Spanish Didactics

Recommended Prerequisites

Bachelor’s degree with at least 60 ECTS in Spanish.

Teaching Methods

Teaching methods may include:

- Expository presentations by the teacher;

- Analysis of texts and other materials;

- Viewing recorded lessons and, if possible, observing classroom activities;

- Completion of tasks by students (including researching teaching materials, structuring sets of materials, designing tasks, and planning didactic sequences);

- Creating (and, if feasible, staging) lesson plans;

- Solving interactive exercises to practice classroom discourse. 

Learning Outcomes

Students are expected to:

– Become acquainted with the process of learning Spanish and with ways of fostering this process in class;

– Understand the role of the cultural dimension as a fundamental criterion for selecting materials that portray the reality of Spanish-speaking countries and promote intercultural awareness;

– Identify and describe techniques for teaching the four language skills, vocabulary, grammar and pronunciation to Portuguese-speaking learners, so as to develop their communicative competence in Spanish; and justify the suitability of these techniques based on knowledge of the learning process and didactic principles;

–Develop basic skills in lesson planning, as well as in researching, analysising and producing teaching materials, and becoming aware of relevant principles regarding the use of different didactic and technological resources;

–Become acquainted with principles and tools regarding the use of Spanish in the classroom by teacher and students.

Work Placement(s)

No

Syllabus

The following topics will be addressed:

- The process of learning Spanish by Portuguese-speaking students and ways of fostering it in class

- Presence, representation and integration of the (inter)cultural dimension in teaching materials

- Process and development of written and oral comprehension and use of audiovisual materials in the Spanish class

- Interaction, written and oral production, tasks, feedback and error correction

- Spanish pronunciation and the influence of the mother tongue on classroom learning

- Vocabulary acquisition and pedagogical implications for its presentation and practice in class

- Techniques and materials for teaching grammar according to active methodologies

- Critical areas of the Spanish language and culture for Portuguese learners

- Lesson planning: defining lesson aims, structuring lessons, organizing learner activities

-Materials for the teaching of Spanish: research, analysis and production

-Possibibilities for using ICT

-Use of Spanish in class.

Head Lecturer(s)

Maria Luísa Aznar Juan

Assessment Methods

Assessment
Class participation and other tasks: 20.0%
Project: 40.0%
Mini Tests: 40.0%

Bibliography

Aznar Juan, M. L. (2023). Dificultades de los futuros docentes de español durante la práctica pedagógica supervisada en Portugal. In M. L. Aznar Juan, E. Gamazo Carretero & A. Sánchez Maíquez (Coord.). El español como lengua extranjera en Portugal III: Retos de la enseñanza de lenguas cercanas. Ministerio de Educación y Formación Profesional.

Herrera, F. & Sans, N. (Eds.) (2020). La gestión del aula de español. Desafíos y actuaciones. Difusión.

Hijazo-Gascón, A. (2021). Moving across languages. Motion events in Spanish a second language. De Gruyter.

Méndez Santos, Mª del C. (2022).101 preguntas para ser profe de ELE. Edinumen.

Muñoz-Basols, J., Fuertes Gutiérrez, M., & Cerezo, L. (Eds.). (2024). La enseñanza del español mediada por tecnología: de la justicia social a la Inteligencia Artificial (IA). Routledge.

Sántos Gargallo, I. & Pastor Cesteros, S. (Dirs.) (2022). Metodología de la investigación en la enseñaza-aprendizaje del español como L2/LE. Arco/Libros.