Cultural Programming as a tool for Linguistic Normalization: A Language Promotion Plan for Primary School.
Authorship
B.C.C.
Bachelor's Degree in Primary Education
B.C.C.
Bachelor's Degree in Primary Education
Defense date
02.06.2026 12:30
02.06.2026 12:30
Summary
This work presents the design of a Language Revitalization Plan (LRP) for the Primary Education stage, aimed at promotion the real an meaningful use of the Galician language in the school context. Based on an analysis of the current sociolinguistic situation, characterized by a decline in the habitual use of Galician among the younger population, the study highlights the fundamental role of the school as a space for linguistic socialization and cultural transmission. Linguistic revitalization is conceived as a comprehensive educational strategy that goes veyond formal language instruction, seeking to make Galician a driving force in the daily life of the school. The work is grounded in the current regulatory framework and develops a practical proposal linked to school commemorations, understood as educational contexts with high symbolic and participatory value. Overall, the LRP is presented as a flexible and transferable proposal aimed at strengthening the presence of Galician in schools and contributing to the process of linguistic normalization within the educational context.
This work presents the design of a Language Revitalization Plan (LRP) for the Primary Education stage, aimed at promotion the real an meaningful use of the Galician language in the school context. Based on an analysis of the current sociolinguistic situation, characterized by a decline in the habitual use of Galician among the younger population, the study highlights the fundamental role of the school as a space for linguistic socialization and cultural transmission. Linguistic revitalization is conceived as a comprehensive educational strategy that goes veyond formal language instruction, seeking to make Galician a driving force in the daily life of the school. The work is grounded in the current regulatory framework and develops a practical proposal linked to school commemorations, understood as educational contexts with high symbolic and participatory value. Overall, the LRP is presented as a flexible and transferable proposal aimed at strengthening the presence of Galician in schools and contributing to the process of linguistic normalization within the educational context.
Direction
ARES VAZQUEZ, MARIA DEL CARMEN (Tutorships)
ARES VAZQUEZ, MARIA DEL CARMEN (Tutorships)
Court
ARES VAZQUEZ, MARIA DEL CARMEN (Student’s tutor)
ARES VAZQUEZ, MARIA DEL CARMEN (Student’s tutor)
Gender stereotypes in Early Childhood Education
Authorship
M.E.P.
Bachelor's Degree in Early Childhood Education
M.E.P.
Bachelor's Degree in Early Childhood Education
Defense date
02.09.2026 18:00
02.09.2026 18:00
Summary
This Final Degree Project analyzes the influence of gender stereotypes in early childhood education, focusing on their social origins and their impact on the overall development of girls and boys. Based on a conception of gender as a social construct, this project reviews the main theoretical concepts related to sex, gender, identity, and stereotypes, incorporating contributions from feminism and critical pedagogy.In this sense, it delves into the presence of stereotypes in educational materials and games, the importance of inclusive language, and the role of teachers as key agents in education for equality. This work highlights the relevance of classroom organization and the conscious intervention of teachers as fundamental tools for promoting coeducational practices in early childhood education. Finally, it underscores the need for feminist education and solid teacher training on gender issues, both in initial and ongoing training. From this perspective, early childhood education is conceived as a key stage for preventing inequalities and building identities free of stereotypes, thus contributing to the development of a more just and egalitarian society.
This Final Degree Project analyzes the influence of gender stereotypes in early childhood education, focusing on their social origins and their impact on the overall development of girls and boys. Based on a conception of gender as a social construct, this project reviews the main theoretical concepts related to sex, gender, identity, and stereotypes, incorporating contributions from feminism and critical pedagogy.In this sense, it delves into the presence of stereotypes in educational materials and games, the importance of inclusive language, and the role of teachers as key agents in education for equality. This work highlights the relevance of classroom organization and the conscious intervention of teachers as fundamental tools for promoting coeducational practices in early childhood education. Finally, it underscores the need for feminist education and solid teacher training on gender issues, both in initial and ongoing training. From this perspective, early childhood education is conceived as a key stage for preventing inequalities and building identities free of stereotypes, thus contributing to the development of a more just and egalitarian society.
Direction
DOPICO GONZALEZ, MONTSERRAT (Tutorships)
DOPICO GONZALEZ, MONTSERRAT (Tutorships)
Court
DOPICO GONZALEZ, MONTSERRAT (Student’s tutor)
DOPICO GONZALEZ, MONTSERRAT (Student’s tutor)
Acquisition and promotion of the Galician language: design of learning situations for the stages of Early Childhood Education and Primary Education in a bilingual context
Authorship
X.S.I.
Double bachelor degree in Early Childhood Education and Primary Education
X.S.I.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
02.06.2026 11:00
02.06.2026 11:00
Summary
Oral language lays the foundations for the development of socialisation and thinking in early childhood. Understanding how language acquisition occurs is essential for designing strategies that ensure the transmission of Galician. Based on this idea, this Final Degree Project arises from the need to promote it in schools in order to combat the current situation of marginalisation it suffers. In this context, the main objective of this work is to design two learning situations, one for Early Childhood Education and the other for Primary Education. The aim is to ensure linguistic continuity between the two stages, enhance children's communicative competence and encourage the active use of our language in the bilingual Galician context. The theoretical framework includes an analysis of oral language and its acquisition in childhood, as well as information on bilingualism in education. It also includes a study of the current sociolinguistic reality in Galicia, which is characterised by a marked generational gap in the transmission of Galician. As for learning situations, they are based on an active and communicative methodology, in which the Galician language is a useful tool. The aim is to foster a positive attitude towards the language in the educational context. Finally, the conclusions are detailed, highlighting the importance of school as a compensatory space and the need to guarantee the survival and prestige of Galician.
Oral language lays the foundations for the development of socialisation and thinking in early childhood. Understanding how language acquisition occurs is essential for designing strategies that ensure the transmission of Galician. Based on this idea, this Final Degree Project arises from the need to promote it in schools in order to combat the current situation of marginalisation it suffers. In this context, the main objective of this work is to design two learning situations, one for Early Childhood Education and the other for Primary Education. The aim is to ensure linguistic continuity between the two stages, enhance children's communicative competence and encourage the active use of our language in the bilingual Galician context. The theoretical framework includes an analysis of oral language and its acquisition in childhood, as well as information on bilingualism in education. It also includes a study of the current sociolinguistic reality in Galicia, which is characterised by a marked generational gap in the transmission of Galician. As for learning situations, they are based on an active and communicative methodology, in which the Galician language is a useful tool. The aim is to foster a positive attitude towards the language in the educational context. Finally, the conclusions are detailed, highlighting the importance of school as a compensatory space and the need to guarantee the survival and prestige of Galician.
Direction
MARINO FERNANDEZ, ANA (Tutorships)
MARINO FERNANDEZ, ANA (Tutorships)
Court
MARINO FERNANDEZ, ANA (Student’s tutor)
MARINO FERNANDEZ, ANA (Student’s tutor)
Acquisition and promotion of the Galician language: design of learning situations for the stages of Early Childhood Education and Primary Education in a bilingual context
Authorship
X.S.I.
Double bachelor degree in Early Childhood Education and Primary Education
X.S.I.
Double bachelor degree in Early Childhood Education and Primary Education
Defense date
02.06.2026 11:00
02.06.2026 11:00
Summary
Oral language lays the foundations for the development of socialisation and thinking in early childhood. Understanding how language acquisition occurs is essential for designing strategies that ensure the transmission of Galician. Based on this idea, this Final Degree Project arises from the need to promote it in schools in order to combat the current situation of marginalisation it suffers. In this context, the main objective of this work is to design two learning situations, one for Early Childhood Education and the other for Primary Education. The aim is to ensure linguistic continuity between the two stages, enhance children's communicative competence and encourage the active use of our language in the bilingual Galician context. The theoretical framework includes an analysis of oral language and its acquisition in childhood, as well as information on bilingualism in education. It also includes a study of the current sociolinguistic reality in Galicia, which is characterised by a marked generational gap in the transmission of Galician. As for learning situations, they are based on an active and communicative methodology, in which the Galician language is a useful tool. The aim is to foster a positive attitude towards the language in the educational context. Finally, the conclusions are detailed, highlighting the importance of school as a compensatory space and the need to guarantee the survival and prestige of Galician.
Oral language lays the foundations for the development of socialisation and thinking in early childhood. Understanding how language acquisition occurs is essential for designing strategies that ensure the transmission of Galician. Based on this idea, this Final Degree Project arises from the need to promote it in schools in order to combat the current situation of marginalisation it suffers. In this context, the main objective of this work is to design two learning situations, one for Early Childhood Education and the other for Primary Education. The aim is to ensure linguistic continuity between the two stages, enhance children's communicative competence and encourage the active use of our language in the bilingual Galician context. The theoretical framework includes an analysis of oral language and its acquisition in childhood, as well as information on bilingualism in education. It also includes a study of the current sociolinguistic reality in Galicia, which is characterised by a marked generational gap in the transmission of Galician. As for learning situations, they are based on an active and communicative methodology, in which the Galician language is a useful tool. The aim is to foster a positive attitude towards the language in the educational context. Finally, the conclusions are detailed, highlighting the importance of school as a compensatory space and the need to guarantee the survival and prestige of Galician.
Direction
MARINO FERNANDEZ, ANA (Tutorships)
MARINO FERNANDEZ, ANA (Tutorships)
Court
MARINO FERNANDEZ, ANA (Student’s tutor)
MARINO FERNANDEZ, ANA (Student’s tutor)