Cuestionario tras la lectura del libro de texto obligatorio: How Languages are Learned 3rd Edition (Oxford Handbooks For Language Teachers). Deberán además incorporar información de la asimilación de contenidos de las lecturas propocionadas en el curso virtual y debatidas en el foro. 

Una de los elementos básicos a la hora de responder  el cuestionario es la elaboración de respuestas que estarán condicionadas a la buena comprensión de los temas tratados en el libro, las implicaciones para la enseñanza de segundas lenguas y la propia experiencia docente si se tuviera. Sin embargo tendremos que tener en cuenta que no existen principios básicos que garanticen la elaboración de una sola respuesta posible. Esto quiere decir que los criterios de evaluación del cuestionario son: el tipo  o formato de respuestas dadas tentiendo en cuenta su redacción y el orden o secuencia de las mismas de acuerdo con los temas estudiados en el libro, haciendo referencia a los pasajes, páginas o estudios de caso examinados en el mismo. La reflexión particular de acuerdo con la experiencia propia también debería hacer referencia a esos temas tratados en el libro. Habrá que incluir una lista de referencias de las lecturas consultadas durante la elaboración del cuestionario.

This questionnaire cannot be delivered in September.

Design one of the three projects (Project 1, Project 2 or Project 3) mentioned below. (A full description of each task will be provided in the online course).

Project 1: Student's Profile

From 5,000 words (mínimum) to 10,000 words (máximum)
Conduct an extensive audio-recorded interview with a non-native speaker of
English with a view to analyzing the language from a morpho-syntactic and
semantic perspective of the speaker's spoken language. If at all possible, a writing sample from the interviewee is required to be able to use it as a part of the analysis. Provide suggested changes and a general assessment of the students' production according to his/her expected language level.

Project 2: GRAMMATICAL STRUCTURE ANALYSIS & ASSESSMENT METHODS FROM A COMMUNICATIVE LANGUAGE TEACHING (CLT) APPROACH
From 5,000 words (mínimum) to 10,000 words (máximum)
Using as many sources as possible or available (Grammar textbooks at their students' choice), students are expected to incorporate a number of communicative tasks to supplement the structural activities in those chosen textbooks. In addition, CLT principles need to be added to lesson development.  Within this same approach, practice as reinforcement and assessment methods need to be mentioned as well.

Project 3: CLIL vs ESL. From 5,000 words (mínimum) to 10,000 words (máximum)

Conduct an extensive audio-recorded interview with two teachers from a public or a private school. One of the teachers will have experience in a bilingual education program regarding the CLIL approach (for instance, teaching Science in English) and the other teacher will have experience in teaching English as a Second Language. Prepare a 20-item questionnaire based on how each teacher addresses students’ errors, namely, lexicon, syntax, morphology, and semantics, among others. Once the information has been gathered, write a comparative report based on the findings collected in the questionnaire. Link each of the results with the arguments discussed in Spada and Lightbown’s book “How Languages are Learned”. If at all possible, a writing sample from the interviewee is required to be able to use it as a part of the analysis.

Format of Paper: This really depends on how much information can be gathered
to support the project analysis. It should be around 12 pages, typed and double
spaced.  An introductory section is required. The project on language acquisition should follow all the steps mentioned in the course. The project on grammar teaching should include some theoretical claim followed by examples and practice to be used in the classroom. In both projects a list of references of the books or links used during the writing of the project is also required.

Only one project is required as part of the assessment in February, together with the Book questionnaire. For those students who prefer to be assessed in September, they are required to complete at least two projects if they decide to be assessed then and obtain up to 100% of the final grade.

La nota final es la suma del cuestionario (20%) y del proyecto (convocatoria de febrero, 80%) / proyectos elegidos (convocatoria de septiembre, 80%).