Specific Methodologies for Second Language Teaching - 1st semester
Code
722131097
Academic unit
Faculdade de Ciências Sociais e Humanas
Department
Linguística
Credits
10
Teacher in charge
Alexandra Fiéis, Ana Maria Lavadinho Madeira
Weekly hours
3 letivas + 1 tutorial
Teaching language
Portuguese
Objectives
General goal:
To familiarise students with specific methodologies for teaching Portuguese as a second/foreign language
Specific skills:
(i) to recognise the specificities of the methodologies for teaching a second/foreign language, as opposed to a first language
(ii) to evaluate the adequacy of different methodologies for different learners, according to different learning contexts
(iii) to identify different procedures for diagnostic assessment and to design appropriate assessment tools
(iv) to design curricula and plan lessons, taking into account basic methodological principles in language teaching and defining contents and strategies according to the profile and the educational needs af learners
(v) to develop tasks and activities for training different skills
Prerequisites
n/a
Subject matter
1. Methodological approaches to second/foreign language teaching
2. Types of competence to be developed in second/foreign language learning: communicative, sociolinguistic and pragmatic
3. Factors to be considered in defining methodological approaches: learners (age, proficiency level, native language), learning contexts and goals
4. Diagnostic assessment
5. Curicular design and lesson planning
6. Task-based learning
7. Tasks and activities:
7.1. oral comprehension
7.2. oral production/interaction
7.3. written comprehension
7.4. written production
7.5. vocabulary
7.6. grammar
Bibliography
Conselho da Europa (2001) Quadro Europeu Comum de Referência para as Línguas -Aprendizagem, Ensino, Avaliação. Porto: ASA.
Ellis, R. (2007) Task-based language learning and teaching. Oxford University Press.
Harmer, J. (2007) The practice of English language teaching (Longman Handbooks for Language Teachers). Longman ELT, 4ª ed.
Uso-Juan, E. & A. Martinez-Flor (eds.) (2006) Current trends in the development and teaching of the four language skills. Mouton de Gruyer.
Hinkel, Eli (ed.) (2005) Handbook of research in second language teaching and learning. Lawrence Erlbaum Associates, Inc.
Teaching method
(1) E-learning (Postgraduate Course in Teaching Portuguese as a second language)
The seminar is structured in modules. Each module has the following format: video lessons presenting the contents of the syllabus, the description of examples, the formulation of problems, among others; different resources (summaries, schemata, tables, images, adapted materials, etc.); bibliographic references and links to online references. All resources and interaction with the students will be predominantly moodle-based.
(2) In-class teaching (Master in Teaching Portuguese in the 3rd Cycle of Basic Education and in Secondary Education)
The seminar is structured in modules. The seminars are theoretical (60%) and practical (40%), including the presentation of the course contents and various practical activities. Students´ participation in the discussion of the questions raised in class and in the classroom activities is highly valued.
Evaluation method
(1) E-learning (Postgraduate Course in Teaching Portuguese as a second language)
The assessment will be based on the following:
(a) participation in online sessions and discussion forums (10%);
(b) various activities (e.g. task design and lesson planning), which are to be completed throughout the semester (50%);
(c) a final assignment, which will provide a global assessment of both the knowledge and skills acquired by the students (40%).
(2) In-class teaching (Master in Teaching Portuguese in the 3rd Cycle of Basic Education and in Secondary Education)
The assessment will be based on the following:
(a) participation in classroom activities and discussions (10%);
(b) various activities throughout the semester (e.g. design of tasks and lesson planning) (40%);
(c) a final assignment, which will provide a global assessment of both the knowledge and skills acquired by the students (50%).