Didáctica de la Literatura (Inglés)

GUÍA DOCENTE DE LA ASIGNATURA:
DIDÁCTICA DE LA LITERATURA (INGLÉS)
DATOS BÁSICOS DE LA ASIGNATURA
PLAN DE ESTUDIOS: 2001
CÓDIGO: 155113I
Créditos totales
LRU
Créditos teóricos
HORAS ECTS
8
CURSO: 3.º
LRU
HORAS ECTS
Créditos prácticos
LRU
6
150
2
CUATRIMESTRE: 2.º
CICLO: 1.º
DATOS BÁSICOS DEPARTAMENTO/S RESPONSABLE/S
DEPARTAMENTO/S: Didáctica de la Lengua y la Literatura
ÁREA/S: Didáctica de la Lengua y la Literatura
E-MAIL [email protected]
TF: 958243965
FAX: 958244187
URL WEB: www.ugr.es/local/didlen/
DATOS ESPECÍFICOS DE LA ASIGNATURA
1. DESCRIPTORES SEGÚN BOE:
2. SITUACIÓN
2.1. La asignatura en el
contexto de la titulación
2.2. Recomendaciones
3. COMPETENCIAS
3.1. Competencias
transversales genéricas
200
TIPO: Obligatoria Universidad
HORAS ECTS
50
The contents of this subject will provide students with the necessary didactic, discursive,
and literary competences in order to qualify for the teaching of English as a second
language in Primary Education (reading, writing, using appropriate texts, children’s
literature).
The sessions will be conducted in English. Therefore, we recommend students to have an
intermediate level of English, a B2. Attendance to the lectures is a necessary requirement.
Oral and written communication in English.
Being able to manage information.
Capacity to work collaboratively.
Develop a learning autonomy.
Respect to diversity and multiculturality.
Being able to plan sessions and tasks.
Developing critical reflection.
Cognitivas (Saber):
To develop discursive and literary competence in English.
To learn about the most important Anglo-american literary genres, periods and authors.
To develop didactic competence (becoming familiar with current) with respect to the
selection and use of literary texts in the teaching of English.
Analyising current trends in relation to the selection and use of literary texts in the teaching
of English.
3.2. Competencias
específicas
Procedimentales/Instrumentales (Saber hacer):
Being able to apply the knowledge and techniques acquired throughout their training in
different educational contexts.
Being able to apply action research.
Practising useful methodologies in order to work with literature in the English classroom.
Actitudinales (Ser):
To develop interpersonal abilities and an attitudinal competence which will
facilitate relations with students, teaching staff and other members of the
educational community.
Developing existential competence (values, motivational development) in relation
to the teaching profession.
To adopt a reflective attitude on the learning processes of the second language using
autonomous resources based on observation and analysis.
4. OBJETIVOS Y PRINCIPIOS DE PROCEDIMIENTO O CRITERIOS DE ACTUACIÓN
- To become familiar with anglo-american writers, periods and literary genres.
- To develop a positive attitude towards reading and working with literary texts.
- To become familiar with texts for children in English.
- To be able to recognize literary conventions(narratological aspects, intertextual references, rethorical figures, formal
structure of texts)
- To be able to work successfully with storytelling, picture books, prose texts, poetry and drama in the language
classroom.
- To become familiar with certain literary trends and movements.
- To become familiar with the selection, and treatment of literary texts according to different educational levels.
- To develop an aesthetic response in relation to literature.
- To develop communicative competence(content-based approach)
- To develop existential competence through the use of literary and artistic texts (multicultural aspects)
5. CONTENIDOS TEÓRICOS Y PRÁCTICOS
THEORETICAL CONTENTS
Working with literature in English.
- A n introduction to the history of Anglo-american literature.
- Text analysis.
- Literary reading. The reading process. Extensive and intensive reading. Reading selection.
- Trends in literature. Literature for children. Storytelling.
Creative writing. The writing process.
- Texts, contexts. Approaches to different texts and genres.
PRACTICAL CONTENTS
- Working sessions and collaborative work.
- Methodological approaches to poetry, prose, and drama.
- Working with literary texts: planning, organizing, putting into practice in the classroom environment.
- Working with children’s literature in an interdisciplinary way.
-Reading workshop.
6. METODOLOGÍA
Presentation of conceptual contents with the aid of new technologies in education.
Seminars to deal with specific aspects and critical discussion of the bibliography provided.
Practical sessions (reading workshop, presentation of collaborative work on the part of the students)
Autonomous work (use of portfolios/workbooks)
Use of the internet as a source of independent practice and learning.
7. HORAS ESTIMADAS DE TRABAJO DEL ALUMNO/A
ACTIVIDADES
7.1. Actividades gran grupo
dirigidas por el docente
7.2. Actividades pequeño grupo
dirigidas por el docente
7.3 Actividades autónomas del
alumnado
Observaciones:
8. EVALUACIÓN
80 hours.
40 hours.
40 hours.
Students will be assessed on the basis of:
Attendance, the attitudinal competence and the active collaboration and participation in the suggested
tasks.
Written exam.
Presentation of individual and collaborative work.
Students’ presentation of individual and collaborative work.
Students’ completion of a portfolio/workbook.
The students’ regular attendance, class participation and task completion will be asessed by means of
classroom observation and continuous evaluation techniques.
Interviews.
Written exam.
Criterios
Instrumentos
y técnicas
- Level of cognitive knowledge with regards to conceptual contents.
- Development of discursive and didactic competences in relation to the topics addressed by the
subject.
- Good command of oral and written language.
- Attitudinal factors (participation, critical reflection)
Criterios de
calificación
9. BIBLIOGRAFÍA
General
Específica
- Pérez Valverde, Cristina (2002). Didáctica de la Literatura en Lengua Inglesa. Granada: GEU.
- Pérez Valverde, Cristina & Jesús Muros (2004). “Discourse competence in the EFL classroom”, TEFL
in Primary Education, eds. Daniel Madrid & Neil McLaren. Granada: GEU.
- Muros Navarro, Jesús (2004). Teaching Anglo-american Literature. Granada: GEU.
- Jáimez, Sacramento & Cristina Pérez (2005). “Literature in the ELT classroom”, TEFL in Secondary
Education, eds. N. McLaren, D. Madrid & A. Bueno. Granada: GEU.
- Phillips, Sara (1996). Aula de Inglés Activa. Oxford: Oxford University Press.
- Wright, Andrew (1995). Storytelling with children. Oxford: Oxford University.
- Brewster, J. Ellis, G. & Girard D. (1994). The Storytelling Handbook for Primary Teachers. London:
Penguin.
- Carpenter, Humphrey & Mari Prichard (1995). The Oxford Companion to Children’s Literature.
Oxford: Oxford University Press.
- Carter, Ronald & M.N: Long (1991). Teaching Literature. New York: Longman.
- Collie, Joanne & Stephen Slater (1987). Literature in the Language Classroom. Cambridge:
Cambridge University Press.
- Duff, Alan & Alan Maley (1990). Literature. Oxford: Oxford University Press.
- Hedge, Trixia (1988). Writing. Oxford: Oxford University Press.
- Hunt, Peter (1994). An Introduction to Children’s Literature. Oxford: Oxford University Press.
- Madrid, D., Muros, J., McLaren, N. (1989). Making friends with songs. Valladolid: La Calesa.
- Muros, J. et al. (1994). Making friends with rhymes. Valladolid: La Calesa.
10 CALENDARIO Y/O CRONOGRAMA ORIENTATIVO DE LA ASIGNATURA