literatura infantil i juvenil catalana. La Galera.

Teaching and Learning Reading Skills

Arias-Gundín, Olga; Fidalgo, Raquel; Martínez-Cocó, Begoña; Bolaños-Alonso, Francisco-Javier (2011). Estrategias de comprensión lectora en alumnos de Educación Primaria y Secundaria. International Journal of Developmental and Educational Psychology, vol. 3(1), 613-620

Cassany, D. (2006). Rere les línies. Sobre la lectura contemporània. Barcelona: Empúries.

Cassany, D. (2019). Laboratorio lector. Para entender la lectura. Anagrama

Colomer, T; Camps (1991): Ensenyar a llegir, ensenyar a comprendre, Barcelona: Edicions 62/Rosa Sensat.

DDAA. (2006). “El primer aprenentatge de la lectura i l’escriptura”, número monogràfic de la revista Articles de Didàctica de la Llengua i la Literatura, nº 40.

Lerner, D. (2001). Leer y escribir en la escuela: lo real, lo posible y lo necesario. México: Fondo de Cultura Económica.

Mata Anaya, J; Núñez Delgado, M.P. i Rienda Polo, J. (Coords y Eds). (2015). Didáctica de la lengua y la literatura. Pirámide.

Minguela, M., Solé, I. (2011). Comprenc el que llegeixo? De la valoració de la pròpia comprensió a lús d'estratègiesde lectura. Articles de la Llengua i la Literatura, 53, 35-44

Nemirovsky, M. (2009). Experiencias escolares con la lectura y la escritura. Graó.

OCDE. (2019). PISA 2018. Programa para la Evaluación Internacional de los Estudiantes. Informe español. Ministerio de Educación y Formación Profesional.

Palou Sangrà J. i Fons Esteve, M. (2016). La comprensión lectora. Dins J. Palou Sangrà i M. Fons Esteve (Coords.). Didáctica de la lengua i la literatura en educación primaria, (pp. 113-127). Editorial Síntesis.

Sánchez Miguel, E. (2010). La lectura en el aula. Qué se hace, qué se debe hacer y qué se puede hacer. Graó

Sánchez Miguel, E. (2010). La lectura en el aula. Graó.

Solé, I. (2011). La comprensió lectora, una clau per a l'aprenentatge. Debats d'Educació, 24.Recuperat de: http://www.fbofill.cat/sites/default/files/548.pdf

Solé, I. (2013). Estrategias de lectura. Graó.

Solé, I. (2023). PIRLS 2021 la lectura, la escuela y la vida. Aula de innovación educativa, ISSN 1131-995X, Nº 328-329, págs. 30-34.

Verdía, E. (2002). “Comentarios al Marco común europeo de referencia para las lenguas”, en Mosaico (número monográfico sobre Marco común europeo de referencia y Portfolio de las lenguas de la cultura escrita a la catalunya moderna urbana i rural. aprendre i saber de llegir, escriure, comptar i altres arts)

Piñol Alabart, D. (2005). “Alfabetització, cultura escrita i classes populars a l’època contemporània”. Butlletí de la Societat Catalana d’Estudis Històrics Núm. XVI, p. 113-132.


Digital Resources

Recursos de literatura infantil i juvenil: http://www.xtec.net/recursos/lit_inf/index.htm i www.gretel-uab.pangea.org/

http://www.xtec.net/epergam/quins/quins.htm?codi=quins_llib

IBBYcat (Consell Català del Llibre Infantil i Juvenil): <ahref=\"https://www.ibbycat.cat/es/\">https://www.ibbycat.cat/es/

Recursos de llengua i literatura: www.xtec.es/recursos/catala/index.htm

Portal del Grup de Recerca en Literatura infantil I Educació literària de la UAB. Conté textos I audios d’autors I narradors, materials didàctics, llibres recomanats,etc. http://www.literatura.gretel.cat

Primer aprenentatge de la llengua escrita, dos portals: http://www.xtec.es/~mjulia/projecte/ i http://www.xtec.es/~mmulas/projecte/index.htm

Portal del CIREL (Centre de Suport a la Innovació i Recerca Educativa en Llengües): http://phobos.xtec.cat/cirel/cirel/

Aprenentatges basats en situacions https://portaldogc.gencat.cat/utilsEADOP/PDF/8762/1928585.pdf#page=456

Competències transversals https://portaldogc.gencat.cat/utilsEADOP/PDF/8762/1928585.pdf#page=453

Vectors i models de plantilla de programació: https://projectes.xtec.cat/nou-curriculum/educacio-basica/situacions-aprenentatge/

Ensenyaments al llarg de la vida. Currículum d’educació d’adults. https://xtec.gencat.cat/ca/curriculum/educacio-llarg-vida/

Servei d’educació al llarg de la vida.

https://projectes.xtec.cat/xarxadults/ensenyaments/llengua-catalana-i-llengua-castellana/


Software

 

It is no needed any software but a general knowledge of basic technology.

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 21 Catalan second semester morning-mixed
(TE) Theory 31 Catalan second semester morning-mixed
(TE) Theory 41 Catalan second semester afternoon
(TE) Theory 71 Catalan second semester afternoon
(SEM) Seminars 211 Catalan second semester morning-mixed
(SEM) Seminars 212 Catalan second semester morning-mixed
(SEM) Seminars 311 Catalan second semester morning-mixed
(SEM) Seminars 312 Catalan second semester morning-mixed
(SEM) Seminars 411 Catalan second semester afternoon
(SEM) Seminars 412 Catalan second semester afternoon
(SEM) Seminars 711 Catalan second semester afternoon
(SEM) Seminars 712 Catalan second semester afternoon