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CURSO : LANGUAGE AND CULTURE I (CPC)
TRADUCCION : LENGUA Y CULTURA I (CPC)
SIGLA : EIN1002
CREDITOS : 10
MODULOS : 4
CARACTER : MINIMO
TIPO : TALLER
CALIFICACION : ESTANDAR
DISCIPLINA : LENGUA y CULTURA
PALABRAS CLAVE : LANGUAGE, CULTURE, INTERCULTURALITY
CARRERA : PEDAGOGIA EN INGLES PARA EDUCACION BASICA Y MEDIA


II. DESCRIPTION

This course attempts to consolidate students? communicative competence in English at an advanced level acquired in previous courses. It provides opportunities for the reconceptualization of their knowledge of English understood as the specific language skills teachers need for teaching. Additionally, the course focuses on developing linguistic and cultural awareness of Spanish speaking communities, so as to establish comparisons with the target language to be used in the classroom, promoting intercultural communication.

III. OBJECTIVES

1. To adapt their linguistic resources to the educational context, by using appropriate pedagogical discourse for modeling, instruction and effective communication in the classroom based on student level.

2. To integrate oral and written communicative competencies in a school context by both describing how the English language works at its various levels and employing that knowledge in oral and written tasks.

3. To develop linguistic and cultural awareness of Spanish speaking communities, so as to establish comparisons with the target language to be used in the classroom

4. To value own culture and promote intercultural communication for effective classroom interaction, by using different media.


IV. COMPETENCES

1. The student masters the English Language at an Advanced Level and is able to communicate fluently and precisely in order to provide learning opportunities for the integrated development of communicative skills in English. (Domina la lengua inglesa a nivel avanzado y se comunica de forma precisa y fluida, para ofrecer oportunidades de aprendizaje orientadas al desarrollo integrado de las habilidades comunicativas en ingles | Subcompetencias 1.1, 1.2, 1.3, 1.4, 1.5 | Perfil de Egreso Pedagogia en Ingles para Educacion Basica y Media)

2. The student understands the structure and functioning of the English Language and its cultural expressions, in order to contextualize the developmental process of English communicative skills in the school context (Comprende la estructura y funcionamiento de la lengua inglesa y manifestaciones culturales asociadas, para contextualizar el proceso de desarrollo de habilidades comunicativas en ingles en el contexto escolar | Subcompetencia 2.1, 2.2, 2.3, 2.4 | Perfil de Egreso Pedagogia en Ingles para Educacion Basica y Media)

V. CONTENTS

1. Language-for-Teaching
1.1 How to reconceptualize linguistic knowledge acquired as advanced users of EFL into English for Teaching in Primary School

2. English for managing the classroom in primary school
2.1 English for understanding and communicate lesson content in the primary classroom
2.2 English for communicating with Spanish speaking students in the primary classroom

3. Issues in Spanish relevant for Teaching English as a Foreign Language
3.1 Review of key grammatical, lexical, discursive, and phono-phonological aspects of Spanish
3.2 Stylistic differences in oral and written production in Spanish and English

4. Latin American identity evidenced in cultural expressions
4.1 Literature
4.2 Cinema
4.3 Music

5. Intercultural Communication
5.1 Norms for communicating and collaborating in Spanish-speaking communities
5.2 Cultural views that affect what is considered appropriate in Spanish-speaking communities
5.3 Expressions of Folk-wisdom in Spanish-speaking communities

VI. METHODOLOGY

Lessons are designed to be student-centred: students apply concepts and theoretical knowledge through practical individual and group activities, in addition to discussions about the assigned readings and their relation to the course?s contents. Activities include:

- Class discussion of readings and contents
- Presentations and mini-lessons: students apply and analyse contents in order to open up a discussion with the whole class, who, in turn, provide feedback.
- Group problem-solving activities and role-playing: students apply the contents in different given and imagined settings in order to reflect on the difficulties and benefits of different materials and activities.

VII. EVALUATION

Assessment is based on the activities done in class, in which students are asked to apply contents and provide a reflection based on assigned readings and informed personal thoughts. Evaluative instances include:

- Written tests for the assessment effective communicative skills in English in the classroom context, and the knowledge of the course?s contents (Objective 1)
- Individual Portfolio: collection of responses, reflections and application/creative exercises. The student here is expected to provide expanded reflection on the individual and group activities done in class (Objectives 2 and 4)
- Group mini-lesson and presentation: students apply and analyse contents in order to open up a discussion with the whole class, who, in turn, provide feedback. (Objective 3)

VIII. BIBLIOGRAPHY

Minimum

Alvarez, G. (2006). Un enfoque discursivo/textual para la ense?anza de idiomas. Onomazein, 14, (2) 163-169.

Calsamiglia, H. & A. Tuson. (2001). Las Cosas del Decir. Barcelona: Editorial Ariel.

Christie, F. & Derewianka, B. (2008). School discourse. New York, NY: Continuum.

Gissi, Jorge. (2017). Psicologia e identidad latinoamericana. Santiago: Ediciones UC.

Freeman, D. et. Al. (2015) English-for-Teaching: rethinking teacher proficiency in the classroom. ELT J 69 (2): 129-139. DOI: https://doi.org/10.1093/elt/ccu074

RAE (2011). La Gramatica. En Nueva Gramatica Basica de la Lengua Espa?ola, (pp. 01-14). Madrid:Espasa.


Complementary

Marin, M. (2009). El enfoque comunicacional para la ense?anza de la lengua. Linguistica y ense?anza de la lengua, (pp. 17-43). Buenos Aires: Aique.

Payrato, L. (2006). Discurso oral y multimodalidad: Aspectos introductorios. Oralia 9, 259-275.

Rivera, Raul (2011). Los latinoamericanos en el siglo XXI. Santiago: Pearson.

Schleppegrell, M. (2004). The Language of Schooling..A Functional Linguistics Perspective. London:
Routledge.

Unsworth, L. (2001). Teaching multiliteracies across the curriculum. Changing contexts of text and image in classroom practice. Buckingham: Open University Press.

Vila y Santasusana, M. (2005). El discurso oral formal. Barcelona: Grao.

Weissberg, B. (2000) Developmental relationship in the acquisition of English Syntax: writing vs. speech. Learning and Instruction N?10, pp. 37?53.





PONTIFICIA UNIVERSIDAD CATOLICA DE CHILE
FACULTAD DE EDUCACION / MARZO 2018