Abstract:

This work presents a research and an intervention on Final Degree Project (FDP). It was carried out in the Primary Education Degree in the University of Seville (US). The researcher ´s experience as a FDP mentor provides references and justifications for curriculum modifications along the degree.
In order to do so, it is produced a modification in Spanish Language syllabus. The focus is now in the process and interrelations of the syllabus contents. The syllabus is specially grounded on the oral and written expressions under the linguistic competences and Common European Framework for Languages. Criteria evaluations are stated in terms of a final paper made of two parts: a scientific article and article execution afterthoughts. The article will be graded according FDP evaluation guidelines. Students´ evaluations on the changes will validate the attainment of objectives. This will be done at the end of the first term and the end of fourth grade. In this way, the execution of the research is clearly process-based which will in turn model future teachers.
The process and subprocesses implied will offer a different perspective to students: they will not only study Spanish language but will able to manage and control it. They will then be real users of their mother tongue not merely Spanish Language students.

Keywords:

curriculum, language, research, undergraduate.