MÁSTER UNIVERSITARIO EN ENSEÑANZA BILINGÜE. INICIO MARZO 2019

Bienvenido al Máster Universitario en Enseñanza Bilingüe de la Universidad Francisco de Vitoria.

Queremos darle la bienvenida al Máster Marzo 2019.

>> INFORMACIÓN SOBRE EL INICIO:

1. Sesión de Presentación por videoconferencia:

• Presentación del máster: 12 de Marzo a las 17:00h
• PRESENTACIÓN DE BIENVENIDA
• Para acceder a la sesión de videoconferencia de presentación y bienvenida PINCHE AQUÍ
• GRABACIÓN SESIÓN BIENVENIDA

• Sesión explicativa de metodología: jueves 14 de marzo a las 17:30. PINCHE AQUÍ
• PRESENTACIÓN SESIÓN METODOLOGÍA
• GRABACIÓN SESIÓN METODOLOGÍA

• Sesión explicativa de prácticas: lunes 18 de marzo a las 17:00. PINCHE AQUÍ
• PRESENTACIÓN SESIÓN PRÁCTICAS
• GRABACIÓN SESIÓN EXPLICATIVA DE PRÁCTICAS

2. El inicio de las clases por videoconferencia será: 18 MARZO

• Las clases serán principalmente de Lunes a Viernes en horario de tarde.
• Las clases quedan grabadas.

3. Pasos necesarios que debe haber realizado para comenzar el máster:

• Enviar documentación compulsada ante notario para realizar la admisión.
• Realizar Domiciliación Bancaria

Próximos pasos:

• Desde la universidad recibirá un email con las claves para poder acceder a la plataforma y a la matrícula. Aquellos que no hayan entregado toda la documentación debidamente compulsada, no podrán realizar la matrícula.

No podrá comenzar, ni matricularse ningún alumno que no haya realizado la domiciliación bancaria, ni aquellos que no hayan entregado la documentación completa.

Quedamos a su disposición para cualquier duda o consulta.

>> CALENDARIOS

CALENDARIO GENERAL

CALENDARIO

>> SESIONES

>>UNIDADES DIDÁCTICAS/ACTIVIDADES: 

• MATERIALES
  • UU.DD 1
    • 1st SESSION
    • Forum: Read the following articles: “Early language learning in Germany” (Angelika Kubanek-German) and “Early Language Learning in Switzerland” (Regine Fretz). Summarise their main ideas and compare them. Include your ideas in the forum and discuss. (Find the articles here: http://archive.ecml.at/documents/earlystart.pdf)
  • UU.DD 2
    • 2nd SESSION
  • UU.DD 3
    • 3rd SESSION
  • UU.DD 4
    • 4th SESSION
    • Forum: WHAT DO I HAVE TO DO? FIRST: Watch the following webinar given by Symbaloo, Additio and Genially about Break Outs. Include your ideas in the forum and discuss. What was the most interesting thing you have learnt? Have you ever carried out a Break Out in your class? https://www.youtube.com/watch?time_continue=907&v=2E5htjR5Tk4  SECOND: Comment on the forum, which has been opened on the platform, about your ideas and thoughts on the topic.

•  ACTIVIDADES
  •   Activity 1
  •   Activity 2

• MATERIALES
  • UU.DD 1
    • PPT 1
    • Cognitive theories_Helot
    • Forum: After reading “First and second language learning in early bilingual education. Cognitive theories and their implications for teachers” by Hélot, name and summarize from 2 to 4 key ideas about cognitive theories and L2 learning. Length: From 100 to 200 words. Spelling, grammar and sense mistakes will be penalized. The forum will be available from 18/03 to 18/04
  • UU.DD 2
    • PPT 2
    • Forum: Summarizing Krashen articles. Please go to http://sdkrashen.com/articles.php, choose one of the online articles of the wonderful S. Krashen, read it and write here the summary. Remember to start your message writing the name of the paper you have chosen.Length: From 100 to 200 words. Spelling, grammar and sense mistakes will be penalized. The forum will be available from 03/10 to 04/10.
  • UU.DD 3
    • PPT 3
  • UU.DD 4
    • PPT 4
    • ARTICLES INTERLANGUAGE AND ESL ERRORS-20181020
  • UU.DD 5
    • PPT 5
• ACTIVIDADES
  • Activity 1
    • In groups (from 2 to 4 people) create a presentation explaining:-The concept of interlanguage and its different features.-English interlanguage of Spanish speakers. Errors’ typology and examples.-When and how to correct errors in the SL classes. Types of corrective feedback.From 25 to 50 slides. Keep in mind to do it visual (pictures, drawings, videos,…).Deadline: 06/02
  • Activity 2
    • Create a summary chart explaining the following methodologies: Grammar-translation, Audiolingual, TPR, Natural Approach – Direct Method, Communicative approach. You have to include the following points: Psychological / linguistic bases, advantages and drawbacks (focusing on the competences) and an activity sample. It could be done in pairs.Deadline: 06/28

• MATERIALES
  • UU.DD 1
    • The concepts of bilingualism and bilingual education
    • Bilingualism With and Without Diglossia, by Joshua Fishman
    • Forum 1: select significant texts from newspapers, magazines, blogs, etc. dealing with the attitude of society and the State regarding bilingual education. The texts can refer to any system in the world. There are only three requisites: 1) they must be in English; 2) they must be non-academic; and 3) they must include aspects open to discussion. Oh, and do not paste the whole text, only the link. As you know, all of you must make at least one significant contribution, although for debate to arise, it would be great if you also commented on your fellow students’ posts.   Each forum provides a maximum of a 5% of the general grade. Do not forget to check the assessment criteria applied to this specific activity (see attached document in the “Announcements” forum).
    • Forum 2: select significant texts from scientific journals and other academic publications (monographs, for example) and show how they relate to the contents of the course. The texts can refer to any of the points tackled in our lessons. There are only three requisites: 1) they must be in English; 2) they must be academic (that is, they must contain bibliografical references, be authored by experts and come from scientifically reliable sources); and 3) they must include aspects open to discussion. Oh, and do not paste the whole text, only the link. Here you can find a list of peer-reviewed journals in the field of Education. Texts can also be extracted from books like those included in the list of bibliographical references of the course. As you know, all of you must make at least one significant contribution, although for debate to arise, it would be great if you also commented on your fellow students’ posts.   Each forum provides a maximum of a 5% of the general grade. Do not forget to check the assessment criteria applied to this activity (see attached document in the “Announcements” forum).
  • UU.DD 2
    • Objectives and types of bilingual education
    • Analyzing Types of Bilingual Education, by Steve McCarty
  • UU.DD 3
    • Programs of bilingual education throughout History
    • Programs of bilingual education throughout HistoryA Brief History of Bilingual Education in the United States, by David Nieto
  • UU.DD 4
    • Bilingualism and bilingual education nowadays
    • Bilingual Education in Canada, by Jesús García Laborda
•  ACTIVIDAD
  • Final assignment

    • Comparison of two bilingual educational systems. Deadline: June 28

      INSTRUCTIONS

      The systems do not have to correspond to different countries, or even territories. They may refer, for example, to the same region and apply to the same people/citizens (Catalonia, Québec, Ireland, etc.). What I want you to do is give an overview of the legal bases of the selected systems and the criticism they have given risen to among the general public, resorting both to legal documents and bibliographical sources (academic and non-academic). All this should lead to a soundly reasoned personal opinion, which you are expected to provide in the last chapter of the text.

      Please find attached a PDF with the points that will be assessed, and how, and an example provided by a former student. Hope you find these documents useful and enlightening. As you see, I value the use of English as much as other, more academic, aspects. The depth is based on the level of detail shown in the presentation of the systems and the recollection of statements concerning their implementation. As regards the personal contribution, it focuses mainly on the part where you defend your views on the systems analysed.

      I guess I do not need to state it, but plagiarism is severely penalized. You need to reference any amount of text you quote or reproduce literally. Here are some guidelines that will help you determine whether your essay might be problematic in this sense:

      1) More than one page copied without reference (normally more than a 45% in TURNITIN, the software used for this purpose): invalidation of the whole essay (in this case, you would have to wait for the re-take period to pass the subject, even if you had a high grade in the exam and the forums).

      2) More than half a page copied without reference  (normally between a 35% and a 45% in TURNITIN): fail.

      3) Any amount of significant text (more than one paragraph, let’s say) copied without reference: it would depend on the seriousness of the case, but it would have an impact on the grade, anyway.

      Needless to say, most of the text must be yours. This means that, even if you provide the reference for the quotations, you are still expected not to rely too much on someone else’s work. In other words, you cannot quote everything: you quote opinions, interpretations, etc. For general information on a topic, you should use your own sentences and, then, provide the reference to the bibliographical source. And if you quote here, it must be one or two sentences, not whole paragraphs. More than a 50% of matches, even if they are of referenced texts, means invalidation.

      What else? Oh yes: the template and the name of the file. The latter must include both your surnames (unless you have only one, that is), like this: “Carrera Garrido”. As for the template, you can find it attached here, too.

      Bear in mind you can only make one submission, so please check it carefully before uploading it: unless you submit the wrong document (an essay corresponding to another course, for example), or there is a technical problem which does not allow me to open the file, there will be no turning back.

      The document itself must be in WORD format, so I can introduce the corrections and mark them with the “Track changes” tool, and it is expected to follow the guidelines provided in the “Assessment” file (type and size of font, line spacing, etc.). Disregarding these formal aspects –as well as those concerning the citation style– will also affect the general grade.

      That is all, I think. Should you have any other query, do not hesitate to ask. Try, in any case, to do research on the net or take some time to reflect on your doubts before raising issues which may be solved by your own means. This does not mean, of course, I will not reply the most obvious queries: on the contrary, I hope everything is clear before the submission.

      Good luck!

      • Assessment criteria (final essay)
      • Example (final assignment)
      • Template_UFV

• MATERIALES
  • UU.DD 1
    • UNIT 1
  • UU.DD 2
    • UNIT 2
  • UU.DD 3
    • UNIT 3
  • UU.DD 4
    • UNIT 4
    • Forum: In this forum you can write down your reflective practices about the corresponding lessons: Triangle-Square-Circle. Triangle: Write down three important points from the presentation. Square: Write down anything that “squares” (agree with)  with your thinking. Circle: Write down anything that is still “circling” in your head or questions that you might have. One post in the forum will be enough for you to get your participation mark.
•  ACTIVIDAD
  • Subject project
    • Create a PowerPoint presentation about ONE of the following topics (20-50 slides):1. How would you introduce to all the teachers in a school what a Bilingual Programme is and how to organise it (create the PPT that you would use with them).2. Create a presentation about a topic of a subject taught in English to help students who are struggling with the Bilingual Programme (create the PPT that you would use with those students): natural science, social science, technology, arts ad crafts…Deadline: June 28th 2019Upload it to the platform
      • SUBJECT PROJECT

• MATERIALES
  • UU.DD 1
    • Module 1
    • Presentation – Biliteracy and second language literacy
    • Forum 1: READING ASSIGNMENT #1. BEFORE READING: The idea here is that we debate and have a discussion about what being bilingual entails. There are no wrong or right answers, just give your opinion and agree or disagree with your partners. However, even if you disagree, please do it politely. You can post once (minimum length 500 words) or twice (minimum length 250 words). You’re welcome to make use of your own personal experiences. Also, try to connect the article and your post to the contents of this subject (either the PowerPoint presentations or the live lectures).

Please answer the following questions:

                                      * Can it be confusing for children to learn two languages in their early years or does it make them smarter?

                                      * Should one parent only speak in one language to the child so as not to confuse the infan

                                      * How early is it convenient to teach a child a second language?

                                      * Will children experience a greater likelihood of problems?

                                         (For instance, consider the word “once” – it exists in both Spanish and English but despite its having the same spelling,the meaning and the pronunciation are different)

                                 AFTER READING: You can download the article from: https://www.researchgate.net/publication/259822414_Bilingualism_in_the_Early_Years_What_the_Science_Says1.

                                      * What do you think? Did the article come to confirm or defy your previous ideas?

                                      * Did you find anything particularly surprising?

                                      * Do you think the article’s findings are going to make you change anything in your teaching (or parenting, if applicable)?

                                              DEADLINE FOR POSTING — 28th June 2019

• • UU.DD 2
    • Module 2
    • CASE STUDY INSTRUCTIONS
    • Forum 2: READING ASSIGNMENT #2. In the four modules, especially in module 3, we have spoken about the difficulties our students might face in their becoming biliterate. But what about the difficulties teachers face? There is no doubt that teaching is an incredibly rewarding task. In the words of writer William Arthur Ward, “The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.”  But teaching can also, at times, be hard and our mission to teach is often plagued by difficulties. As our last assignment, I’d like you to read about Francisco’s teaching journey. I am uploading it in the thread called FORUM 2 – TEXT. (N.B. I only need you to read from page 2 to page 7 in the page numbers; or pages 15 to 20 of the pdf file). Please address these questions.
      • What do you think of the difficulties Francisco found?
      • What difficulties have you found as a bilingual teacher?
      • What challenges do you find when teaching English language learners?
      • You’re welcome to make use of your own personal experiences. Also, try to connect the article and your post to the contents of this subject (either the PowerPoint presentations or the live lectures).

                                             The idea here is that we debate and have a discussion about what being bilingual entails. There are no wrong or right answers, just give your opinion and agree or disagree with your partners.

                                             However, even if you disagree, please do it politely. Minimum word length – 500 words. Please type your contribution (instead of submitting it as an attachment).

                                             DEADLINE FOR POSTING June 28th, 2019

• • UU.DD 3
    • Module 3
  • UU.DD 4
    • Module 4
    • CONCLUSIONS – Biliteracy and Second Language Literacy
•  ACTIVIDAD
  • Final assignment
    • You can submit it as a PDF version of your PowerPoint presentation (preferred) or a powerpoint presentation file.  IMPORTANT — Please scan it for viruses.Please name your files following this structure LAST NAMES first name.Example: GOMEZ GALISTEO Carmen.pdfIf your assignment includes phonetic symbols, I do recommend a pdf version, as different versions of word processing software might make the symbols “disappear” or appear differently.it is 40% of the final mark in the convocatoria ordinaria.DEADLINE — June 28th, 2019 (23.55)

• MATERIALES
  • UU.DD 1
    • Topic 1. Introduction to oral skills
    • Topic 1. Introduction to oral skills
    • ENLACE LIBRO
    • LINKS UNIT 1
    • Forum: How can we help students to develop their identities through language? Use concepts studied and read (Sevilla Vallejo, Santiago. Why should teachers tell stories at class. Narration for Educative and Identity Purposes, pp. 287-294. https://www.academia.edu/34059462/Why_should_teachers_tell_stories_at_class_N arration_for_Educative_and_Identity_Purposes) and give a practical example 
  • UU.DD 2
    • Topic 2. Oral skills
    • WEB
  • UU.DD 3
    • Topic 3. Communicative identity
    • Lovecraft. The Outsider
    • WEB
  • UU.DD 4
    • Topic 4. Practice of oral skills
    • Scrievener_Why Should Teachers Tell Stories at Class
    • WEB
•  ACTIVIDAD
  • FINAL TASK
  • lesson_plan_no_tobacco_day

• MATERIALES
  • UU.DD 1
    • THE BICULTURAL COMPETENCE_UNIT 1
  • UU.DD 2
    • THE BICULTURAL COMPETENCE_UNIT 2
    • Forum: One of the main drawbacks regarding CLIL is that, currently in Spain, it is possible to find highly competent English teachers with a proficient knowledge of the language and its teaching, but with no credentials and proper subject matter training to teach other courses such as science, mathematics and/or music. The opposite also holds true: incredibly experienced teachers in the aforementioned areas, but with little or no knowledge whatsoever of the English language.How do you think CLIL can be successfully implemented in Spain given this situation?Which alternatives/solutions could you offer to solve this state of affairs?Do you think the circumstances underlying this situation will change soon? Why or why not?(100-150 words) Remember it is important to stick to the extension required.
  • UU.DD 3
    • THE BICULTURAL COMPETENCE_UNIT 3
    • GUIDE
  • UU.DD 4
    • THE BICULTURAL COMPETENCE_UNIT 4
    • Project Example
    • Forum: In an interview with Jennifer Jenkins conducted in 2016, the Chair of Global Englishes at the University of Southampton was asked by the interviewer if she saw any space for books designed to teach English in the educational setting that featured more instances of other world Englishes rather than the British and the American models, to which she answered: “American and British norms are becoming increasingly irrelevant globally.”Do you agree with this statement? Why or why not?Do you think English course books in the near future will incorporate other varieties, such as the Australian, the South African and/or the Hong-Kong one?(100-150 words) Remember it is important to stick to the extension allowed.Bibliography: Jenkins, J. (2016). “English as a Lingua Franca: Interview with Jennifer Jenkins.” TEFL Equity Advocates and Academy: teflequityadvocates.com/2016/02/03/english-as-a-lingua-franca-interview-with-jennifer-jenkins/. Last accessed: 15^th October 2018.
• ACTIVIDADES
  • Project
    • Create a PowerPoint presentation to teach your students in the bilingual programme socio-cultural aspects about an English-speaking country of your choosing.
    • 20-40 slides including title, index and bibliography.
    • Your presentation MUST include a final slide with all the bibliography consulted and/or used for your project.
    • Items that will be taken into consideration for the grading of your project:
      • Content of the slides appropriate to the topic at issue, as well as insightful, interesting, and enriching.
      • Well-organised, coherent and relevant ideas.
      • Adequate correspondence image-text: not too many images, but the presentations should be attractive. Try to choose useful and explanatory images and avoid relying on unrelated, gratuitous and/or content-empty images.
      • Correct spelling and use of English.

MAGISTER

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