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4 |
- Introduction to Psycholinguistics. Linguistic competence and communicative competence. Sub competences.
- First Language Acquisition and Second Language Learning. Similarities and differences.
- Theories of Foreign Language Acquisition.
- Language comprehension and production: spoken language processing.
- Language comprehension and production: written language processing.
- Cognition and the bilingual brain.
- Interlanguage. Error analysis in real samples from academic contexts.
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4 |
- Sociolinguistics, psycholinguistics & Ethnography of communication Languages in contact. Bilingualism, interference and code switching.
- Language variation: diachronic, diaphasic, diatopic, diastratic Variables of language change: age, sex, social status.
- Intercultural communication Ethnocentrism and Stereotypes Cultural variables.
- Symbols, rituals, values and taboo Liminality Courtesy, intercultural competence. Euphemism.
- Verbal communication. Cooperative Principle (Grice). Conversational maxims. Speech Acts Theory (Austin and Searle).
- Relevance theory (Sperber & Wilson) Nonverbal communication.
- Intercultural competence. Acquisition stages. Attention to diversity.
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4 |
- The development of language teaching.
- The communication.
- Communicative competence.
- Strategies.
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4 |
- Academic discourse (I)
- Academic discourse (II)
- Academic oral presentations
- Audiovisual aids for oral presentations
- Macro-elements to consider in essay writing
- Micro-elements to consider in essay writing
- Continuous verb tenses and text analysis at macro and micro elements
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4 |
- Steps to develop a research project. Design and stages.
- Scientific research: methodological and statistical foundations.
- The theoretical framework: research and scientific argumentation.
- Procedures for collecting data to avoid bias.
- The design of questionnaires and other analytical tools.
- Documentation, interpretation and presentation of results. Visual and graphic support.
- Writing and linguistic conventions. Reviewing and adapting register.
- Identification of limitations of a project and description of future lines of research.
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4 |
- Introduction to the CLIL approach.
- The theoretical rationale for CLIL
- Curriculum integration in CLIL
- Working with the 4 Cs and collaborative learning.
- Activities and tasks to develop the 4 Cs in the class
- Learning how to learn and assessment in CLIL
- Planning CLIL lessons and units
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4 |
- Digital Competence
- Web 2.0 tools and use in the classroom, Flipped Classroom
- Audio tools in the bilingual classroom
- Video tools and projects in the bilingual classroom
- Podcasting, Videoblogging and Computing
- The IWB in the bilingual environment
- Publishing and Web Design
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| Segundo semestre |
32 |
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4 |
- CLIL materials in CLIL units
- Types of materials: reference, supplementary, coursebooks.
- What is materials development?
- CLIL Materials
- Productive and receptive skills: how to select and use materials and resources in CLIL
- contexts
- Evaluating CLIL textbooks
- Personalizing CLIL lessons. ICT as a key resource within the CLIL approach.
- Analyzing and evaluating CLIL activities, lessons and projects
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4 |
- European Language Policy.
- European Case Studies: The Netherlands, Belgium and Finland.
- Appendix: American Case Studies: Canada and the United States.
- Linguistic policies in Spain.
- Spanish Case Studies: monolingual communities (Madrid and Andalusien).
- Spanish Case Studies: plurilingual communities (Catalonia and the Basque Country).
- Bilingual School Curriculum and Good Practices in Bilingual School Management.
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6 |
- Critical analysis of Master students’ experiences as pupils and as teachers of the area.
- Possibilities and limitations to carry out innovations in the Didactics of Social Sciences.
- Educational value of Social Sciences.
- Selection and sequencing of social contents.
- Teaching strategies of Social Sciences.
- Evaluation of learnings in Social Sciences
- Resources and materials for the learning of Social Sciences.
- Selection and reelaboration of a lesson plan of Social Sciences.
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6 |
- Approach to child development through Art Education
- Creative and mental growth
- The role of art teachers
- Changing goals in art education
- Techniques and materials in art education (Part 1)
- Techniques and materials in art education (Part 2)
- Techniques and materials in art education (Part 3)
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6 |
- Didactics of CLIL Science teaching
- Biology and Geology in the 1st cycle of Compulsory Secondary Education
- Physics and Chemistry in the 1st cycle of Compulsory Secondary Education
- Science Subjects in the 2nd Cycle of Compulsory Secondary Education
- Design and development of didactic units in Science
- ICT tools to enhance Science teaching and learning processes
- Assessment of Science subjects: functions, criteria and procedures
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6 |
- Approach to Technology Learning Area
- Pillars of bilingual Technology Teaching
- Learning Pedagogical Resources
- The resources to teach Technology
- Hardware Technologies
- Software Technologies
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6 |
- The areas of Natural Sciences and Social Sciences in Primary Education. The areas of Biology and Geology and Geographyan d History in Secondary Education. Learning through competencies.
- Natural sciences: concept and evolution. Didactic implications. Reflections upon their treatment and knowledge.
- Development of content, assessment criteria and assessment of standards in Natural Sciences in Primary Education.
- Social Sciences: contents of the cultural and social environments in Primary and Secondary Education. Implications in Didactics. Reflections upon their treatment and their knowledge.
- Use of tools and resources.
- Observation of facts and phenomena of the natural and social environments.
- Methodology in the areas of Natural and Social sciences. Project Based Learning.
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|
6 |
- Introduction
- Introduction to Literary Analysis
- Literary Studies in English Speaking Countries
- The Evolution of English as a Global Language
- Conclusion
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Estancia en el extranjero*
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6 |
| Prácticas |
6 |
| Trabajo Fin de Máster |
6 |
| Total programa |
60 |
2.147 €
