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

 

Course unit name: Teaching and Learning of Spoken Language in Inclusive Educational Contexts

Course unit code: 575088

Academic year: 2023-2024

Coordinator: Marta Gràcia Garcia

Department: Department of Cognition, Development and Educational 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 knowledge Understand the scope of spoken language as an essential skill and as a tool for learning other content both in and beyond the school. Become familiar with proven professional strategies and instruments for improving teaching strategies that can promote both students’ oral communication skills and other skills. Perfect collaborative work strategies, as well as the attitudes of intellectual rigour, mutual respect, confidentiality and discretion required by psychoeducational assessment. Perfect strategies of research and of written and oral communication - both academic and professional - using different formats and supports. Respect human diversity (differences in gender, culture, abilities and resources), recognise social and economic injustice and adopt an attitude of personal and professional commitment to a continuous process of social change.

 

 

Teaching blocks

 

1. Learning spoken language in inclusive contexts. Teaching strategies to support the learning of spoken language in formal contexts. Student reflection and self-regulated learning of spoken language.

2. Spoken language as a learning tool: learning oral language and speaking as a means to learn other content. Spoken language in different disciplines and through the curriculum. Communicative and language competence, and its relationship with other competences.

3. Analogue and digital tools and resources for the professional development of teachers of spoken language skills. Self-assessment as teaching reflection and decision-making.

4. Research in spoken language competence. Teachers as agents for reflection on their own practice and as participants in the research team. Other professional stakeholders. Families and students. Transdisciplinary research teams. Action research and perspectives to research approaches using design-based implementation research (DBIR).

 

 

Official assessment of learning outcomes

 

Students obtaining a final grade of 9 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). Student evaluation is based on a continuous mode of assessment, faculty being provided with the necessary resources to gather information on student progress throughout the course. Prerequisite  Attendance and participation in all on-campus sessions is compulsory. Students must attend at least 75% of the sessions in order to opt for continuous assessment. Assessment consists of the following activities: Group work Presenting and leading text discussion sessions. The students prepare the presentations in groups with tutorial support. In class, students present the main ideas from the text read and, with the support of the teacher, generate a discussion. All class sessions are focused on this type of activity. This activity covers all the subjects taught on the course. Weighting: 20% of the final grade. The rubric used to evaluate this activity includes indicators of the coherence and discussion of the oral text and its structure, management of the ensuing debate, and the correct use of terminology, among other elements. Analytical report of an educational situation plus class discussion. In groups, students analyse an educational situation with the resources and instruments worked on in class and in relation to the teaching strategies, and students’ own abilities, to teach speaking skills. Students must submit the final report to the virtual classroom and discuss their findings/outcomes in class. This activity covers all the subjects taught on the course. Weighting: 30% of the final grade. The rubric used to evaluate this activity includes such factors as the degree to which concepts and ideas are developed, the degree to which these ideas and concepts are articulated and interrelated, the degree to which these concepts and ideas are used in an appropriate, functional and contextualized manner, and the expository clarity of the text and its formal aspects. The final report has to be submitted one week after the end of the course but discussions related to its content will be ongoing from the second session. Individual assignment Individual written assignment summarising/synthesising the contents of the subject. The structure, format and specific characteristics of the assignment are to be agreed with the course tutor (analysis of an educational situation, critical analysis of one of the instruments worked on, personal reflection on theoretical and methodological content, synthesis of some of the texts worked on, etc.). Students must submit the final written assignment to the virtual classroom. Weighting: 50% of the overall grade. The rubric used to evaluate this activity includes such factors as the degree to which concepts and ideas are developed, the degree to which these ideas and concepts are articulated and interrelated, the degree to which these concepts and ideas are used in an appropriate, functional and contextualized manner, and the expository clarity of the text and its formal aspects. The final assignment has to be submitted one week after the end of the course but discussions/tutorials related to its content will be ongoing from the second session. 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. The final grade for students sitting the repeat assessment is the grade obtained on this exam and this exam alone.   Examination-based assessment Prerequisite   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.   Activities and criteria Single assessment comprises a written exam in which students have to answer questions related to the theoretical and practical themes discussed on the course. Students sit the exam on the date and time set by the MIPE Academic Committee. The final grade for students sitting the single assessment is the grade obtained on this exam and this exam alone.   Repeat assessment Students that fail the continuous 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 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.

Reading and study resources

Check availability in Cercabib

Book

Bonals, J., & Sánchez-Cano, M. (Coords.) (2007). Manual de asesoramiento psicopedagógico. Graó.

Gràcia, M., & Sánchez-Cano, M. (2022). La competencia comunicativa oral. Su desarrollo en la escuela inclusiva: Evaluación e Intervención. Giunti EOS.

Gràcia, M. (coord.), Galván-Bovaira, M. J., Sánchez-Cano, M., Vega, F., Vilaseca, R., & Rivero, M. (2015). Valoración de la enseñanza de la lengua oral: escala EVALOE. Graó.

Pozo, J. I. (2020). La educación está desnuda. SM

Chapter

Gröschner, A, Jähne, M. F., & Klaß, S. (2020). Attitudes towards dialogic teaching and the choice to teach. The role of preservice teachers’ perceptions on their own school experience. In N. Mercer, R. Wegerif, & L. Major (coords.), The Routledge International Handbook of Research on Dialogic Education (269-287). Routledge.

Hennessy, S., & Davies, M. (2020). Teacher professional development to support classroom dialogue. In N. Mercer, R. Wegerif, & L. Major (coords.), The Routledge International Handbook of Research on Dialogic Education (pp. 238-254). Routledge.

Mercer, N., Marion, J., & Warwick, P. (2020). Oracy education. In N. Mercer, R. Wegerif and L. Major (eds.). The Routledge International handbook of research on Dialogic Education. Routledge.

Sánchez-Cano, M. (2007). El alumnado y el trabajo de la llengua oral. En J. Bonals y M. Sánchez-Cano (coords.), Manual de asesoramiento psicopedagógico (pp.771-838). Graó.

Article

Gràcia, M., Alvarado, J. M., & Nieva, S. (2022). Autoevaluación y toma de decisiones para mejorar la competencia oral en educación secundaria. Revista Iberoamericana de Diagnóstico y Evaluación, RIDEP, 62 (1), 83-99. 10.21865/RIDEP62.1.07

Gràcia, M., Adam-Alcocer, A., & Castillo, P. (2021). Exploring the impact of a teacher development programme using a digital application on linguistic interactions in the classroom: a multiple case study. Applied Linguistics Review. https://doi.org/10.1515/applirev-2020-0132

Gràcia, M., Casanovas, J., Riba, C., Sancho, M.R., Jarque, M.J., Casanovas, J., & Vega, F. (2022). Developing a digital application (EVALOE-DSS) for the professional development ofteachers aiming to improve their students’ linguistic competence. Computer Assisted Language Learning, 35(3), 492–517. Doi: 10.1080/09588221.2019.1707690.

Gràcia, M., Jarque, M. J., Vega, F., Bitencourt, D., & Vinyoles, N. (2021). Retos en la formación inicial de profesorado infantil y primaria: la competencia oral. Revista Mexicana de Investigación Educativa, XXVI (88), 195-224.

Gràcia, M., Vega, F., Galván-Bovaira, M. J., & Sánchez-Cano, M. (2015). Developing and testing EVALOE: a tool for assessing spoken language teaching and learning in the classroom. Child Language Teaching Therapy, 31(3), 287-304.

Gràcia, M., Galván-Bovaira, M. J., & Sánchez-Cano, M. (2017). Análisis de las líneas de investigación y actuación en la enseñanza y el aprendizaje del lenguaje oral en contexto escolar. Revista Española de Lingüística Aplicada, 30(1), 188-209.

Mercer, N., Hennessy, S., & Warwick, P. (2019). Dialogue, thinking together and digital technology in the classroom: Some educational implications of a continuing line of inquirí. International Journal of Educational Research, 97, 187-199. doi: 10.1016/j.ijer.2017.08.007

Sedova, K. (2017). A case study of a transition to dialogic teaching as a process of gradual change. Teaching and Teacher Education, 67, 278-290.

Sedova, K., Salamounova, Z., & Svaricek, R. (2014). Troubles with dialogic teaching. Learning Culture and Social Interaction, 3(4), 274-285. doi: 10.1016/j.lcsi.2014.04.001

Sedova, K., Sedlacek, M., Svaricek, R., Majcik, M., Navratilova, J., Drexlerova, A., Kychler, J., & Salamounova, Z. (2019). Do those who talk more learn more? The relationship between student classroom talk and student achievement. Learning and Instruction, 63. doi: https://doi.org/10.1016/j.learninstruc.2019.101217

Gràcia, M. (2019). EVALOE SSD. Escala de Valoración de la Lengua Oral en contexto Escolar. Sistema de Soporte a la toma de Decisiones. Educación infantil y primaria. Aplicación digital

Gràcia, M. (2021). EVALOE SSD SEC. EVALOE SSD. Escala de Valoración de la Lengua Oral en contexto Escolar. Sistema de Soporte a la toma de Decisiones. Educación Secundaria. Aplicación digital.

Gibson, J. L., Newbury, D. F., Durkin, K., Pickles, A., Conti-Ramsden, G. & Toseeb, U. (2021) Pathways from the early language and communication environment to literacy outcomes at the end of primary school; the roles of language development and social development. Oxford Review of Education, 47(2), 260-283, DOI: 10.1080/03054985.2020.1824902

Gràcia, M., Alvarado, J. M., & Nieva, S. (2021). Assessment of Oral Skills in Adolescents. Children, 8, 11-36. https://doi.org/10.3390/children8121136.

Sedova, K. & Navratilova, J. (2020). Silent students and the patterns of their participation in classroom talk. Journal of the Learning Sciences. DOI:10.1080/10508406.2020.1794878

Gràcia, M., Alvarado, J. M., Vega, F., Jarque, M. J., Castillo, P., Adam-Alcocer. A. L. (2023). A digital tool designed to support secondary education teachers’professional development and to develop students’ oral languagecompetence. Computer Assisted Language Learning. Doi: 10.1080/09588221.2023.2197963