Teaching plan for the course unit (Short version)
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General information

 

Course unit name: Multilingualism and Interculturality

Course unit code: 569255

Academic year: 2023-2024

Coordinator: Cristina Zhang Yu

Department: Faculty of Psychology

Credits: 3

Single program: S

Estimated learning time

Total number of hours 75

 

Face-to-face and/or online activities

30

-  Lecture with practical component

Face-to-face

30

Supervised project

20

Independent learning

25

Learning objectives

Referring to abilities, skills Be familiar with linguistic, psychological and sociological approaches and the critical theory of language learning in multilingual schools. Have a critical understanding of the nature of educational policies and practices within the framework of the goals of intercultural education. Know how to identify and design educational practices that acknowledge the linguistic, cultural and historical backgrounds of all students and their relationship with culturally sustainable pedagogies.

 

 

Teaching blocks

 

1. Multilingual societies, language uses and language learning. Intercultural education: an approach based on critical and decolonial theories

2. Plurilingualism, power and school. Educational policies and language learning. Vehicular and family languages. Language immersion. Organisational conditions and educational practices

3. Schools and language teaching-learning. The deployment of the language and cohesion (LaC) plan in Catalonia. The LaC advisory teams. Language reception classrooms

4. Raciolinguistics in education. Conceptual basis and analysis of educational practices

5. Teaching and learning in multilingual environments. Translingualism and culturally sustainable pedagogies. Conceptual and practical tools for the analysis and design of educational practices

 

 

Official assessment of learning outcomes

 

Prerequisite Regular attendance at all on-campus classes is compulsory. Students must attend at least 75% of the sessions in order to opt for continuous assessment.   Activities Activity 1. Individual student contributions to the general class dynamics (interventions in discussions and debates) and group presentation of one of the set readings. Weighting: 40% of the overall grade. Item 1. Oral presentation of a set reading (20%). In pairs or groups. Item 2. Oral participation in discussions and debates (20%). Individual. Activity 2. Synthesis of knowledge acquired throughout the course (to be completed individually). Students present a case in an environment characterised by linguistic diversity, design an intervention proposal based on the problems and needs detected, and assess its possible application. The preparation of the synthesis is monitored and feedback is provided throughout the semester (items 3 and 4). Weighting: 60% of the overall grade. Item 3. Contextual analysis (monitoring) (10%). Individual report. Item 4. Proposal for educational intervention (monitoring) (10%). Individual report. Item 5. Final synthesis (40%). Individual report. Assessment criteria Use of documentary sources. Integration of set readings. Degree of clarity of the presentation. Reflection on previous knowledge. Raising any doubts, and asking questions. Clear definition of objectives. Clear argumentation. Novelty of the intervention proposal. Repeat assessment Students that fail the continuous assessment mode of evaluation are entitled to repeat the assessment tasks. Students opting for repeat assessment renounce any grades awarded previously as part of their continuous assessment. Repeat assessment comprises a written exam covering all course content, both theoretical and practical. Students sit the exam on the date and time set by the MIPE Academic Committee for the repeat assessment of the subject. The final grade for students sitting the repeat assessment is the grade obtained on this exam and this exam alone.   Examination-based assessment In accordance with University regulations, any student can request they be evaluated by single assessment. To do so, they must fill out the "Single assessment request" form, which can be downloaded from the virtual classroom, and submit it no later than twenty calendar days from the start of the course. Single assessment comprises a written exam in which students have to answer a series of questions covering the course content.   Repeat assessment Students that fail the single assessment mode of evaluation are entitled to repeat the assessment tasks. Repeat assessment comprises a written exam covering all course content, both theoretical and practical.  Students sit the exam on the date and time set by the MIPE Academic Committee. The final grade for students sitting the repeat assessment is the grade obtained on this exam and this exam alone.   Students obtaining a final grade of 9.0 or more, may, at the discretion of the faculty, be awarded a ’matrícula d’honor’, albeit that no more than 5% of the students enrolled on the course can receive this award. Student assignments must be original work. Students copying on a test or plagiarising in a written assignment will be deemed to be in breach of the student code and automatically failed (see Article 16.7 and the annex to the Regulations governing the teaching, assessment and grading of learning at the University of Barcelona: http://www.ub.edu/acad/noracad/avaluacio.pdf).

Reading and study resources

Check availability in Cercabib

Book

Alim, H. Samy & Paris, Django. (2017). What Is Culturally Sustaining Pedagogy and Why Does It Matter? En Django Paris & H. Samy Alim (Eds.), Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World (pp.1-21). Teachers College Press.

Alim, H. Samy; Reyes, Angela & Kroskrity, Paul V. (2020a) The Field of Language and Race: A Linguistic Anthropological Approach to Race, Racism, and Racialization. In H. Samy Alim, Angela Reyes, and Paul V. Kroskrity (eds) The Oxford Handbook of Language and Race, pp. 1-21. New York: Oxford University Press.

Anzaldúa, Gloria (1987/1999). Borderlands/La frontera. The new mestiza. Aunt Lute Books.

Arroyo-González, Maria José & Berzosa-Ramos, Ignacio (2021). Twenty years of research on immigration and school in Spain: taking stock of some of the lessons learned. Veinte años de investigación sobre inmigración y escuela en España: balance de algunas lecciones aprendidas. Culture and Education, 33(4), 597-632. https://doi.org/10.1080/11356405.2021.1974218

Besalú, Xavier (2010). La escuela intercultural. Red de Escuelas Interculturales. https://red.pucp.edu.pe/ridei/files/2013/05/130516.pdf

Cummins, Jim (2002). Lenguaje, poder y pedagogía. Madrid: Morata.

Departament d’Educació (2004). Pla per la llengua i la cohesió social. Generalitat de Catalunya. http://www.xtec.cat/serveis/eap/e3900133/pdf/cohesio.pdf

Departament d’Educació (2021). L’educació inclusiva. Generalitat de Catalunya. https://educacio.gencat.cat/ca/arees-actuacio/centres-serveis-educatius/centres/educació-inclusiva/

Fanon, Frantz (1952/2009). Piel negra, ràctica blancas. Akal.

García, Ofelia & Lin, Angela M.Y. (2017). Extending Understandings of Bilingual and Multilingual Education. In: Ofelia García, Angela M.Y. Lin & Stephen May (eds). Bilingual and Multilingual Education. Encyclopedia of Language and Education. Springer, Cham. https://doi.org/10.1007/978-3-319-02258-1_1

hooks, bell (1994/2021). Enseñar a Transgredir. La educación como ràctica de libertad. Capitan Swing.

Vila, Ignasi (2002). Reflexiones sobre interculturalidad. Mugak, 21. http://www.pensamientocritico.org/ignvil0203.htm

Article

Rosa, Jonathan & Flores, Nelson (2017). Unsettling race and language: Toward a raciolinguistic perspective. Language in Society, 46(5), 621-647. https://doi.org/10.1017/S0047404517000562

 

Ruíz Bikandi, Uri (2012). El plurilingüismo visto desde los documentos europeos. Textos de didáctica de la lengua y la literatura, 60, 65-76. https://www.karrikiri.eus/sites/default/files/URIRUIZ.pdf

Siqués, C., Perera, S., & Vila, Ignasi (2012). Variables implicades en la adquisición del catalán en las aules de acogida de educación primaria de Cataluña. Un estudio empírico. Anales de Psicología, 28(2), 444-456. https://doi.org/10.6018/analesps.28.2.147581

 

Siqués, C. & Vila, I. (2014). Estrategias discursivas y aprendizaje de la lengua escolar: un estudio etnográfico en un aula de alta diversidad étnica y lingüística. Cultura y Educación, 15-27.

Echeita Sarrionandia, Gerardo (2013). Inclusión y exclusión educativa. De nuevo “voz y quebranto”. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 11(2), 100-118. https://www.rinace.net/reice/numeros/arts/vol11num2/art5.pdf