En Colaboración con:
A - Fundamentos de la Enseñanza-Aprendizaje de Lenguas
Descripción de las asignaturas específicas del TEFL
- Approaches to language in the classroom context (3 credits)
- Teaching Pronunciation (3 credits)
- English in the community (3 credits)
- Teaching english through translation (3 credits)
- Content Language Integrated Learning (3 credits)
This subject provides an introduction to the most important current psycholinguistic and sociolinguistic theories. We examine how perceptions towards the nature of learner language have changed over the last few decades. The concept of interlanguage is explored in depth, and research into classroom interaction is critically reviewed. We also look at the role of input in language learning, and the current psycholinguistic notions of ’noticing’ and ’restructuring’ are presented.
This subject provides a formal introduction to the field of phonetics and phonology in the English language. Aspects of phonology such as stress, intonation and sounds are examined in some detail. Current debates over the teaching of phonology are reviewed, and we examine the practical implications for the teaching of pronunciation in the classroom.
This subject on sociolinguistics looks at the social and cultural context in which language is situated and in which it is learned. The position of English globally will be explored to gain a better understanding of its future status, its likely expansion or decline. We examine how gender and race affect language use, and the notion of language shift is examined. Important current issues such as the social implications of bilingualism are also explored.
This subject, written by the University of Vigo, starts off with a brief history of translation as an introduction to how translation can be used in the EFL classroom. The differences between teaching translation as a subject per se and as a tool in the teaching of a foreign language are also explored, and different approaches to how translation can be used to enhance the learning process, even in communicative classrooms, are considered.
CLIL (Content Language Integrated Learning) looks like a good candidate for the next revolution in language teaching, although its growing tentacles reach out into other areas of the curriculum and force us to consider more seriously the role of content, how we define that content, how we choose it and how we can teach it more effectively. CLIL also raises interesting questions about the relationship between language and cognition that are too often neglected at classroom level. This subject looks at its brief history, its theoretical bases, and how it might represent the future of language teaching.