Xaloc Oposicions - Anglès by Xaloc Oposicions

Cos de mestres

Temari AnglĂ¨s P.A.N Carrer Joan Obiols, 11-13, baixos 93. 280.09.90 640.846.261 info@xalocoposicions.cat

Cos de mestres

TOPIC 1: Language as commnication: Oral and writen language. Factors that deďŹ nie a comunicative situation: Transmitter, Reciever, functions and context

LANGUAGE AS COMMNICATION: ORAL AND WRITEN LANGUAGE. FACTORS THAT DEFINIE A COMUNICATIVE SITUATION: TRANSMITTER, RECIEVER, FUNCTIONS AND CONTEXT

Index 0. Introduction .................................................................................................. 2 1. Language as communication ....................................................................... 3 1.1.

Oral language ........................................................................................ 3

1.1.1 Components of oral language ............................................................. 4 1.1.2 Methodology for teaching oral language ............................................. 4 1.1.3. Techniques to promote oral communication ...................................... 5 1.1.4. Assessment of oral language ............................................................. 5 1.2.

Written language ................................................................................... 6

1.2.1.

Methodology for teaching oral language ......................................... 6

1.2.2.

Techniques to promote oral communication ................................... 7

1.2.3.

Assessment of written language ..................................................... 7

2. Factors that define a communicative situation ............................................. 8 2.1.

Functions of the communicative act ...................................................... 8

3. Conclusion ................................................................................................... 9 4. Bibliography and webgraphy........................................................................ 9 5. General overview ....................................................................................... 10 6. Key concepts ............................................................................................. 11

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TOPIC 1:

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0. Introduction Humans are the only specie that has the abilities to comprehend and express both oral and written language. Communicating through verbal and non verbal language, combining verbal and non verbal aspects, clearly separate humans from animals. Taking into account the legal Catalan framework (LEC 12/2009), the education Department has developed several documents in order to specify the different competences associated to the linguistic ambit. The most relevant document is the Catalan curriculum, regulated by Decree 119/2015. The linguistic competence in foreign language is structured in 5 dimensions: •

Oral communication dimension

•

Written expression dimension

•

Reading comprehension dimension

•

Literary dimension

•

Plurilingual and intercultural dimension.

Within this topic, oral communication and written expression dimensions are going to be treated concerning theoretical, methodological and assessment aspects. Is is interesting to take into account the linguistic competences that are in each of this two dimensions.

Oral communication Dimension: -

Competence 1: Obtain the basic information and understand easy oral texts adapted about the daily life, the media and the academic world.

Competence 2: Plan and produce brief and easy oral texts appropriate to the communicative situation

Competence 3: Interact orally according to the communicative situation using the basic conversational strategies. 2

Competence 7: Plan easy texts from the identification of the most relevant elements of a communicative situation

Competence 8: Produce easy texts with adaptation to the communicative situation and supported. Competence 9: Revise the text to improve the function of the communicative situation and with specific supports.

1. Language as communication The main purpose of language is communication, which is defined as the exchange of information between two or more individuals, which involves the complex processes of production and comprehension. It includes both verbal and non verbal elements.

1.1.

Oral language

The pedagogical orientations born in the 1970s gave priority to oral expression rather than the written one when learning a new language. They highlighted the importance of speak well and to be able to listen comprehensively. It is known that mistakes done in oral communication will influence written expression. This is also contemplated in the Catalan curriculum, which is based on competencies and regulated by Decree 119/2015. The organic law LOMCE (2013) in its article number 19 , also underlines the importance of oral comprehension and expression because: a) Human language is mainly oral. b) Children learn to speak before they start primary school. c) Oral language takes part in all statements of affective, social and intellectual human life.

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Written expression Dimension:

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When teaching oral language, it is necessary to take into account two important aspects: - It is more complex than written language because the interlocutor is directly present and it is produced automatically. - - It is necessary to treat phonic aspects and prosodic aspects (features, intonation, accent, rhythm,…) 1.1.1 Components of oral language According to Lindfors (1920-1995), oral language has 3 components, which are used together by speakers in social situations. a) Phonological aspects: Combination of sounds to create morphemes. b) Semantic components: Is made up of morphemes that form words. c) Syntactic components: Is formed by the rules that enable people to combine morphemes into sentences. The author also sustains that children’s language occurs through: - The interaction among people - The interaction and the stimulus from the environment - Children’s own thinking activities

1.1.2 Methodology for teaching oral language Students must feel the need to communicate starting by their own experience. As teachers, we must make our best in order to help them feel the need to communicate. In that sense, the educator always has to start any activity by children’s interest and experiences. The objective, according to the catalan curriculum regulated by Decree 119/2015 is to create real and significant contexts. The 4 methodological principles when teaching a language are: a) Principle of activity: Learning by doing and practicing b) Principle of socialization: promote students’ interaction c) Principle of individualization: mental and linguistic development is different in each child. 4

engaged with that.

1.1.3. Techniques to promote oral communication There are loads of different activities to promote oral interaction. Some of them are individual (monologues) and some others require more than one subject (dialogues or group conversations). As teachers, being creative is an important point to promote real life situations which involve children to combine linguistic resources (lexical, semantic and morphological aspects) with the extra linguistic resources (gestures and body language): dramatization, exposition or explanations, telephone conversation, interviews or surveys, etc.

1.1.4. Assessment of oral language According to the evaluation order ENS/164/2016, there is one dimension specifically for oral communication that comprises 3 competences: Oral communication Dimension: -

Competence 1: Obtain the basic information and understand easy oral texts adapted about the daily life, the media and the academic world.

Competence 2: Plan and produce brief and easy oral texts appropriate to the communicative situation

Competence 3: Interact orally according to the communicative situation using the basic conversational strategies.

Each competence is based on grading levels, which are established on the document “Competències bàsiques per l’àmbit linguistic” and regulated by the Catalan curriculum. To promote oral productions in English, the teacher will provide a rich environment with a wide variety of activities. In this sense, cooperative

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d) Motivation: the starting point of any leaning is being emotionally

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work is crucial. Not only this, but also activities based on real, known and close situations for students. 1.2.

Written language

Written language is considered a second form of language, concerning oral language as the first one. In written code there is a lack of reaction on receivers’ side and there are not paralinguistic features (gestures or body language), either. 1.2.1. Methodology for teaching oral language As the Catalan curriculum says, for covering the written expression dimension the methodology applied is based on tasks that require their publication (blogs, posters, magazines, etc.) in order to locate them in a real context of language. Therefore, the written task will be almost always framed into a learning sequence that requires the other basic linguistic skills such as speaking, reading, interacting or listening. The activities will promote the enjoyment for writing. Seeing that, they will encourage students to do a creative use of English (creating rhymes, create stories, songs, etc.). For that, ICT tools can become a good help. •

All the written productions will have a very clear objective and a specific person or the people who is going to be addressed to.

•

Writing activities will be always considered as a process more than as an objective itself. To make that possible, the teacher has a crucial role as a guide in order to provide the students with the necessary supports and patterns.

•

Brainstorming for activating children’s previous knowledge and the purpose of the task

There are 3 main types of practices to promote oral communication: a) Controlled practice: involves activities such as scrambled sentences, short texts, substituting some missing words, etc. b) Guided/directed practice: It implies following a model and writing short texts with oral instructions, link sentences logically, take notes of what they hear, etc. c) Free practice: In involves activities such as reading real articles from the newspaper, talk orally about a topic, etc. 1.2.3. Assessment of written language According to the evaluation order ENS/164/2016, there is one dimension specifically for oral communication that comprises 3 competences:

Written expression Dimension: -

Competence 7: Plan easy texts from the identification of the most relevant elements of a communicative situation

Competence 8: Produce easy texts with adaptation to the communicative situation and supported.

Competence 9: Revise the text to improve the function of the communicative situation and with specific supports.

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1.2.2. Techniques to promote oral communication

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2. Factors that define a communicative situation Communicating is the process of transferring information in which the addresser transmits the information to a receiver.

2.1.

Functions of the communicative act

The anthropologist Malinowski (1884-1942) defended that there are 3 main functions of the communicative act: a) Cognitive function: The capacity of relating information b) Expressive function: The capacity of indicating the mood c) Conation function: The capacity to persuade others.

structuralism and functionality, talked about more functions of language, such as: a) Referential b) Emotive c) Conation d) Metalinguistic e) Poetic

3. Conclusion

The result of linguistic and neurological researches can conclude that human speech is related to a neuronal network distributed along the brain. Human language is the unique being a symbolic communication system that is learned instead of biologically inherited. Languages are alive, they change along through time, none is static. They change together with social, environmental and cultural conditions. In that sense, learning a language is a complex process that several authors have research about. In that sense, the catalan curriculum regulated by decree 119/2015 structures the general linguistic dimensions and competences that should be taken into consideration in order to help students to acquire it.

4. Bibliography and webgraphy Celia Genishi, Anne Haas Dyson. (2009). Children, Language, and Literacy : Diverse Learners in Diverse Times. Teacher's college press. Lindfors, J. W. (2008). Children's Language : Connecting Reading, Writing, and Talk. Teacher's colleage press.

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Another author, Jakobson (1896-1982), whose ideas were based on

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https://www.mtholyoke.edu/acad/intrel/speech/differences.htm https://www.ideals.illinois.edu/bitstream/handle/2142/17970/ctrstreadtech repv01977i00029_opt.pdf?sequence=1 https://study.com/academy/lesson/oral-vs-written-language-styles.html https://keydifferences.com/difference-between-oral-communication-andwritten-communication.html

5. General overview 0. Language as communication In 1970 new methodological approaches sustained the importance of leaning oral language before written one in order to speak well and listen comprehensively. 1.1.

Oral language 1.1.1. Components of oral language -Phonological: combining sounds to create morphemes - Semantic: combining morphemes to form words. - Syntactic: combining words to form sentences. 1.1.2. Methodology for teaching oral language - start by children’s’ interest and their necessity to communicate among others. - The methodological principles are: socialization, individualization, activity and motivation 1.1.3. Techniques to promote oral communication - Drama, converasation, interviews…etc. Always based on real contexts and situations. 1.1.4. Assessment of oral language The assessment needs to be continuous and formative. It should combine different instruments and techniques

1.2.

Written language 1.2.1. Methodology for teaching oral language There are 3 basic stages: controlled, guided and free production. 10

contexts. 1.2.2. Techniques to promote oral communication following the curriculum, there should be activities of planning, producing and revising written language. 1.2.3. Assessment to promote oral communication It is important to base the assessment on the specific linguistic competences of the written expression dimension and how are they graded. 2. Factors that define a communicative situation SenderencodingMESSAGEchannelReceiverDecoding.

6. Key concepts -

Oral comprehension dimension

Written expression dimension

3 components of oral language (Lindfors), which are used together by speakers in social situations: a) Phonological aspects b) Semantic components c) Syntactic components

- Functions of the communicative act: a) Cognitive function: The capacity of relating information b) Expressive function: The capacity of indicating the mood c) Conation function: The capacity to persuade others -

Practices to promote oral communication: a) Controlled practice: b) Guided/directed practice c) Free practice:

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It needs to be based on oral production and real life

Cos de mestres

TOPIC 2:

Communication in the foreign language classroom: Verbal and non verbal communication. Extra linguistic strategies: non verbal reactions to messages in different contexts

COMMUNICATION IN THE FOREIGN LANGUAGE CLASSROOM: VERBAL AND NON VERBAL COMMUNICATION. EXTRA LINGUISTIC STRATEGIES: NON VERBAL REACTIONS TO MESSAGES IN DIFFERENT CONTEXTS

INDEX 0.

Introduction .................................................................................................. 2

Communicative competence ........................................................................ 2 1.1. Verbal communication .............................................................................. 4 1.2. Non verbal communication ...................................................................... 5

Extra linguistic strategies for oral and written language ............................... 6

Conclusion ................................................................................................... 7

Bibliography and webgraphy........................................................................ 7

General overview ......................................................................................... 8

5.1.

Communicative competence ................................................................. 8

5.2.

Verbal communication ........................................................................... 8

5.3.

Non verbal communication .................................................................... 8

5.4.

Extra linguistic strategies for oral and written language ........................ 9

Key concepts ............................................................................................... 9

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TOPIC 2:

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0. Introduction Communication is not only the center of the human interactions, but also the center of language learning. The final aim of the communicative competence is to acquire the ability of use language competently and not the ability to use language as a native speaker. Communication comprises a wide range of strategies: verbal (use of code) and nonverbal (metalinguistic aspects: personal space, eye contact, position, posture, body gesture, etc.) The communicative approach (developed by Robert Langs in early 1970s) changed the way to consider foreign language teaching and learning process. It implies: -

Learning language starts by having to communicate real meaning

Involving learners in real communication improves their natural strategies to get involved in real communication.

Recognizing that language has a social purpose (the students have something to explain)

1. Communicative competence

The decree 119/2015 regulates the Catalan curriculum, concerns 3 dimensions devoted to communication, each of this has 3 specific competences: Oral communication dimension: -

Competence 1: Obtain the basic information and understand easy oral texts adapted about the daily life, the media and the academic world.

Competence 2: Plan and produce brief and easy oral texts appropriate to the communicative situation

Competence 3: Interact orally according to the communicative situation using the basic conversational strategies. 2

Competence 4: Apply strategies to obtain basic information and understand easy texts adapted to daily life, the media and the academic world.

Competence 5: Use basic visual, discursive or linguistic features of a text to understand it.

Competence 6: Use consultation tools to access to texts comprehension

Written expression Dimension: -

Competence 7: Plan easy texts from the identification of the most relevant elements of a communicative situation

Competence 8: Produce easy texts with adaptation to the communicative situation and supported.

Competence 9: Revise the text to improve the function of the communicative situation and with specific supports.

Several authors have investigated on what is the aim and the features of communication. If we focus on teaching and learning process of a foreign language, the final aim of the communicative competence is far from use the language as a native speaker or to decode the foreign language, but to obtain the ability to communicate competently using verbal and non verbal language and taking the context into consideration. In this sense, Canale and Swain (1980) developed the theory of communicative competence, which implies 5 elements:

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Reading comprehension Dimension:

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Linguistic competence: implies the use of verbal, non verbal and sociolinguistic resources to understand and express ideas and concepts.

Sociolinguistic competence: Is referred to the appropriateness of the language (how to express an specific attitude on each situation)

Discursive competence: The cohesion and coherence of the discourse.

Strategic competence: Appropriate use of communication strategies

Socio cultural competence: coherence between language and its non linguistic context.

1.1. Verbal communication According to Lindfors (1987), verbal communication has 3 main components: a) Phonological: Combining sounds b) Semantic: words are made up of morphemes c) Syntactic: Combining morphemes into sentences. Concerning the oral communication in foreign language classroom, requires to make a clear distinction between 2 stages: Practice and production. -

Practice: It implies practicing a pattern for asking or explain something, but it does not have a real communicative purpose. For example, when the teacher asks for students’ names in the classroom when he or she already know them: “What is your name?”: In this case, the teacher is not looking for information but for practicing the pattern to help students to understand the meaning of the question and build up the answer.

Production: In this case, language is used in a higher level because it is looking for specific information using language. In this case, the teacher can use the patterns learned in the practice for specific purpose. For example, when there is a new student in the class and the teacher needs to know his/her name and asks the question “What is your name?”. In this case, he or she is looking for a specific answer to obtain the information.

implies interaction among students: - Conversations: can be free/spontaneous or framed on a discussion - Dramatizations: they can imply the use of body language, gestures and creativity. - Interviews and surveys: can be used in real contexts. - Expositions or explanations: they should be based on situations close and interesting for students.

1.2. Non verbal communication Communication implies paralinguistic features such as personal space, eye contact, position, gestures, facial expression, paralanguage, etc. Most of the non verbal rules are closely linked to cultural rules. It means that we have to adequate the paralinguistic devices according to each context and situation. This fact should be treated in class and is linked to the plurilngual and intercultural dimension developed on the Catalan curriculum regulated by decree 119/2015.

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There are several techniques to practice communication in class, all of them

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2. Extra linguistic strategies for oral and written language Several strategies may be applied in class to acquire both oral and written language. In this sense, the use of pictures and other realia are important to help the learner because they provide context and background information that helps to make the input comprehensible. Krashen’s theory of second language acquisition (1980) distinguishes between: a) Acquisition: It is a subconscious process that requires meaningful interaction in the target language. Speakers are concentrated not in the form of their utterances, but in the communicative act. b) Learning: It is a conscious process which involves formal instruction about the language, for example knowledge of grammar rules. A deductive approach in a teacher-centered setting produces "learning", while an inductive approach in a student-centered setting leads to "acquisition". In that sense, it is fair to say that a competencial model should be based on acquisition.

Learning a new language implies making connections and an active attitude towards the learning process. In that sense, motivation is essential. Feeling the necessity to express or comprehend is the basis to learn. Thus, working on real contexts and familiar situations for students can be one of the keys to success.

Krashen (1980) developed the affective filter hypothesis that sustains that there is a number of affective variables that need to be taken into account when acquiring a second language: motivation, level of anxiety towards the new language, personality traits, self confidence, etc. All of these variables need to be taken into consideration when planning a project or a session in order to adequate the activities to each level appropriately to help students to feel capable to do them and avoid a mental “block”.

4. Bibliography and webgraphy

Krashen, S. (1987). Principles and Practice in Second Language Acquisition. Prentice-Hall International. Krashen, S. (1988). Second Language Acquisition and Second Language Learning. Prentice-Hall International. Michael Canale, Merril Swain. (1980). Theoretical Bases of Communicative Approaches toSecond Language Teaching and Testing. Oxford University Press.

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3. Conclusion

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5. General overview

5.1.

Communicative competence

The main purpose of language is communication, which is defined as the exchange of information between two or more individuals. According to Canale and Swain (1980), there are 5 main elements of communicative competence: -

Linguistic competence: implies the use of verbal, non verbal and sociolinguistic resources to understand and express ideas and concepts.

Sociolinguistic competence: Is referred to the appropriateness of the language (how to express an specific attitude on each situation)

Discursive competence: The cohesion and coherence of the discourse.

Strategic competence: Appropriate use of communication strategies

Socio cultural competence: coherence between language and its non linguistic context. 5.2.

Verbal communication

According to Lindfors (1987), verbal communication has 3 main components: a) Phonological: Combining sounds b) Semantic: words are made up of morphemes c) Syntactic: Combining morphemes into sentences. 5.3. Non verbal communication Communication implies paralinguistic features such as personal space, eye contact, position, gestures, facial expression, paralanguage.

Extra linguistic strategies for oral and written language

Krashen’s theory of second language acquisition (1980) distinguishes between: a) Acquisition: It is a subconscious process that requires meaningful interaction in the target language. Speakers are concentrated not in the form of their utterances, but in the communicative act. b) Learning: It is a conscious process which involves formal instruction

about the language, for example knowledge of grammar rules.

6. Key concepts - Verbal and non verbal communication - Communication approach (Robert Langs) - Oral communication dimension - Reading communication dimension - Written communication dimension - Communicative competence (Canale and swain) -

Linguistic competence

Sociolinguistic competence

Discursive competence

Strategic competence

Socio cultural competence

Krashen’s theory of second language acquisition (1980) distinguishes between: a) Acquisition b) Learning

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5.4.

Cos de mestres

TOPIC 3:

Developement of linguistic skills. Comunicative competence in english

DEVELOPEMENT OF LINGUISTIC SKILLS. COMUNICATIVE COMPTENCE IN ENGLISH

INDEX

Introduction .................................................................................................. 2

Oral comprehension..................................................................................... 2 1.1.

Oral expression ............................................................................................ 4 2.1.

Methodology .......................................................................................... 4

Written comprehension ................................................................................ 5 3.1.

Methodology .......................................................................................... 3

Methodology .......................................................................................... 5

Written expression ....................................................................................... 6 4.1.

Methodology .......................................................................................... 6

Communicative competence in Englishç ..................................................... 7

Conclusion ................................................................................................... 7

Bibliography and webgraphy........................................................................ 8

General overview ......................................................................................... 8

Key concepts ............................................................................................. 10

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TOPIC 3:

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0. Introduction The main purpose of English as foreign language (EFL) is the development of the 4 basic linguistic skills: Speaking, listening, reading and writing. They should be treated in all the lessons in order to guarantee a real communicative environment. In this sense, the atmosphere of the class should be comfortable for students to feel confident to express themselves using the foreign language. The 4 skills can be classified in two groups according to: a) Mean: oral /written b) Participant’s activity: productive or receptive All of them are developed on the Catalan curriculum regulated by decree 119/2015 and assessed though the Catalan evaluation order ENS/164/2016. This topic includes the explanation of each skill, with methodological orientations.

1. Oral comprehension

Listening comprehension can be considered the most important skill when learning new language. To reach it, the receiver, who is considered the student (in this case) has to interpret an input. There are different strategies that the teacher can use to make the understanding easier: - Redundancy: repeat and rephrase the instructions using the right voice intonation. - Use of known connectors - Use visual elements (realia) when doing an explanation in the target language. - Gestures and body language - Respect periods of silence to assimilate the information given 2

place - Provide strategies to students for making predictions and deductions about the information received. 1.1.

Methodology

According to the aim, there are two methodological approaches that can be considered when talking about oral comprehension: a) Intensive oral comprehension: It involves a great grade of control from the teacher. It is basically focused on the acquisition of formal part of language: vocabulary, phonics and structures. The material used is much guided and it is not necessary based on real context. b) Extensive oral comprehension: In this case the student is considered the center of the learning process and is the responsible of that. It is the pupil who discovers the meaning of oral language. It is focused on the global meaning more than on the formal structure of the message. It is a competencial approach and it is usually based on real contexts and the starting point is the motivation and interest of the students.

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- Ask for feedback to ensure that understanding and comprehension is taking

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2. Oral expression After the development of strategies to understand the general meaning of the messages received orally in the foreign language students can start to produce short utterances. In this sense, following patterns learned can help the production process. To promote the creation of these patterns in initial stages, establish clear routines within the class can help the students. 2.1.

Methodology

There are three stages to take into account when acquiring a new language 1. Presentation stage: In this initial stage, the role of the teacher is essential because he or she has the role to produce the example input. Students make the effort to decode and understand the general meaning of the input received. 2. Controlled practice stage: In this second stage the teacher’s role is not that active as in the presentation stage, but it acts as a corrector. The students can star to give answer to some of the questions formulated by the teacher. 3. Creative stage: The teacher has a passive role. He or she is the facilitator of the communicative situation and the students are the main agent. Given a specific situation, students are encouraged to produce messages orally through directed production.

Working on written comprehension is an advanced level. It can be considered the stage that comes after acquiring the basic strategies of oral comprehension and expression. Reading implies the understanding of passive vocabulary which implies a deep study of knowledge. It is not only decoding the language but also understand the meaning. For that, working on inferences and making predictions is basic.

3.1.

Methodology

It is important to base the reading activities on real and significant contexts. They should be close to students’ reality and catch their interest. There are 3 types of exercises to work on reading comprehension activities: a) Pre reading activities: before starting the decoding stage, it is important to read the title and the type of text to make predictions on what are we going to read, what it is about and what is the intention of the written production. It helps the reader to produce previous ideas and move the previous knowledge about the topic. b) While reading activities: it is important to obtain strategies that will help us to focus on the meaning of the text and understand it. It is the moment to confirm the hypothesis done during the pre reading activities and organize the obtained information in order to distinguish between important and secondary issues. If we are looking for any specific information, it is the moment to look for that, too. c) Post reading activities: This kind of activities helps the reader to analyze critically what is been read. They should be organized to understand the texts further and check the students’ grade of comprehension.

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3. Written comprehension

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4. Written expression

Writing can help a beginner student because it does not require an immediate feedback. It reinforces oral learning because it helps the students to memorize vocabulary. Encouraging students to produce short and easy texts can help them to organize their ideas and learn the structure of the language.

4.1.

Methodology

There are 3 levels or grade of acquisition that should be taken into account when learning to write in a foreign language: 1. Controlled practice: The teacher has a great control on student’s production. In this stage, the use of pictograms or images to support the isolated ideas or words expressed can help. 2. Directed practice: This includes definitions and short descriptions using known vocabulary, students can also write known expressions but the general output is given by the teacher. 3. Free practice: The teacher has a passive role, he or she is also a helper, and the student writes about a theme using known structures and vocabulary.

Communicative competence is refered

to a language user's grammatical

knowledge of syntax, morphology, phonology. The linguistic Dell Hymes (1966) took as the starting point Chomsky’s universal grammars’ theory (1965) that sustains that a native speaker has a subconscious knowledge of grammatical rules of his language that allows the speaker to produce

infinite

number

utterances.

Hymes (1966) fund this description a bit poor and he added two main aspects of the communicative competence: a) Linguistic aspects: vocabulary, grammar, phonology,… b) Pragmatic aspects: Functions, variations, interactional skills, cultural framework.

6. Conclusion The integrated use of the four skills (reading, writing, listening and speaking) is one of the keys to guarantee an integral learning of the language. In that sense, combining different methodological strategies help students to develop their skills. It is important to take into consideration the verbal and non verbal communication when learning a new language because he body language, the gestures and the eye contact can really help to catch the students’ attention.

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5. Communicative competence in English

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7. Bibliography and webgraphy https://englishpost.org/examples-of-post-reading-activities/ https://www.teachingenglish.org.uk/article/promoting-learner-autonomy-throughcommunication-strategy-training https://www.teachingenglish.org.uk/article/writing-elementary-learners

Daffern, T. (2017). Linguistic skills involved in learning to spell: An Australian study, Language and Education. Language and education , 307-329.

8. General overview

1. Oral comprehension: Provide strategies to students for making predictions and deductions about the information received. 1.1.

Methodology - Intensive oral comprehension - Extensive oral comprehension

2. Oral expression: following patterns learned can help the production process. a. Methodology - Presentation stage - Controlled stage - Creative stage

after acquiring the basic strategies of oral comprehension and expression a. Methodology - Pre reading activities - While reading activities - Post reading activities 4. Written expression: Encouraging students to produce short and easy texts can help them to organize their ideas and learn the structure of the language. a. Methodology - Controlled practice - Directed practice - Free production practice 5. Communicative competence in English - Chomsky’s theory (1965): universal grammar - Hymes’ theory (1966) - Linguistic aspects - Pragmatic aspects

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3. Written comprehension: It can be considered the stage that comes

Cos de mestres

TOPIC 4:

Evaluation of the knowlede of foreign languages as an instrument of communication among people and countries. Intere/st in linguistic diversity through knowledge of a new language and culture

EVALUATION OF THE KNOWLEDE OF FOREIGN LANGUAGES AS AN INSTRUMENT OF COMMUNICATION AMONG PEOPLE AND COUNTRIES. INTERE/ST IN LINGUISTIC DIVERSITY THROUGH KNOWLEDGE OF A NEW LANGUAGE AND CULTURE

INDEX 0. Introduction .................................................................................................. 2 1. Foreign language teaching in primary education ......................................... 2 1.1

Methodology .......................................................................................... 3

2. English language today................................................................................ 3 3. Culture and knowledge of foreign languages ............................................... 4 4. Interest in linguistic diversity by knowing a new language and its culture .... 4 5. Place of languages in educational systems in Europe ................................. 5 6. Conclusion ................................................................................................... 6 7. Bibliography and webgraphy........................................................................ 6 8. General overview of the topic ...................................................................... 7 9. Key concepts ............................................................................................... 8

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TOPIC 4:

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0. Introduction The plurilingual and intercultural dimension of the linguistic ambit described on Catalan curriculum regulated by decree 119/2015, sustains the importance of developing plurilingual skills. According to the Common European Framework of Reference for Languages (CEFR),it is important to distinguish between plurilingualism and multilingualism: - Multilingualism: It is considered the coexistence of more than one language in a specific society. - Plurilingualism: “the plurilingual approach emphasizes the fact that as an individual person’s experience of language in its cultural contexts expands, from the language of the home to that of society at large and then to the languages of other peoples (whether learnt at school or college, or by direct experience), he or she does not keep these languages and cultures in strictly separated mental compartments, but rather builds up a communicative competence to which all knowledge and experience of language contributes and in which languages interrelate and interact” (cambridge, 2001) The plurilingual and intercultural dimension of the Catalan curriculum emphasizes in the necessity of the students to obtain a consciousness of linguistic diversity. For that, it considers the specific competence: -

Competence number 12: Use plurilingual strategies for the

communication

1. Foreign language teaching in primary education The main objective of the primary education concerning foreign language is to learn to communicate in that language, promoting its instrumental usage.The acquisition of this aim, improves the following competences: linguistic, sociolonguistic, discoursive, strategic, sociocultural and intercultural. 2

linguistic aspects that influence the fact of learning a new language. Concerning the personal and social benefits, it shortens the distance with foreign cultures, makes it possible to communicate with them and creates new opportunities.

1.1

Methodology

Teaching a new language is a cyclic and an accumulative process that is influenced by psycholinguistics, sociolinguistics and modern anthropology. Learning a second language implies students’ active participation and motivation. It is very important, in a plurilingual approach, to take students’ mother languages as the starting point for finding similarities and differences and make inferences when predicting the meaning of new vocabulary or utterances. The learning process should be based on oral language and students must be the center of the learning process. In that sense, mistakes should be a way to learn and improve.

2. English language today The CEFR organises language proficiency in six levels, A1 to C2, which can be regrouped into three broad levels: Basic User, Independent User and Proficient User, and that can be further subdivided according to the needs of the local context. The levels are defined through ‘can-do’ descriptors. (Europe)

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It is important to make students aware of the formative, social, cultural and

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3. Culture and knowledge of foreign languages Culture cannot be separated from the language because it reflects the context of the people that speak that language. There are some main benefits for students of learning a new culture: - To gain ability to establish interactions with people of a foreign culture. - Learning to interact in another culture implies constructing a memory of that. - Know to evaluate and refine generalizations about the target culture. - Stimulate curiosity and about the new culture and develop empathy towards its people.

4. Interest in linguistic diversity by knowing a new language and its culture According to plurilingual and intercultural dimension described in the Catalan curriculum, the acquirement of the plurilingual competence is linked to the communicative competence rather than on acquiring a native domain of the language. Working on the plurilingual approach allows students to have another view of the world and value its cultural and linguistic diversity, which implies a personal and collective enrichment. The evaluation order ENS/164/2016 contemplates three grades of acquisition of the plurilingual competence: - Level 1: Use easy plurilingual strategies to understand and produce short utterances and interact in specific situations of a known and familiar context. - Level 2: Use simple plurilingual strategies to understand and produce easy utterances and interact in the close context.

as well as interact in familiar contexts and personal interest environments.

5. Place of languages in educational systems in Europe

There are 23 official languages in the European Union now and, according to European surveys, half of the population is bilingual. It is said that English, French, German and Spanish are the most useful languages in the continent. As there may be many languages in a school, there are several ways to arise this cultural and linguistic richness. One way to do that can be the celebration of the mother’s language daythrough the following activities: -

Elaborate a survey and implement it about the different mother languages that are there in the class or in the school.

Let the students who speak different languages at home teach the others how to introduce themselves

Learn and sing songs, read poetry or tell a story from another culture

There are different varieties of English: a) Medium: written or spoken English b) Attitude: common core (neutral) vs formal English (rigid attitude) c) Inference: influenced by the mother tongue d) Social standard and educational level: standard or colloquial e) Standard English: British vs American f) Regional variety: dialects g) Register: according to the context and the objective

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- Level 3: Use plurilingual strategies to understand and produce utterances

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6. Conclusion In our globalized and intercultural world, knowing languages and acquiring plurilingual strategies is a basic tool for the effective acquirement of the communicative competence. In primary stage, using verbal and non verbal strategies, stablish lexical comparisons among languages and understand their similarities and differences concerning phonics and linguistic structures, is a key to value and understand sociolinguistic and cultural differences. The acquisition of the plurilingual and intercultural competence is important to value and respect other ways to see and understand the world and appreciate the linguistic and cultural richness.

7. Bibliography and webgraphy

https://www.oxfordowl.co.uk/for-home/school-year/subject-guides/languages-atprimary-school/ https://www.englishprofile.org/the-cefr https://www.ukessays.com/essays/education/culture-in-foreign-languageteaching-and-learning-education-essay.php

cambridge, U. o. (2001). Common European Framework ofReference for Languages:Learning, teaching, assessment. Cambridge: University Press, Cambridge. Europe, C. o. (sense data). Council of Europe. Recollit de https://www.coe.int/en/web/common-european-framework-referencelanguages/level-descriptions 6

Plurilingualism and pluriculturalism in content-based teaching. A training kid. European center for modern languages. Council of Europe Publishing . Zhan, C. (2016). The Importance of Culture Factor in Foreign Language Teaching. Theory and Practice in Language Studies , 581-585.

8. General overview of the topic 1. Foreign language teaching in primary education The main objective of the primary education concerning foreign language is to learn to communicate in that language, promoting its instrumental usage. 1.1.

Methodology: consider students’ mother language as the starting point for treating plurilingual issues. The learning process should be based on oral language and students must be the center of the learning process. In that sense, mistakes should be a way to learn and improve.

2. English language today: The CEFR organises language proficiency in six levels, A1 to C2. 3. Culture and knowledge of the foreign languages: Culture cannot be separated from the language because it reflects the context of the people that speak that language. There are some main benefits for students of learning a new culture 4. Interest in linguistic diversity by knowing a new language and its culture: The evaluation order ENS/164/2016 contemplates three grades of acquisition of the plurilingual competence: 5. Place of languages in educational systems in Europe: As there may be many languages in a school, there are several ways to arise this 7

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Mercè Bernaus, Áine Furlong, Sofie Jonckheere and Martine Kervran. (2011).

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cultural and linguistic richness. One way to do that can be the celebration of the mother’s language day.

9. Key concepts

Plurilingual approach

Cutural awareness

Linguistic richness

Mother languages

Intercultural

Multilingual

Varieties of English

Dialect

Common European Framework of Reference for Languages (CEFR)

Educational systems in Europe

Cos de mestres

TOPIC 5:

Geographic, historic and cultural framework of english speaking countries

GEOGRAPHIC, HISTORIC AND CULTURAL FRAMEWORK OF ENGLISH SPEAKING COUNTRIES

INDEX 0.

Introduction .................................................................................................. 2

United kingdom ............................................................................................ 2

United States of America ............................................................................. 4

Didactic application ...................................................................................... 7

Conclusion ................................................................................................... 8

Bibliography and webgraphy........................................................................ 8

General overview ......................................................................................... 9

Key concepts ............................................................................................. 11

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TOPIC 5:

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0. Introduction

For its extended presence around the five continents, English is the most widely studied Language around the world. There are more than 300 million of English native speakers and 300 million people who use it as a second Language. English plays an important role in politic, cultural and economic fields around the world. For that reason, it is considered as lingua franca. This topic considers geographical, historical and cultural information about English speaking countries as well as some methodological orientations to take into account when teaching it. The Catalan curriculum regulated by decree 119/2015 considers plurilingual and intercultural dimension in the linguistic ambit as a way to treat cultural and linguistic awareness, which is an important skill to consider in our globalized world.

1. United kingdom Geographic framework The United Kingdom political union is made out of four countries: Wales, Northern Ireland, England and Scotland. Lowlands are considered the south of the union and highlands; the north (Scotland). It has about 800 islands. The tallest mountain in the UK (and British Isles) is Ben Nevis, in the Grampian Mountains, Scotland. The longest river is the River Severn , which flows from Wales into England. The largest lake by surface area is Lough Neagh in Northern Ireland, though Scotland's Loch Ness has the largest volume. About the climate, it is temperate with plentiful rainfall all year round.

During the 15th to 20th century, the British Empire was of the most extensive in world history. It controlled about 25% of the world’s population. The Kingdom of Great Britain came into being on 1 May 1707, as a result of the political union of the Kingdom of England (which included Wales) and the Kingdom of Scotland under the Treaty of Union. This combined the two kingdoms into a single kingdom, and merged the two parliaments into a single parliament of Great Britain. Later, in 1922, the Republic of Ireland becomes independence In 1945, the United Kingdom becomes a permanent member of the United Nations Security Council. Another important date within the 21 st century was in 1979, when Margaret Tatcher became prime minister and allowed free market policies. In 2014, Scotland celebrated a referendum of independence. On 20 February 2016, British Prime Minister David Cameron announced that a referendum on the UK's membership of the European Union would be held on 23 June 2016, following years of campaigning by eurosceptics.

Cultural background Concerning the education organization, it is organized by primary school -

Reception (4 and 5 year old children)

Primary stage (year 1 to year 6)

Secondary stage (year 7 to year 11)

British literature is particularly esteemed. The novel was invented in Britain, and playwrights, poets, and authors are among its most prominent cultural figures.

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Historic framework

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Britain

has

also

made

notable

contribution

to music, cinema, art, architecture and television. The UK is also the home of the Church of England, the state church and mother church of the Anglican Communion, the third-largest Christian denomination. Britain contains some of the world's oldest universities, has made many contributions to philosophy, science and technology, and is the birthplace of many prominent scientists and inventions. The Industrial Revolution began in the UK and had a profound effect on the family socio-economic and cultural conditions of the world. As a result of the British

Empire significant

British

influence

can

observed

the language, law, culture and institutions of its former colonies, most of which are members of the Commonwealth of Nations. A subset of these states form the Anglosphere, and are among Britain's closest allies.[3][4] British colonies and dominions influenced British culture in turn, particularly British cuisine.[5] Sport is an important part of British culture, and numerous sports originated in the country including football. (wikipedia, 2020)

2. United States of America

Geographic framework The U.S. borders both the North Atlantic and North Pacific Oceans and is bordered by Canada and Mexico. It is the third-largest country in the world by area and has a varied topography. The eastern regions consist of hills and low mountains, while the central interior is a vast plain (called the Great Plains region). The west has high rugged mountain ranges (some of which are volcanic in the Pacific Northwest). Alaska also features rugged mountains as well as river valleys. Hawaii's landscape varies but is dominated by volcanic topography. Like its topography, the climate of the U.S. also varies depending on location. It is considered mostly temperate but is tropical in Hawaii and Florida, arctic in Alaska, semiarid in the plains west of the Mississippi River and arid in the Great Basin of the southwest. (ThoughtCo, 2020) 4

The first Europeans to establish colonies in North America were the Spanish. In 1526 a Spaniard called Lucas Vazquez de Ayllon attempted to found a colony in Carolina. However, the attempt failed. Many Spaniards died of disease and the survivors abandoned the colony. In 1565 Pedro Menendez de Aviles founded a settlement at St Augustine, Florida, the first permanent European settlement in what is now the USA (histories, 2019) As the North American colonies grew tension with Britain was inevitable. The British felt that the colonies existed for the benefit of the mother country and this attitude was bound to cause resentment. As early as 1651 the British Parliament passed a navigation act. It stated that any goods grown or made outside Europe must be transported to England in English ships. (histories, 2019) In 1776 was the declaration of independence: the 13 colonies in North America declared themselves independent of the kindgom of Great Britain. The U.S. government is a representative democracy with two legislative bodies, the Senate and the House of Representatives. The U.S. also has a judicial branch of government that is made up of the Supreme Court, the U.S. Court of Appeals, U.S. District Courts, and State and County Courts. The U.S. is comprised of 50 states and one district: Washington, D.C. (ThoughtCo, 2020) In 1861, the United States experienced a civil war when the southern states tried to secede from the Union. They were defeated after a bloody war and the country remained together. The country continued to industrialize and in the

1900s became one of the world's industrial leaders (Technological

Solutions, 2019) 1929: Wall Street crashes and the Great Depression begins. 1939: World War II begins. The U.S. is initially neutral. 1945: Germany surrenders and the U.S. drops atomic bombs on Hiroshima and Nagasaki, Japan. World War II comes to an end. 2001:

September

the

11th:

terrorist

attacks

occur

when

hijacked

passenger planes crash into the World Trade Center towers and The Pentagon. 5

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Historic framework

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2003 - The Iraq War begins as the U.S. and other countries invade Iraq. 2009 - Barack Obama becomes the first African-American President of the United States.

Cultural background There is no official language of the United States, according to the U.S. government. While almost every language in the world is spoken in the United States, the most frequently spoken non-English languages are Spanish, Chinese, French and German. Ninety percent of the U.S. population speaks and understands at least some English, and most official business is conducted in English. Some states have official or preferred languages. (Future US, 2019) Americans love sports. Football, basketball, baseball, and hockey are the four biggest sports by audience in the U.S., with other activities like soccer, stock car racing, tennis, and golf each having a large and dedicated fanbase. (BBC, 2019) Religion in the United States is diverse with Christianity being the majority religion. Various religious faiths have flourished within the United States. A majority of Americans report that religion plays a very important role in their lives, a proportion unique among developed countries. Freedom of religion in the United States is guaranteed in the First Amendment to the United States Constitution. (Wikipedia, 2020)

Considering the cultural and historical aspects of the English speaking countries is an enriching way to engage students with the value of the English language, which is linked with the plurilingual and intercultural dimension of the catalan curriculum regulated by decree 119/2015. It can be worked as an interdisciplinary project included in any other globalized topic or as an issue itself. Consider the possibility of prepare an English day or a cultural week can be a possibility to involve all the scholar community to work on a common project for a specific period of time. Several benefits are derivate from working on that. Not only for students but also for teachers and parents: - Students: it helps them to develop respectful attitudes towards others, feel curiosity for other ways to live and understand live and perceive the utility of English language. - Teachers: It foments the coordination with other departments, so it incentivizes the globalized work and interdisciplinary approach. It is an attractive way of teaching and planning activities outside the ordinary class. - Parents: Globalized and real projects require their participation in school’s projects.

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3. Didactic application

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4. Conclusion Any language teacher has the aim to stimulate plurilingual strategies in comprehension and oral and written production activities. The teacher may ask the students to explicit the used strategy in order to help him or her to be conscious of the acquirement of the competence and empower him or her to transfer the learning to other real life situations. The linguistic and cultural diversity helps the students to put in practice the plurilingual knowledge and strategies when relating with newcomer students, for example.

5. Bibliography and webgraphy

"United States." The World Factbook, Central Intelligence Agency. "United States Profile." Countries of the World, Infoplease.

BBC. (2019). BBC Story Works . Retrieved from http://www.bbc.com/storyworks/specials/moving-to-america/americas-cultureand-customs.html Future US, I. (2019). Live science. Retrieved from https://www.livescience.com/28945-american-culture.html histories, L. (2019). Retrieved from http://www.localhistories.org/america.html Technological Solutions, I. (2019). Ducksters education site. Retrieved from https://www.ducksters.com/geography/country/united_states_history_timeline.p hp ThoughtCo. (2020). Retrieved from https://www.thoughtco.com/geography-theunited-states-of-america-1435745 8

https://en.wikipedia.org/wiki/Culture_of_the_United_Kingdom Wikipedia. (2020). Wikipedia. Retrieved from https://en.wikipedia.org/wiki/Religion_in_the_United_States https://www.ons.gov.uk/methodology/geography/geographicalproducts/opengeo graphy

6. General overview 1. United kingdom 1.1. Geographic background The United Kingdom political union is made out of four countries: Wales, Northern Ireland, England and Scotland. 1.2. Historic background The Kingdom of Great Britain came into being on 1 May 1707, as a result of the political union of the Kingdom of England (which included Wales) and the Kingdom of Scotland under the Treaty of Union. This combined the two kingdoms into a single kingdom, and merged the two parliaments into a single parliament of Great Britain. 1.3. Cultural background British literature is particularly esteemed. The novel was invented in Britain, and playwrights, poets, and authors are among its most prominent cultural figures. Britain has also made notable contributions to music, cinema, art, architecture and television.

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wikipedia. (2020). Retrieved from

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2. USA 2.1. Geographic background The U.S. borders both the North Atlantic and North Pacific Oceans and is bordered by Canada and Mexico. It is the third-largest country in the world by area and has a varied topography. The eastern regions consist of hills and low mountains, while the central interior is a vast plain. 2.2. Historic background - Historic framework to understand culture and develop respect towards others. 2.3. Cultural background There is no official language of the United States, according to the U.S. government. While almost every language in the world is spoken in the United States, the most frequently spoken non-English languages are Spanish, Chinese, French and German. 3. Didactic applications Considering the cultural and historical aspects of the English speaking countries is an enriching way to engage students with the value of the English language, which is linked with the plurilingual and intercultural dimension of the catalan curriculum regulated by decree 119/2015.

Cos de mestres

TOPIC 6:

Contributions of linguistics to foreign language teaching: The process of linguistic learning. Similarities and differences between acquiring the ďŹ rst and foreign language

CONTRIBUTIONS OF LINGUISTICS TO FOREIGN LANGUAGE TEACHING: THE PROCESS OF LINGUISTIC LEARNING. SIMILARITIES AND DIFFERENCES BETWEEN ACQUIRING THE FIRST AND FOREIGN LANGUAGE

INDEX 0.

Introduction .................................................................................................. 2

Contribution of linguistics ............................................................................. 3

The process of linguistic learning ...................................................................... 4 2.1.

Acquiring the mother tongue ....................................................................... 4

2.2.

Learning to learn and learning acquirement .............................................. 5

2.3.

Learning and social distance ................................................................. 5

2.4.

Acculturation.......................................................................................... 5

2.5.

Interlanguage development ................................................................... 6

Conclusion ................................................................................................... 7

Bibliography and webgraphy........................................................................ 7

General overview ......................................................................................... 8

Key words .................................................................................................... 8

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TOPIC 6:

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0. Introduction

According to Cambridge dictionary, language is a system of communication consisting of sounds, words, and grammar, or the system of communication used by people in a particular country or type of work. The study of language is called linguistics. It is an academic discipline that is concerned with the nature of language and communication. It both deals with the study of particular languages, and the search for general properties common to all languages or large groups of languages. It includes the following subareas (Arizona, 2018) : 

phonetics (the study of the production, acoustics and hearing of speech sounds)



phonology (the patterning of sounds)



morphology (the structure of words)



syntax (the structure of sentences)



semantics (meaning)



pragmatics (language in context)

a) Theoretical linguistics: a. Grammar: it is referred to the study of rules governing the use of language b. Phonetics: study of sounds c. Phonology: Studies the sound system of a specific language d. Morphology: Studies the word structure e. Syntax: Studies the rules that governs the words in a sentence come together f. Semantics: Use of words (meanings) g. Pragmatics: Utterances (made up of sentences) in the context of conversation b) Applied linguistics: It is a limited study of all applications of the linguistic theory. In 1970, Chomsky developed the theory of the universal grammar to explain the 2 nd language acquisition process. c) Psycholinguistics: It is the study of the psychological and neurological d) Sociolinguistics: It is the effect of any aspects of the society on the way the language is used. e) Generative linguistics: According to the linguistic Chomsky, “Generative grammar” is a finite set of rules that can only be applied to generate exactly those sentences that are grammatically in a given language. f) Cognitive linguistics: It can be considered a more developed form of the Saphir-Wolf hypothesis. g) Computational linguistics: It considers language in a computational perspective. h) Descriptive linguistics: It works on the analysis and description of how language is spoken.

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1. Contribution of linguistics

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i) Historical linguistics: It is used to describe language speech and to develop general theories about how languages change and evolution.

2. The process of linguistic learning

2.1.

Acquiring the mother tongue

A rich talkative and well educated environment is one of the keys to get a rich language knowledge and domain. At early stages of life (3-4 years old) children are expected to domain basic domains of the whole grammatical structure and easy vocabulary. After that, at 6 years old they can master a great number of words. The natural acquisition approach, developed by Stephen Krashen, highlights the following aspects: a) There is no connection between acquisition and learning: in class teachers should devote more time to acquisition than formal learning. b) Affective filter: to success, the affective filter should be deactivated to avoid anxiety. c) The focus should be on meaning rather than on grammatical forms: highlight the non verbal aspects d) Language acquisition device (LAD): It is a theoretical component of the individual's though first proposed by Noam Chomsky in the 1960s. The LAD concept is an instinctive mental capacity which enables an infant to acquire and produce language. The exposure to one particular language and attempts to understand will activate language

particular language. Children have more advantages over adults for acquiring the sound system.

2.2.

Learning to learn and learning acquirement

There are several learning strategies to acquire new languages: a) Metacognitive strategies: Thinking about the learning process b) Cognitive strategies: Manipulating the material (e.g.taking notes or making summaries) c) Social and affective strategies: interacting with another person to assist learning (e.g. asking questions or making inferences) d) Learning strategies: include strategies for dealing with different types of tasks.

2.3.

Learning and social distance

According to Brown (1980): "Schumann's hypothesis is that the greater the social distance between two cultures, the greater the difficulty the learner will have in learning the second language...""...the smaller the social distance, the better will be the language learning situation."

2.4.

Acculturation

Schumann’s acculturation hypothesis, therefore, focuses on two main variables that account for differences in the way language learners approach and acquire Language: social factors and psychological factors. They differ in that social variables account for the degree of social distance an L2 learner has to the target language whereas the psychological variables are concerned with an individual’s response to the conditions they find themselves in their language learning (Ushioda, 1993). 5

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acquisition device and enable children to acquire rules governing that

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Schumann and other theorists describe social distance as an individual’s position or perceived position, in relation to the target language group, and the extent to which they become part of that target language group (Brown, 2007; Damen, 1987; Ellis, 2008; Schumann, 1986; Ushioda, 1993). Also, Schumann (as cited in Peirce, 1995) talks about social distance as being a key aspect to gauge the amount of acculturation, and hence how effective a learner is at picking up an L2.(Zaker, 2016)

2.5.

Interlanguage development

Interlanguage (IL) is a linguistic system used by second language learners. Learners create this language when they attempt to communicate in the target language. Interlanguage is affected by the learner's native language as they use their native language knowledge to understand and organize the second language or to compensate for existing competency gaps. (study.com, 2020) Interlanguage is dynamic and permeable. It serves as a bridge between L1 and L2 when learners lack knowledge and fine mastery of rules, but over time, learners progress. They refine certain rules and obtain new ones. Their competence changes and their interlanguage starts to reflect those changes. First they may say: ''I no swimming,'' which later becomes: ''I don't swimming,'' until it reaches perfection: ''I don't swim.'' The process of constant extension and revision of rules reflects IL's tendency to change. IL's rules are not fixed: they're altered, deleted, or added.(study.com, 2020)

Theoretical theories can help teachers when organizing the learning activities. The interactions between L1 (mother tongue) and L2 (target language) are very frequent and being aware of that can help the students to develop learning strategies. The natural acquisition approach, developed by Stephen Krashen, links with the LAD concept, developed by Noam Chomsky, which is described as an instinctive mental capacity which enables an infant to acquire and produce language.

4. Bibliography and webgraphy

Arizona, U. o. (2018). College of social and behavioral sciences. Recollit de https://linguistics.arizona.edu/content/what-linguistics-and-why-study-it-0 study.com. (2020). study.com. Recollit de https://study.com/academy/lesson/interlanguage-definition-formationeffects.html Zaker, A. (2016). The Acculturation Model of Second Language Acquisition: Inspecting Weaknesses and Strengths. ResearchGate, 87.

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3. Conclusion

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5. General overview

a) Contribution to linguistics b) The process of linguistic learning Acquiring the mother tongue Learning to learn and learning acquirement Social and psychological distance Acculturation Interlanguage development

6. Key words

Natural language acquisition

Interlanguage

Theoretical linguistics

Cognitive strategies

Metacognitive strategies

Social and affective strategies

Social distance

Chomksy

Krashen

Acculturation

Saphir-Wolf hypothesis

Mother tongue

Cos de mestres

TOPIC 7:

The oral language. The complexity of understanding the overall meaning language in oral interaction: From audition to active and selecting listening. Taking word of imitative reproduction to autonomous production

THE ORAL LANGUAGE. THE COMPLEXITY OF UNDERSTANDING THE OVERALL MEANING LANGUAGE IN ORAL INTERACTION: FROM AUDITION TO ACTIVE AND SELECTING LISTENING. TAKING WORD OF IMITATIVE REPRODUCTION TO AUTONOMOUS PRODUCTION

INDEX 0. Introduction .................................................................................................. 2 1. Listening and reading................................................................................... 2 2. Listening comprehension ............................................................................. 3 3. Teaching spoken language: productive skills............................................... 4 4. Conclusion ................................................................................................... 5 5. Bibliography and webgraphy........................................................................ 5 6. General overview ......................................................................................... 6 7. Key concepts ............................................................................................... 6

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TOPIC 7:

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0. Introduction According to Catalan curriculum regulated by decree 119/2019, one of the five linguistic dimensions is Oral communication. It comprises 3 specific competences: - C1: Obtain basic information and understand oral texts, simple or adapted, of the daily life through media or scholar context. - C2: Plan and produce oral texts easy and adequate to the communicative situation. - C3: Use oral interaction strategies adapted to the communicative situation to start, maintain and finish an oral production. Oral communication is one of the most frequent and universal of any language speaker all over the world. It implies the capacity of understanding and expressing

oral

messages

communicative

situation.

When listening and speaking, the interlocutors are receivers and producers who decode, build and negotiate meanings. The capacities that are involved are: understand, express and speak. When focusing on the process of learning a foreign language, being conscious of the communicative strategies and use them is basic to be competent in oral communication and working the in a systematic way is basic.

1. Listening and reading From new pedagogical orientations in 1970s, oral language takes more importance with the aim to help students to speak well and be able to listen comprehensively. According to Lindfors (1987) oral language is a complex system that related sounds to meanings and it’s made up of three components:

b) Semantic component: It’s made up of morphemes that are combined to make sounds. c) Syntactic component: Combines morphemes to create sentences. In social contexts the three components are combined and used together. Children do not learn only by imitating, but they also learn the conventional forms. Language occurs when there is interaction among people, environment and children’s own thinking activities.

2. Listening comprehension When teachers prepare listening activities, there are several things that need to be taken into account such as preparing activities adapted to children’s level, keeping in mind the function and the vocabulary of the topic chosen, use adequate visual ads to help reaching the comprehension, etc. There are two types of practices concerning the methodology of oral comprehension: a) Intensive practice: Acquisition of vocabulary, structures and phonetics. The practice is strictly controlled by the teacher. b) Extensive practice: It is based on the general meaning of the oral language. It’s controlled by the student who guides her or his own learning process. Listening comprehension involves two kind of processing: a) Bottom-up: Learning is focused on specific words, meanings or processing complex structures. b) Top-down: Students try to understand the general meaning of an oral text. There are three stages when preparing listening activities:

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a) Phonological component: involves the rules for combining sounds.

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1. Pre-listening: prepare the context, the characters or situation involved, etc. 2. While- listening: developing strategies to catch the general message of an oral production. 3. Post-listening: Checking the general understanding. There are some main skills that should be covered in a listening activity:  Listening for the main idea (overall)  Listening for specific information or detail  Making inferences and predictions  Identifying the mood and attitude of the speakers  Recognizing the context (where is the situation taking place) It is important to take into account that the amount of written or oral production required has to be moderated and admit non verbal responses.

3. Teaching spoken language: productive skills The process of acquiring the spoken language goes from imitative production to autonomous production. The methodology to practice oral expression has three stages: 1. Presentation stage: In this initial stage, teachers’ role is very important. It involves the assimilation of language. 2. Controlled practice: Teacher’s role is as corrector. Pupils are quite autonomous and can use learning material presented in previous stage in another situation. 3. Creative stage: In this advanced stage, teacher’s role is animator and assistant. Students choose the language to use for each learning situation.

Oral interaction has to have an important presence in foreign language class. It is important to guarantee spaces and time to develop well organized activities that help students to improve their oral competence. Teachers have to empower students to be conscious and responsible of their own learning process. In that sense, the use of digital tools for the communication makes the comprehension easier and supports the comprehension, expression and oral interaction.

5. Bibliography and webgraphy https://www.readingrockets.org/article/young-childrens-oral-languagedevelopment https://www.lexialearning.com/blog/importance-emphasizing-oral-languageenglish-learners

Danna Ferris and Tracy Tagg . (2012). Academic Listening/Speaking Tasks for ESL Students: Problems, Suggestions, and Implications. TESOL Quarterly , 297-320. Deborah Jones and Pamela Hodson. (2018). Unlocking speaking and listening. Developing spoken language in primary classroom. New York: Routledge. Vinogradova, P. (2008). Role of Speaking in L2 Program and Curriculum Design, The TESOL Encyclopedia of English Language Teaching. Wiley Online Library , 1-7.

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4. Conclusion

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6. General overview 1. Listening and reading - 3 components of oral language (Lindfors) 2. Listening comprehension - Intensive and extensive practice - Bottom up and top down processing - Listening stages 3. Teaching spoken language: productive skills - Three stages of oral practice: 1. Presentation stage 2. Controlled practice 3. Creative stage

7. Key concepts

- Components of oral language - Phonological - Syntactic - Semantic - Lindfors - Listening skills - Intensive practice - Extensive practice - Imitative production - Autonomous production

Cos de mestres

TOPIC 8:

Foreign written language: Approximation, maturing and improving the reading-writing process. Reading comprehension: Techniques for global and speciďŹ c understanding texts. Written expression: The interpretation of the text production

FOREIGN WRITTEN LANGUAGE: APPROXIMATION, MATURING AND IMPROVING THE READING-WRITING PROCESS. READING COMPREHENSION:TECHNIQUES FOR GLOBAL AND SPECIFIC UNDERSTANDING TEXTS. WRITTEN EXPRESSION: THE INTERPRETATION OF THE TEXT PRODUCTION

INDEX 0. Introduction .................................................................................................. 2 1. Reading and writing process........................................................................ 2 1.1.

Methodological aspects of reading and writing ...................................... 3

There are some methods for teaching reading and writing: ............................ 3 2. Reading comprehension .............................................................................. 4 3. Written expression ....................................................................................... 4 4. Assessment of written language .................................................................. 5 5. Conclusions ................................................................................................. 6 6. Bibliography and webgraphy........................................................................ 6 7. General overview ......................................................................................... 7 8. Key concepts ............................................................................................... 7

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TOPIC 8:

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0. Introduction It is important to take into account that written language comes after the acquisition of oral language when learning a second language. This perspective is sustained by structuralism. It is more difficult than oral language because there is a lack of paralinguistic features and it doesn’t have a situational context. In the decree 119/2015, there are two dimensions devoted to written language and each of it has three specific competences:  Reading comprehension Dimension: -

Competence 4: Apply strategies to obtain basic information and understand easy texts adapted to daily life, the media and the academic world.

Competence 5: Use basic visual, discursive or linguistic features of a text to understand it.

Competence 6: Use consultation tools to access to texts comprehension

 Written expression Dimension: -

Competence 7: Plan easy texts from the identification of the most relevant elements of a communicative situation

Competence 8: Produce easy texts with adaptation to the communicative situation and supported.

Competence 9: Revise the text to improve the function of the communicative situation and with specific supports.

1. Reading and writing process

In modern contexts, reading means decoding and understanding the message in a specific context. There are different levels of acquisition when talking about reading and writing process.

are: - Text typology: instructions, questions, messages, expositive text, etc. - Text format: continuous or discontinuous - Communicative ambits: daily life, media and scholar ambit - Strategies to obtain information from a text -Use of lexic - Use and understanding of specific vocabulary

1.1. Methodological aspects of reading and writing There are some methods for teaching reading and writing: a) Synthetic phonics: It is not focuses on the meaning of the words, but in the decoding process of the letters itself. b) Alphabetic method: It is based on the phonics system. Letters are learned in an isolated way and then are combined into words and syllables. c) Analytic phonics: It involves observing the patterns of how to form words. So, it can be considered a whole-word level. d) Look and say method: It consists of recognizing whole words or sentences, but not individual sounds. It can be worked in class through pictures dictation. e) Language experience approach: It uses the experiences that children have to help him/ her to read usually based on pictures or images to be described.

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The key contents included in Catalan curriculum regulated by decree 119/2015

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f) Whole language approach: It concerns the reading learning from the whole context to the specific words. It goes from the known parts to the unknown or unfamiliar ones.

g) Collaborative strategic reading: It consists on implement collaborative strategies to read in groups. It can be worked through modeling activities or role-playing.

2. Reading comprehension According to the decree 119/2015 that regulates the Catalan curriculum, there are some basic objectives for students to reach related to reading comprehension: -

To promote reading for pleasure

To obtain certain piece of information from a whole context

To make inferences to predict the content

When reading process is fostered, a wide range of vocabulary is acquired. Two types of reading can be described: -

Intensive reading: It is exhaustive and specific.

Extensive reading: It takes the global message.

3. Written expression

The process of written expression goes from the interpretation to the production of the texts. Three stages are considered when talking about the evolution of writing: a) Controlled practice stage: In this initial stage, the student has some background in oral language that can be applied to written language. 4

example, choosing some sentences from a text to be analyzed, play with scrambled sentences, etc. b) Guided/ directed production stage: The objective of this stage is help the student to be capable to choose linguistic elements with the help of teacher’s orientations. It is recommendable to use real contexts and make emphasis on paragraphs as a way to structure the written texts. c) Free production stage:The aim of this last stage is to write about a topic with the minimal help of the teacher. The students are encouraged to write ideas on a draft to be developed with some help. The topics chosen have to be motivating and interesting for the students.

4. Assessment of written language

The assessment of written language is developed on the evaluation order ENS/164/2016. It considers the evaluation according to the written expression dimension and its specific competences, which are: -

Plan the content of the text considering the communicative objectives. Generate and organize the ideas, as well as selecting the most relevant information before producing the text.

Produce the text and translate the ideas in a linguistic way, organizing it in sentences and paragraphs.

Revise the text according to the communicative situation.

The assessment criteria are described on the Catalan curriculum regulated by decree 119/2015 and some of the key contents to be assessed are: -

Text typology

Lexical, orthographical and discursive correction

Morphosyntactic elements 5

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Several activities can be used by teachers to promote this objective. For

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Formal aspects in the presentation of written texts

Use of digital resources in the correction, edition and presentation of texts.

5. Conclusions

As teachers, we have to devote an important time to plan the time and the specific activities that are going to help students to develop the written competence. It is important to combine assessment tasks leaded by the teacher but also coassessment activities. To develop self regulation skills to scaffold the own learning process, it can be interesting to plan a collective revision of a text modeling this process. In global aspects, it is important to make sure that students reach their communicative aim, using the proper tone and the structure is corresponded with the type of text.

6. Bibliography and webgraphy

https://courses.lumenlearning.com/suny-basicreadingwriting/chapter/why-itmatters-writing-process/ https://cmsw.mit.edu/writing-and-communicationcenter/resources/writers/writing-process/ Freeman, D.E. & Freeman, Y.S. (2001). Between Worlds. Access to second language acquisition. Portsmouth, NH: Heinemann Cloud, N., Lakin, J., Leininger, E, Maxwell, L. (2010). Teaching adolescent English language learners. Essential strategies for middle and high school.

language learners. A teacher's guide to research-based practices. Portsmouth, NH: Heinemann.

7. General overview

1. Reading and writing process o Key contents included in the curriculum 1.1.

Methodological aspects of reading and writing

o Methodologies for teaching reading and writing process 2. Reading comprehension o Objectives of the reading practice o Intensive and extensive reading 3. Written expression o 3 stages 4. Assessment of written language o

Assessment order

8. Key concepts

Reading comprehension Dimension

Written expression Dimension

Synthetic phonics

Alphabetic method

Analytic phonics

Look and say method

Language experience approach

Whole language approach

Collaborative strategic reading

Plan, produce and revise 7

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Cloud, N., Genesee, F., & Hamayan, E. (2009). Literacy instruction for English

Cos de mestres

TOPIC 9:

Description of the phonological system of the english language. Learning models and techniques: Perception, discrimination and emission os sounds, intonations, rhythms and accents. The phonetic correction

DESCRIPTION OF THE PHONOLOGICAL SYSTEM OF THE ENGLISH LANGUAGE. LEARNING MODELS AND TECHNIQUES: PERCEPTION, DISCRIMINATION AND EMISSION OF SOUNDS, INTONATIONS, RHYTHMS AND ACCENTS. THE PHONETIC CORRECTION INDEX 0. Introduction .................................................................................................. 2 1. Stress........................................................................................................... 2 1.1.

Degrees of stress .................................................................................. 3

1.2.

Position of stress ................................................................................... 3

2. Rhythm ........................................................................................................ 4 2.1.

Weak and strong forms ......................................................................... 4

3. Intonation ..................................................................................................... 5 3.1.

Falling tone............................................................................................ 5

3.2.

Rising tone ............................................................................................ 6

3.3.

Fall-rise tone ......................................................................................... 6

4. Teacher and students’ roles......................................................................... 7 5. Conclusions ................................................................................................. 7 6. Bibliography and webgraphy........................................................................ 7 7. General overview ......................................................................................... 8 8. Key concepts ............................................................................................... 9

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TOPIC 9:

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0. Introduction Teaching a foreign Language implies using a wide range of techniques to guide learners to perceive, discriminate and produce English sounds, rhythms and intonations. It is important, as teachers, to act as models concerning pronunciation aspects and specify how to correct student’s pronunciation. This topic describes the phonological system of English language. The linguistic competence has some subcompetences. One of this is the phonological competence, which involves a knowledge of, and skill in the perception and production of: -

the sound-units (phonemes) of the language and their realization in particular contexts

the phonetic features which distinguish phonemes

the phonetic composition of words

sentence phonetics (prosody)

phonetic reduction

When studying the pronunciation system of a language we differentiate two categories: •

Segmental elements: Vowel and consonant sounds.

•

Prosodic elements: rhythm, stress and intonation.

1. Stress According to (Britannica, 2020)Stress, in phonetics, is the intensity given to a syllable of speech by special effort in utterance, resulting in relative loudness. This emphasis in pronunciation may be merely phonetic (i.e., noticeable to the listener, but not meaningful) “Patterns of stress produce various effects upon the listener. They can provide emphasis upon certain words and contrasts or focus with respect to meaning. For example, the difference between the pronunciations of the phrase "the white house" and "the White House" indicate that one phrase is simply describing a house that is white in color, while the other is the residence of the

meaning of a word. When the stress is placed upon a given syllable, a word can mean one thing, while it can means something else if the stress is placed upon a different syllable” (eNotes.com, 2020)

1.1. Degrees of stress Tonic stress refers to the syllable in a word which receives the most stress in an intonation unit. (eNotes.com, 2020) Non tònic stress is marked with a lowered vertical line [ˌ] at the beginning of the syllable.

1.2. Position of stress There are words with just one syllable (e.g.. mind), and words with one stressed syllable and one or more weak syllables (e.g. remind, reminder, reminding). “When a noun or adjective stems from a one-

art

artist

break

breakable

friend

friendly

syllable word, (for example art, mind), the stress usually stays on the syllable of the original word”. (Today, 2020) - In compound nouns (two words merged into one) the stress is on the first part(Today, 2020) : bookshop football (Today, 2020) -

The stress is generally at the end of words ending in -eer. (Today, 2020) • Auctioneer • engineer

Stress usually falls on the syllable BEFORE the following letters: (The words below are just some examples - there are many more.) (Today, 2020)

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President of the United States. Lexical stress involves the difference in

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Before

-tion/-sion

-ic/-ical

-ity/-ety

-ient, -cient

-graphy

-ience,

-ody/-ogy

-ial, -ual -ious,

Attention

Automatic

Authority

Convenient

Competition

Democratic

Majority

Efficient

2. Rhythm

2.1. Weak and strong forms When speaking English Language we have to take into account the use of strong and weak forms in order to use the Language more fluently. English is considered a stress-time language, which means that speakers stress on content words (nouns, verbs, adjectives,…) and auxiliary words (conjunctions, prepositions,…) are non-stressed(English, 2013). For example: -

I can play the piano // John is from Mexico In this case the words ‘can‘ and ‘is from‘ are weak form. The weak form change the vowel to “ə” sound. o can in strong form: /kæn/ o can in weak form: /kən/ o from in strong form: /frɔm/ o from in weak form: /frəm/

form turns the vowel to be muted. (English, 2013): Word

The

Strong form

Weak form

/ði/

/ðə/

– when stands before the vowels

– when stands before the consonants

Ex: They have bought the apples.

Ex: I dislike the man. / bət/

/bʌt/ But

– mention the difference

– stress on the contrast

Ex: His girl friend is very beautiful, but is

Ex: I’m but a fool.

That

not enough intelligent.

/ðæt/

/ðət/

– as a demonstrative pronoun or

– as a relative pronoun.

adjective Ex: That is Tom’s car.

Ex: I think that we should improve quality of services a lot.

3. Intonation Intonation describes how the voice rises and falls in speech. The three main patterns of intonation in English are: falling intonation, rising intonation and fallrise intonation.(university, 2020)

3.1. Falling tone Falling intonation describes how the voice falls on the final stressed syllable of a phrase or a group of words. A falling intonation is very common in whquestions. (university, 2020) 5

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A lot of function words have both strong and weak forms. As a rule, the weak

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o Where’s the nearest p↘ost-office? o What time does the film f↘inish?

3.2. Rising tone Rising intonation describes how the voice rises at the end of a sentence. Rising intonation is common in yes-no questions:(university, 2020) I hear the Health Centre is expanding. So, is that the new d↗octor? Are you th↗irsty?

3.3. Fall-rise tone

Fall-rise intonation describes how the voice falls and then rises. We use fall-rise intonation at the end of statements when we want to say that we are not sure, or when we may have more to add:(university, 2020) -

I do↘n’t support any football team at the m↘om↗ent. (but I may change my mind in future).

It rained every day in the firs↘tw↗eek. (but things improved after that).

We use fall-rise intonation with questions, especially when we request

information or invite somebody to do or to have something. The intonation pattern makes the questions sound more polite: -

Is this your cam↘er↗a?

Would you like another co↘ff↗ee?

Any language has its own intonation patterns. It is important to be taken into consideration and know the target language because it has implication in both meaning and attitude. If intonation is not used properly, the speaker may be misinterpreted. In order to improve student’s intonation skills and make them being aware of the intonation issues, some techniques can be used. In first place, listen as much spoken English as possible. In this sense, English teacher should be a model in the class. Real podcasts, videos or other material with the voice of native speakers with different accents is highly recommended. Encouraging students to do drama or poetry activities in class can also help them to be aware of the voice rises and falls. Another interesting proposal is to tell stories in English to children and encourage them to tell them to their mates, as far as they can do it.

5. Conclusions According to catalan curriculum regulated by decree 119/2015, Oral interaction or conversation is the most common and universal linguistic activity that any language speakers do. Thus, it requires a special dedication in English lessons. A competent speaker should know how to use strategies to start, maintain and finish discourses and participate actively, with interest and in a dialoging attitude in diverse communicative situations.

6. Bibliography and webgraphy Brazil, D. (1994). Pronunciation for advanced learners of English (Teacher’s book). Cambridge: Cambridge University Press. Roach, P. (2013). English phonetics and phonology: A practical course. (enhanced EBook edition). Cambridge: Cambridge University Press. Lieberman,P. (1965). On the acoustic basis of perception of stress by linguists.Word,21, 40–54. 7

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4. Teacher and students’ roles

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Beckman, M.E. (1986).Stress and non-stress accent. Dordrecht: Fions. Britannica, E. (2020). Enciclopedia Britannica . Recollit de https://www.britannica.com/topic/intonation English, L. (2013). Learn to Speak English fluently. Recollit de http://learnenglish.vn/how-to-learn-english/strong-form-weak-formenglish-conversation/ eNotes.com, I. (2020). enotes . Recollit de https://www.enotes.com/homeworkhelp/what-stress-why-important-what-levels-stress-1145007 Today, L. E. (2020). Learn English Today . Recollit de https://www.learnenglish-today.com/pronunciation-stress/stress.html university, C. (2020). Cambridge University Press. Recollit de 2020

7. General overview 1. Stress Stress, in phonetics, is the intensity given to a syllable of speech by special effort in utterance, resulting in relative loudness. 1.1.

Degrees of stress Tonic and non tonic

1.2.

Position of stress Stress syllables and non stress syllables

2. Rhythm 2.1.

Weak and strong forms English as stress-language: the importance of stress words

3. Intonation Intonation describes how the voice rises and falls in speech. 3.1.

Falling tone Falling intonation describes how the voice falls on the final stressed syllable of a phrase or a group of words 8

Rising tone Rising intonation describes how the voice rises at the end of a sentence. Rising intonation is common in yes-no questions

3.3.

Fall-rising tone Fall-rise intonation describes how the voice falls and then rises. We use fall-rise intonation at the end of statements when we want to say that we are not sure, or when we may have more to add

4. Teacher and students’ roles In order to improve student’s intonation skills and make them being aware of the intonation issues, some techniques can be used

8. Key concepts - Intonation

- Stress - Pronunciation - Stress and non stress syllables - Falling tone - Rising tone - Fall-rising tone - Weak and strong forms of words

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3.2.

Cos de mestres

TOPIC 10: Spelling english language codes. Sound-spelling relationship. Proposals for the teaching of writing code. Applications for spelling in written productions

SPELLING ENGLISH LANGUAGE CODES. SOUND-SPELLING RELATIONSHIP. PROPOSALS FOR THE TEACHING OF WRITING CODE. APPLICATIONS FOR SPELLING IN WRITTEN PRODUCTIONS INDEX 0. Introduction .................................................................................................. 2 1. Orthographic codes of English language ..................................................... 2 1.1.

Double final consonants ........................................................................ 2

1.2.

Plurals ................................................................................................... 3

1.3.

Letter-sound correspondence ............................................................... 4

1.4.

Punctuation marks in English ................................................................ 4

2. Proposals for teaching the written code ....................................................... 5 3. Orthographic applications to written productions ......................................... 5 4. Conclusions ................................................................................................. 6 5. Bibliography and webgraphy........................................................................ 6 6. General overview ......................................................................................... 7 7. Key concepts ............................................................................................... 8

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TOPIC 10:

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0. Introduction Writing is an activity that allows people to participate in communicative situations with diverse objectives. To write, it is necessary to know the communicative situation, the format and the type of text. In that sense, writing in a foreign language requires focusing on the knowledge of formal aspects as selecting the correct vocabulary, build utterances, etc. This topic makes an overview of the historic evolution of English code and offers some didactic proposals for teaching and learning the written code concerning the orthographical aspects. It takes into account the orientations of the Catalan curriculum regulated by decree 119/2015 and the evaluation order ENS/164/2016.

1. Orthographic codes of English language English language has more complicated rules than many others because of its inconsistencies between spelling and pronunciation. Now, some spelling, punctuation and letter-sound correspondence rules are going to be explained:

1.1. Double final consonants o In a one-syllable verb ending in one consonant letter preceded by one vowel letter, double the final consonant letter (never double "w, x, y"). o If the verb ends with "e", drop "e", then add "ing" or "ed". Do not double the consonant letter. o If a verb has two vowel letters before the final consonant letter, do not double the consonant letter. o When a verb ends with "y", and before "y", it's a consonant, change "y" to "i", and then add "ed". (Never double "y, x, w") 2

not change "y" to "i"; simply add "ing" or "ed". o For a two-syllable or three-syllable verb, if the last syllable is stressed, follow the one-syllable word spelling rule to double the final consonant letter. o If the last syllable is not stressed, do not double the final consonant letter. o There are some exceptions: quit

quitting

(quit)

debut

debuting

debuted

exit

exiting

exited

tie

tying

tied

die

dying

died

lie

lying

lied

1.2. Plurals o Most singular nouns form the plural by adding -s. o A singular noun ending in s, x, z, ch, sh makes the plural by adding-es. o A singular noun ending in a consonant and then y makes the plural by dropping the y and adding-ies. o There are some irregular noun plurals. Some examples are listed here: o Final “E”: When the suffix begins with a vowel then the final –e is usually dropped:

suffix stem

new word

-able

define definable

-age

store

Singular

Plural

woman

women

man

men

child

children

storage

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o When a verb ends with "y" and before "y" there is only one vowel letter, do

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o When the word ends in two vowels, the final –e is usually not dropped.

double vowels -ed

shoe shoed

-ing flee

fleeing

1.3. Letter-sound correspondence Letter-sound correspondence refers to the identification of sounds associated with individual letters and letter combinations. This is the point in a child's development of literacy where phonemic awareness begins to overlap with orthographic awareness and reading. (developement, 2008)

1.4. Punctuation marks in English o

The full stop

the comma

the exclamation mark

the question mark

the colon

the semicolon

the quotation mark

the apostrophe

the hyphen and the dash

parentheses and brackets

There are three stages considered when teaching written code: - Controlled practice stage: This stage includes the presentation of short texts with alternative expressions to choose one, scrambled sentences, etc. - Guided/directed stage: In this stage students should choose linguistic elements with the help of the teacher, who should show students how to express themselves by writing. Some activities that can be done are: link sentences, complete the gaps, listen to short descriptions, etc. - Free production stage: This is the most advanced stage. In this stage, teacher can encourage students to talk about an interesting topic and write something about it using orthographic codes previously worked in class.

3. Orthographic applications to written productions Young learners do not need a model to produce sentences or invented texts. Teachers should take into account that written activities should fulfill the following things: - Make students think - Help students to obtain useful information about a topic - Entertain the children - Help students to communicate useful and meaningful information

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2. Proposals for teaching the written code

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Concerning the written productions, teachers should insist on neatness and organized production. As it is described in the written expression dimension of the catalan curriculum regulated by decree 119/2015, the three specific competences for this dimension, should be covered: - Competence 7: Plan easy texts from the identification of the most relevant elements of a communicative situation - Competence 8: Produce easy texts with adaptation to the communicative situation and supported. - Competence 9: Revise the text to improve the function of the communicative situation and with specific supports 4. Conclusions In the school context, written expression tasks in English language should have a clear objective. They should be meaningful and significant. The addresser has to be very clear and also the purpose. A competent writer devotes time to think before writing, and this idea should be transmitted to students. All the writing steps should be done: plan, write and revise the text according to the communicative situation, the context the addresser and the aim.

5. Bibliography and webgraphy https://www.rong-chang.com/double_rule.htm https://www.ef.com/ca/english-resources/english-grammar/punctuation/

Schools Council Program in Linguistics and English Teaching, papers series 2 (No. 2). London: Longmans, for the Schools Council. Jespersen, Otto. (1909). A modern English grammar on historical principles: Sounds and spellings (Part 1). Heidelberg: C. Winter. Bell, Masha (2004), Understanding English Spelling, Cambridge, Pegasus. Bell, Masha (2007), Learning to Read, Cambridge, Pegasus. developement, S. l. (2008). Speech-Language-Development. Recollit de www.speech-language-development.com/letter-sound.html

6. General overview 1. Orthographic codes of English language 1.1.

Double final consonant

1.2.

Plurals

1.3.

Letter-sound correspondence

1.4.

Punctuation marks in English

2. Proposals for teaching the written code - Controlled practice stage - Guided/directed stage - Free production stage 3. Orthographic applications of written productions

The three specific competences for the writen dimension, should be covered: - Competence 7: Plan easy texts from the identification of the most relevant elements of a communicative situation

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Albrow, K. H. (1972). The English writing system: Notes towards a description.

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- Competence 8: Produce easy texts with adaptation to the communicative situation and supported. - Competence 9: Revise the text to improve the function of the communicative situation and with specific supports

7. Key concepts

- Written dimension - Competence - Orthographic rules - Guided stage - Controlled stage - Free production stage - Letter-sound correspondence

Cos de mestres

TOPIC 11:

Lexical and semantical fields of english. Necessary vocabulary for socialization, information and expressing attitudes. Typology of activities related to teaching and learning vocabulary in the foreign language classroom

LEXICAL AND SEMANTICAL FIELDS OF ENGLISH. NECESSARY VOCABULARY FOR SOCIALIZATION, INFORMATION AND EXPRESSING ATTITUDES. TYPOLOGY OF ACTIVITIES RELATED TO TEACHING AND LEARNING VOCABULARY IN THE FOREIGN LANGUAGE CLASSROOM

INDEX 0. Introduction..................................................................................................... 2 1.

Lexical and semantic fields of English ......................................................... 2 1.1.

Field theory............................................................................................ 2

1.2.

Basic English ......................................................................................... 3

1.3.

General Service list (GSL) ..................................................................... 3

1.4.

Threshold level ...................................................................................... 4

1.5.

Learning vocabulary .............................................................................. 4

2. Necessary vocabulary for socialization, information and expressing attitudes .............................................................................................................. 4 2.1.

Socialization .......................................................................................... 5

2.2.

Information ............................................................................................ 5

2.3.

Attitudes ................................................................................................ 5

3. Typology of activities related to teaching and learning vocabulary in the foreign language classroom ............................................................................... 6 4.

Conclusions ................................................................................................. 7

Bibliography and webgraphy........................................................................ 7

General overview ......................................................................................... 8

Key concepts ............................................................................................... 9

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TOPIC 11:

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0. Introduction The acquisition of new vocabulary has traditionally been considered as a transmission of new items appeared without any context. This topic explains the historical evolution of the study of new words and expressions in foreign language. The social use of language is another aspect to take into account when considering the language acquisition. The Common European Framework of Reference for Languages (CEFRL) and the Catalan curriculum regulated by decree 119/2015 structure the typology of activities and the way this topic is structured. Within the linguistic ambit, the written comprehension and the written expression dimensions are treated along this topic. The assessment is contemplated through the evaluation order ENS/164/2016.

1. Lexical and semantic fields of English 1.1.

Field theory

The Lexical and Semantic Fields theory derives from the work of German and Swiss scholars in the 1920's and 30's. This theory suggests that the lexical content of language is not a mere aggregation of words but a connection of interrelation networks of relation between words. According to Saussure’s theory: - Words can belong to more than one field (Orange: fruit or color). - Languages differ in their semantic fields: every language cuts the world up in a special way.

families). 1.2.

Basic English

For the last thirty or forty years, teachers have been putting up a great fight against the old forms of 'Grammar'—against the learning of rules based on the structure of dead languages. By protesting against book-knowledge with little or no relation to the needs and interests of present-day society, they have certainly taken a step in the right direction. (OGDEN, 2019) There was, however, an idea at the back of the old rules, the idea that because our thought is based on language, and because it is important for our thought to be clear, a great respect for form might be a help in the development of our minds. (OGDEN, 2019) Basic English, created by Odgen (1887-1957) is a system in which 850 English words will do the work of 20,000, and so give to everyone a second or international language which will take as little of the learner's time as possible. 1.3.

General Service list (GSL)

It is s a list of roughly 2,000 words published by Michael West in 1953. It is organized like a dictionary; the words were chosen to be the vocabulary basis of materials for learners of ESL.

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- The best way to remember vocabulary is when it's associated in groups (word

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1.4.

Threshold level

The council of Europe created it in the middle 1970s. It is a specification in operational terms of what learners should be able to do when using second language as a vehicle of communication. In this level, vocabulary is divided in two groups: a) Active vocabulary: The range of words used when speaking or writing b) Passive vocabulary:

The words that somebody understands when

speaking or writing (it is usually larger than active vocabulary) 1.5.

Learning vocabulary

Once students have selected the words to know, it is important for them to decide how they are going to learn them. For example: making associations put the worlds into different semantic groups, say the words many times, etc.

2. Necessary vocabulary for socialization, information and expressing attitudes Learning a language involves understanding and interpreting the culture of which it is part. It is important, therefore, for EFL students to develop the ability to interpret texts from perspectives other than their own. (Eponline, 2020). Teachers have to make sure that they focus the attention in high frequent words in the frame of ESL classroom. It has to be selected according to age, level, needs and interest of students.

Socialization

Depending on the context (informal or formal) the words or expressions used are different. As an example, we find the following expressions /fields : -

Meeting people: Greetings/ introducing somebody, inciting, etc.

Asking for requests: asking for permission, attracting attention, requesting others to do something.

Offers: offering things, offering to do something

Human relationships: congratulations, thanking, etc. 2.2.

Information

Giving information and asking for it is a basic communicative element in human relationships. Different type of vocabulary and expressions are used according to the communicative purpose. This includes, among others: -

Asking and giving opinions

Expressing agreement and disagreement

Asking for clarifications

Asking for location

Expressing physical characteristics

Ask for telephone numbers

Expressing weather 2.3.

Asking for prices Attitudes

Children need a range of expressions to show their emotional and intellectual attitudes such as : Likes and dislikes / preferences/ intention and inquiring/ human relationships / feelings /offers / giving permission/obligation, etc.

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2.1.

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3. Typology of activities related to teaching and learning vocabulary in the foreign language classroom In order to offer a universal design (UD) of knowledge according to inclusion decree 150/2017, it is important to offer a wide range of activities in class so children develop different skills, competences, and all intelligences are taken into account. According to Williams, three general situations occur when students need to be able to employ communicative sentences: a) Presentation stage: They explain words and phrases they wish to say when they do not know the appropriate English expression. Control of interaction is totally in the hands of the teacher who must try to use

realia,

drawings,

pictures,

flashcards,

actions,

mime,

new

technologies and multisensory activities which involve watching, smelling, tasting, listening and touching (Eponline, 2020) b) Practice stage: They react appropriately when they encounter a word or phrase in English that they are not familiar with.

Here the degree of

teacher’s control is gradually minimized. Some activities are as follows: classifying, labelling, dictations which can be easily graded to cater for diversity, what’s missing games, wordsearch, crossword, spotting differences or “I spy” games, to name just a few. c) Production stage: they recognize and rectify instances when either they use an English word incorrectly. The most common activities include: picture dictionaries, collages of pictures around a particular theme, word

their own. (Eponline, 2020)

4. Conclusions Foreign Language teachers have an important challenge as far as new vocabulary and expressions are concerned. It is important to select appropriate, significant and functional vocabulary so students can have the basic tools to understand and communicate in foreign language. Combining different kind of activities is one of the keys to help students to success in their learning process.

5. Bibliography and webgraphy Eponline. (2020). Eponline. https://www.eponline.es/data/pdf/231doc1.pdf OGDEN, C. K. (2019). Basic English and Grammar reform.

https://www.crockford.com/wrrrld/begr.html

Tess Fitzpatrick and Andy Barfield (2009). “Communicative classrooms, where instruction is typically varied and meaning focused, can be expected to provide a rich lexical environment”. ‘Lexical Processing in Second Language Learners’. Multilingual Matters. Bristol. UK. McLaren, N. Madrid, D. (Eds.) (2004). TEFL in Primary Education. Ed. Universidad de Granada.

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networks based on a topic, word families or vocabulary books made on

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Richard Dury et Al. (2008) English Historical Linguistics: Volume II: Lexical and Semantic Change. John Benjamins Publishing. Amsterdam/Philadelphia. Michael Lewis (2008). Implementing the Lexical Approach: Putting Theory into Practice. Heinle, Cengage Learning.

6. General overview

1. Lexical and semantical fields of English 1.1.

Field theory

1.2.

Basic English

1.3.

General Service List

1.4.

Threshold level

1.5.

Learning vocabulary

2. Necessary vocabulary for socialization, information and expressing attitudes 2.1.

Socialization

2.2.

Information

2.3.

Attitudes

3. Typology of activities related to teaching and learning vocabulary in the foreign language classroom a) Presentation stage b) Practice stage c) Production stage

Language acquisition

Common European Framework of Reference for Languages (CEFRL)

Lexical and Semantic Fields theory

Basic English

Operational English

Active vocabulary

Passive vocabulary

Formal English

Informal English

Presentation stage

Practice stage

Production stage

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7. Key concepts

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7. Key concepts -

Language acquisition

Common European Framework of Reference for Languages (CEFRL)

Lexical and Semantic Fields theory

Basic English

Operational English

Active vocabulary

Passive vocabulary

Formal English

Informal English

Presentation stage

Practice stage

Production stage

Cos de mestres

TOPIC 12:

ESSENTIAL MORPHOSYNTACTIC ELEMENTS OF THE ENGLISH LANGUAGE. BASIC COMMUNICATIVE STRUCTURES. PROGRESSIVE USAGE OF GRAMMATICAL CATHEGORIES IN SPOKEN AND WRITTEN PRODUCTION TO IMPROVE COMMUNICATION

INDEX 0. Introduction ..................................................................................................... 2 1. Essential morphosyntactic elements of the English language ...................... 2 1.1. Word formation......................................................................................... 3 1.2. Morphology............................................................................................... 4 1.3. Syntax....................................................................................................... 4 2. Basic communicative structures..................................................................... 5 3. Progressive usage of grammatical cathegories in spoken and written production to improve communication .................................................................. 6 4. Conclusion ...................................................................................................... 7 5. Bibliography and webgraphy .......................................................................... 7 6. General overview ............................................................................................ 8 7. Key words ....................................................................................................... 9

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TOPIC 12.

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0. Introduction Leaning a new language not only involves the acquisition of new lexis, but also understanding a context, the culture and the general structures of language. Getting a knowledge of the essential morphosyntactic elements of English and the basic communicative structures gives the learner a general view of the target language. The Catalan curriculum regulated by decree 119/2015, contemplates the basic dimensions and elements that help learners to acquire a good language competence. In that sense, apart of the basic skills (listening, reading, speaking and writing) are taken into account, but also the plurilingual and intercultural issues. This topic is centered in the progressive usage of grammatical categories in spoken and written production framed in a specific context.

1. Essential morphosyntactic elements of the English language A sentence is the largest structural unit of language. It has two structures: a) Profound structures: Related to thinking b) Superficial structures: Related to speech It has two elements: a) Nominal ( subject) b) Verbal (predicate)

a) Primitive words b) Derivated words 1.1.

Word formation

English language offers possibilities to form words: a) Affixes (under-pay) b) Compound words a. Nouns (moto-cycle) b. Adjectives (hat-nosed) c. Verbs (baby-sit) d. Reduplicates (tip-top) c) Change of function in a sentence (noun to verb, verb to noun, adjective to noun, adjective to verb) d) Coans a. Piano (Italian) b. Chanpagne (French) c. Pyjamas (india) e) Clipping f) Joining words ( moto+hotel→motel) g) Abreviations

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Words can be divided into:

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1.2.

Morphology

Morphology is the arrangement and relationships of the smallest meaningful units in a Language. (scholars) There are two types of morphology: inflectional and derivational. -

Inflectional morphology is concerned with changes to an individual lexeme for grammatical reasons.

Derivational is concerned with the formation of one word from another. In derivational

morphology,

will

have

deal

with

concepts

like morpheme, morph, allomorph, root and base.

1.3.

Syntax

The simple sentences can be split into subject (attributive or predicative) and predicate (nominal or verbal). The groups of words connect clauses: a) Subordinators: subordinating conjunctions (after, before, as soon as, where, which,.. ) b) Coordinators: Coordinating conjunctions (and, for, more, but, or, yet,..) c) Conjunctive adverbs: Sentence connectors (besides, consequently, however,…)

a) Simple sentences a. Subject and predicate b. Speaker’s attitude: questions, orders, requests, exclamations, statements, etc. b) Compound sentences a. Juxtaposed b. Coordinated (copulative, disjunctive and adversative) c. Subordinated (nominal, relative clauses, adverbial clauses)

2. Basic communicative structures According to threshold level, the language functions are: 1. Imparting and seeking factual information 2. Expressing and finding out intellectual attitudes 3. Expressing and finding out emotional attitudes 4. Getting things done (asking for requirements) 5. Socializing

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There are two types of sentences according to its complexity:

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3. Progressive usage of grammatical cathegories in spoken and written production to improve communication It is recommendable for teachers, when implementing a class, to ask him/herself some questions in order to have the objectives and learning aims clear. -

What are the objectives of the class?

What is the background that learners have?

Which learning resources are available?

Which kind of learning style does each student have?

In order to acquire the different grammatical categories in spoken and written English, there is a variety of techniques that can be used: a) Inductive: “Bottom up” approach→ students discover grammatical rules while working throughout exercises. b) Deductive: “Top down” approach→ It is refereed to traditional method, that teachers explain the rules and students have passive roles. c) Grammar charts: “musical intelligence”→ throughout the use of repetition and having fun, students improve their authomatic use of language d) Sentence auctions: It is a fun way to help students to review the key point in grammar and sentence construction e) Teaching grammar in situational contexts: It is a significant way to learn language from real and contextualized situations. For example: Writing a recipe, giving directions, describe a weekend or a vacation, etc.

According to Catalan curriculum regulated by decree 119/2015, it is important to promote oral language before written one. We should provide students the capacity to express themselves through written language in order to help them to communicate, organize, learn and participate within the society. This implies a support and a graphic representation system of language. In that sense, it is important to acquire the basic morph syntactic elements of English.

5. Bibliography and webgraphy scholars,

(sense

data).

study.com

Recollit

https://study.com/academy/lesson/what-is-morphology-in-linguisticsdefinition-examples.html Huddleston, Rodney and Pullum, Geoffrey K. (2002) The Cambridge Grammar of the English Language. Cambridge University Press, Cambridge. Huddleston, Rodney and Pullum, Geoffrey K. (2005): A Students Introduction to English Grammar. Cambridge University Press, Cambridge. Leech, Geoffrey (1971) Meaning and the English Verb. 3rd edition. Longman, London 2004. Quirk, R., Greenbaum, S., Leech, G. & Svartvik, J. (2004) A Comprehensive Grammar of the English Language. Longman, London Quirk, R., and Greenbaum, S. (1991): A Student´s Grammar of the English language. Longman1991. 7

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4. Conclusion

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6. General overview 1. Essential morphosyntactic elements of English language 1.1.

word formation

o Affixes o Compound words o Change of function o Coans o Clipping o Joining words o Abreviations

1.2.

Morphology

o Inflectional morphology o Derivational morphology

1.3.

Syntax

o Subordinators o Coordinators o Conjunctive adverbs 2. 3.

Basic communicative structures Progressive usage of grammatical categories in spoken and written production to improve communication

Morphosyntactic elements

Written expression dimension

Oral expression dimension

Simple sentences

Compound sentences

Basic communicative structures

Word formation

Tecnhiques

Active methodology

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7. Key words

Cos de mestres

TOPIC 13:

History of the development of didactics of foreign languages: From the grammar translation method to actual approaches

HISTORY OF THE DEVELOPMENT OF DIDACTICS OF FOREIGN LANGUAGES: FROM THE GRAMMAR TRANSLATION METHOD TO ACTUAL APPROACHES

INDEX 0. Introduction ..................................................................................................... 2 1. Most recognized methods .............................................................................. 2 1.1.

Grammar-translation method................................................................... 2

1.2.

Direct method ........................................................................................... 3

1.3.

Audio lingual method ............................................................................... 3

1.4.

Community language method.................................................................. 4

1.5.

Cognitive code approach ......................................................................... 4

1.6.

Communicative approach ........................................................................ 5

1.7.

Total physical response (TRP) ................................................................ 5

1.8.

Natural approach...................................................................................... 6

1.9.

Functional- notional approach ................................................................. 7

1.10.

Task-based approach ........................................................................... 8

2. Conclusions..................................................................................................... 8 3. Bibliography and webgraphy .......................................................................... 9 4. General overview ............................................................................................ 9 5. Key words ..................................................................................................... 11

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TOPIC 13.

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0. Introduction

The times are constantly changing and considering that language is a purely human action, we must consider how we teach second language. It is known that the necessity and interest play an important role when acquiring new knowledge. According to Catalan curriculum regulated by decree 119/105, one of the main objectives of the primary education regarding English language is to develop high levels of English comprehension. In order to acquire this objective, it is important

consider

the

methodology

used.

This topic offers an historic review of the didactics of foreign languages, from the grammar translation method to actual approaches.

1. Most recognized methods 1.1.

Grammar-translation method

This method is been historically used to teach classical languages, as Greek or Latin. The lessons were basically taught in mother tongue so the target language was hardly ever used as a vehicular language. Vocabulary was not acquired in contextualized and significant situations. It was taught through isolated boring word lists with no connection with the real life. Little attention was taken to the content of texts. They were just used to do grammatical analysis. 2

Direct method

It is based on the “bottop up” approach. It considers the inductive methodology, in which students discovers the knowledge. In this method, the mother tongue is never used, there is no translation from L2 to L1. So that, student develops skills and competences to understand oral language. Grammar is taught inductively, which means that is taught in real contexts. Culture is considered an important aspect of learning the language. In this case, the Plurilingual and intercultural dimension described in the Catalan curriculum in the foreign language ambit.

1.3.

Audio lingual method

It is based on principles of behaviorist psychology and it adapted many principles of the direct method. The new material used by teachers for students is presented in the form of a dialogue. Grammar is taught inductively so that, vocabulary is strictly limited and learned in context. There

high

abundancy

visual

aids

and

recordings.

Native pronunciation has great importance.

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1.2.

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1.4.

Community language method

Community language learning (CLL) is a language-teaching approach in which students work together to develop what aspects of a language they would like to learn. The CLL approach was developed by Charles Arthur Curran (1913–1978). Learner is treated as a client and the teacher plays a councilor role. The learning process involves five stages: 1) The client is completely dependent on language councilor 2) The client starts to speak directly to the group 3) The client speaks directly to the group in foreign language 4) The client speaks freely and complexly in foreign language 5) The councilor intervenes to offer correction and to add idioms and constructions that are more elegant.

1.5.

Cognitive code approach

This language teaching approach was developed by Jackobovits (1921- 1999) in the 1970s. It emphasized that language learning involved active mental processes that it was not just a process of habit formation (the assumption underlying the audiolingual method that came before it). Lessons focused on learning grammatical structures but the cognitive code approach emphasized the importance of meaningful practice, and the structures were presented

little use of examples from authentic material. (council, 2020) This approach encourages students to think and discuss about the language from the samples they are exposed to.

1.6.

Communicative approach

This approach was developed by Robert Langs in the 1970s. It is centered on human adaptations and to emotionally charged events. Authentic language is used and classroom exchanges promote students to engage in real life communication. It is not based on drills or repetitions. In this sense, student’s motivation to learn comes from their desire to communicate in meaningful ways about meaningful situations.

1.7.

Total physical response (TRP)

This approach was developed by James Asher. It combines information and skills through the use of the kinesthetic sensory system. It is based on three principles: -

Understanding the spoken language 5

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inductively, i.e. the rules came after exposure to examples. There was, however,

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Imperatives are the main structures

The students are not forced to speak

In the classroom the teacher plays the role of parent. She starts by saying a word ('jump') or a phrase ('look at the board') and demonstrating an action. The teacher then says the command and the students all do the action. After repeating a few times it is possible to extend this by asking the students to repeat the word as they do the action. When they feel confident with the word or phrase you can then ask the students to direct each other or the whole class. (council, 2020) It is more effective if the students are standing in a circle around the teacher and you can even encourage them to walk around as they do the action.

1.8.

Natural approach

The natural approach developed by Tracy Terrell and supported by Stephen Krashen is a language teaching approach which claims that language learning is a reproduction of the way humans naturally acquire their native language. The approach adheres to a communicative approach to language teaching and rejects earlier methods such as the audiolingual method and the situational language teaching approach which Krashen and Terrell (1983) believe are not based on “actual theories of language acquisition but theories of the structure of language ” (pages, 2020) The main principles of this approach are: -

Meaning is considered as the essence of language and vocabulary.

In early stages, students are not corrected during oral production.

Communicative activities are predominant. There are three generic stages identified in the approach. 1. Preproduction (developing listening skills) 2. Early production (students produce but they make many mistakes, which are corrected in terms of content but not structure) 3. Extending production ( promoting fluency through challenging activities)

1.9.

Functional- notional approach

The notional-functional approach in ESL is a way of structuring a syllabus around "notions," real-life situations in which people communicate, which are further broken down into "functions," specific aims of communication. When designing a lesson, teachers often choose a real-world situation as their "notion," and choose corresponding functions to teach to prepare students to communicate in that situation in the lesson. For example, a lesson might be about how to buy something at a shop, in which case its notion is shopping and one of its functions might be asking prices. (Wikiversity, 2020) It helps students to develop their ability to communicate effectively in a variety of real-life contexts.

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1.10. Task-based approach

This approach considers the task that learners do as a central topic to the learning

process.

The characteristics are: -

Communication through interaction in the target language.

Introduction of authentic texts into learning material.

Focus not only on language, but in the learning process.

Improvement of learners’ personal experiences.

Attempt to link classroom language learning with language activation outside the classroom.

2. Conclusions New approaches in language learning are based on oral skills. It is considered that helping students to develop oral strategies to understand the foreign language is one of the keys to motivate them to keep learning. Motivation is another key aspect when preparing activities. One of the ways to promote it is to base the methodology on real world and contextualized situations. According to catalan curriculum, regulated by decree 119/2015, the methodologies should take into account the 5 dimensions of the foreign language ambit:

Oral communication dimension

Written communication dimension

Reading comprehension dimension

Literary dimension

Plurilingual and intercultural dimension

3. Bibliography and webgraphy council, B. (2020). British council. Recollit de https://www.teachingenglish.org.uk/article/cognitive-code-approach pages, M. e. (2020). My English pages . Recollit de

https://www.myenglishpages.com/blog/natural-approach/

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Wikiversity. (2020). Wikiversity. Recollit de https://en.wikiversity.org/wiki/TESOL/Notionalfunctional_approach

4. General overview 1. Most recognized methods 1.1. Grammar translation method • Lessons taught in mother tongue • Vocabulary taught isolated and in word lists • Little attention paid to content of texts 1.2. Direct method • 19709“bottom up” approach • The mother tongue is never used • Culture has an important role 9

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1.3.

Audio-lingual method • Based on principles of behaviourist psycology • Grammar is taught inductively • Great importance is given to native pronunciation 1.4. Community language learning • Learner is considered a client • The process has 5 stages 1.5. Cognitive code approach • Developed by Jackobovits • Encourages learner to think and discuss about language 1.6. Communicative approach • Developed by Robert Langs (1970) • It is centered on human adaptations to emotionallychaged events • It is not based on drills or repetitions 1.7. Total physical response • Developed by James Asher • It combines information and skills through the use of kinesthetic sensory system. 1.8. Natural approach • Developed by Stephen Krashen and Tracy Terrell • Meaning is considered the essence of language • Communicative activities are predominant • There are 3 generic stages identified 1.9. Funcional-notional approach • It’s a way of organizing language rather than a method • It helps students to develop their ability to effectively communicate 1.10. Task-based approach • The task that learners do is the center of the learning process • The target language is used frequently

Bottom up approach

Top down approach

Target language

Communicative approach

Meaningful tasks

Significative tasks

Contextualized activities

Sensory system

Preproduction stage

Early production stage

Extending production stage

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5. Key words

Cos de mestres

TOPIC 14:

Methods and techniques that focus on the acquisition of communicative competences. Specific methodological foundations for teaching English

INDEX 0. Introduction ..................................................................................................... 2 1. Methods focus on the acquisition of communicative competences .............. 3 1.1.

Content and language integrated learning (CLIL) ................................... 3

1.2.

Cooperative learning ................................................................................ 5

1.3.

Student-centered learning ....................................................................... 5

1.4.

Communicative language teaching ......................................................... 7

2. Specific methodological foundations for teaching English ............................ 8 3. Conclusions..................................................................................................... 9 4. Bibliography and webgraphy ........................................................................ 10 5. General overview .......................................................................................... 10 6. Key words ..................................................................................................... 12

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TOPIC 14.

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0. Introduction In previous topics, we have seen the historical evolution of methodologies and techniques to learn English. In this topic, we are going to focus on describing the activities between method, technique and approach. Form this different, we are going to center on the methodologies that make emphasis on the acquisition of the communicative dimension, which is taken into account in the Catalan curriculum regulated by decree 119/2015.

competences

1.1.

Content and language integrated learning (CLIL)

CLIL is on of be the best-fit methodology for language teaching and learning in a multilingual Europe. (council, 2020). This methodology helps students to introduce new idees and concepts in traditional currículum using the foregin Language as the mèdium of communication.

Some of the basic principles of CLIL are that in the CLIL classroom: ✓ Language is used to learn as well as to communicate ✓ It is the subject matter which determines the language needed to learn. A CLIL lesson is therefore not a language lesson neither is it a subject lesson transmitted in a foreign language. A successful CLIL lesson should combine elements of the following: (council, 2020) ✓ Content - Progression in knowledge, skills and understanding related to specific elements of a defined curriculum ✓ Communication - Using language to learn whilst learning to use language ✓ Cognition - Developing thinking skills which link concept formation (abstract and concrete), understanding and Language 3

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1. Methods focus on the acquisition of communicative

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✓ Culture -

Exposure

alternative

perspectives

and

shared

understandings, which deepen awareness of otherness and self. In a CLIL lesson, all four language skills should be combined: (council, 2020) ✓ Listening is a normal input activity, vital for language learning ✓ Reading, using meaningful material, is the major source of input ✓ Speaking focuses on fluency. Accuracy is seen as subordinate ✓ Writing is a series of lexical activities through which grammar is recycled. CLIL lessons exhibit the following characteristics: ✓ Integrate

language

and

skills,

and

receptive and productive skills ✓ Lessons are often based on reading or listening texts / passages ✓ The language focus in a lesson does not consider structural grading ✓ Language is functional and dictated by the context of the subject ✓ Language is approached lexically rather than grammatically ✓ Learner styles are taken into account in task types.

Cooperative learning

Cooperative learning is an instructional strategy that enables small groups of students to work together on a common assignment. The parameters often vary, as students can work collaboratively on a variety of problems, ranging from simple math problems to large assignments such as proposing environmental solutions on a national level. Students are sometimes individually responsible for their part or role in the assignment, and sometimes they are held accountable as an entire group. (ThoughtCo, 2020) Cooperative learning has received a lot of attention and praise—especially since the 1990s when Johnson and Johnson outlined the five basic elements that allowed successful small-group learning: (ThoughtCo, 2020)

1.3.

Student-centered learning

Learner Centredness is an alternative to the traditional approaches where the teacher is the centre of the classroom. Traditional approaches like these have

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1.2.

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often been seen as authoritarian for students. It focuses on 3 key aspects about the learner: (reimagined, 2020) a) each learner is seen as being unique in meaningful ways. They have unique backgrounds, circumstances, and starting points with unique strengths, challenges, interests, and aspirations. All of these unique attributes call for unique responses from their learning system. b) Each learner is seen as having unbounded potential—potential that will unfold at its own pace and in its own way. Every single learner is a wonder to behold. c) Each learner is seen as having an innate desire to learn. The job of the education system is to unleash that desire.

Communicative language teaching

The Communicative approach emphasizes the ability to communicate the message in terms of its meaning, instead of concentrating exclusively on grammatical perfection or phonetics. Therefore, the understanding of the second language is evaluated in terms of how much the learners have developed their communicative abilities and competencies. (training, 2020) In essence, it considers using the language to be just as important as actually learning the language. The Communicative Language Teaching method has various characteristics that distinguish it from previous methods: (training, 2020) •

Understanding occurs through active student interaction in the foreign language

•

Teaching occurs by using authentic English texts

•

Students not only learn the second language but they also learn strategies for understanding

•

Importance is given to learners’ personal experiences and situations, which are considered as an invaluable contribution to the content of the lessons

•

Using the new language in unrehearsed contexts creates learning opportunities outside the classroom

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1.4.

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2. Specific methodological foundations for teaching English Learning a foreign language is a process of creative construction as far as students use their previous strategies and knowledge to stablish their own rules and use them. -

From a competencial approach, the progress is considered global (not lineal)

Learning situations should be based on meaningful and understandable communicative facts.

The new language and structures acquired should be put into practice in real situations.

The globalizing character of teaching and learning process involves communication among teachers of different fields.

Mistakes are considered a way for learning and a part of the process of learning by doing

It is preferable for teachers to combine different methodologies and techniques for the content acquisition of the key competences.

It is important to adapt the activitites to children’s cognitive development

Language should be used as a mean if communication among students

Receptive and productive communication has to be contextualized

Foreign language will be produced in other contexts and will help us to check previous knowledge.

Techniques should be combined to guarantee a good acquisition of language and communicative comptences. The assessment of all these competences are described in evaluation order ENS/164/2016 and the evaluation criteria are stablished according to each linguistic dimension. Inclusion measures are important to take into account. Catalan inclusion decree 150/2017 stablishes the necessity to use the universal learning design.

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3. Conclusions

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4. Bibliography and webgraphy

council, B. (2020). Teaching English. Recollit de

https://www.teachingenglish.org.uk/article/clil-a-lesson-framework reimagined, E. (2020). Education Reimagined. Recollit de https://educationreimagined.org/collections/what-is-learner-centered-education/ ThoughtCo. (2020). ThoughtCo. Recollit de https://www.thoughtco.com/what-iscooperative-learning-2081641 training, T. l. (2020). Taylor language learning. Recollit de https://blog.tjtaylor.net/method-communicative/

5. General overview

1. Methods focus on the acquisition of communicative competence 1.1.

CLIL o Content, communication, cognition and culture o Creates strong links with the curriculum o Value of transferable skills

1.2.

Cooperative learning o Creating a working atmosphere o Helps students to develop their oral skills 10

1.3.

Learning centeredness o It is related to problem-based learning o Create learning teams to encourage collaboration o The meaning should be acquired through personal discovery

1.4.

Communicative language teaching o Teacher’s role is facilitator o Based on real-life situations o Use of multimedia resources

2. Specific methodological foundations for teaching English - Learning situations should be based on meaningful and understandable communicative facts. - The new language and structures acquired should be put into practice in real situations. - The globalizing character of teaching and learning process involves communication among teachers of different fields.

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o Group work strategies

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6. Key words -

Cooperative learning

Global learning

Linguistic dimension

Linguistic competence

Children cognitive development

Mistakes

Meaningful contexts

Real-life situations

Culture, cognition, content and communication

Positive interdependence among students

Learning by doing

Cos de mestres

TOPIC 15:

Times, authors and genres suitable for application in teaching English class. Types of texts

INDEX 0. Introduction ..................................................................................................... 2 1. Times, authors and genres suitable for application in teaching English class. ...................................................................................................................... 3 1.1.

Authors ..................................................................................................... 3

1.2.

Genres ...................................................................................................... 5

2. Types of texts .................................................................................................. 5 2.1.

Type of storybooks................................................................................... 5

2.2.

Authentic vs graded texts ........................................................................ 5

3. Conclusions..................................................................................................... 7 4. Bibliography and webgraphy .......................................................................... 7 5. General overview ............................................................................................ 8 6. Key words ....................................................................................................... 8

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TOPIC 15.

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0. Introduction

According to the Catalan curriculum regulated by Decree 119/2015 and taking into account the inclusion decree 150/2017, there are three main reasons to use literary texts in English lessons:

Linguistic

• Students gain familiarity with many linguistic forms, uses and conventions of the written code.

Methodological

• The literary texts are open to multiple interpretation so one individual’s interpretation and another’s can be bridged by genuine interaction, providing communicative situations.

Motivational

• Literary texts often touch on themes to which learners can bring a personal response from their own experience.Literature incorporates a great deal of cultural information.

This topic considers different types of texts to be treated in EFL lessons according to the learning objective and the level of students. Moreover, a wide range of authors and genres are going to be named in order to have a list to choose among according to each situation.

1.1.

Authors

Eric Carle: Large creepy crawlers cut from paper of vivid colors always create a happy surprise • The Very Hungry Caterpillar • The Grouchy Ladybug Donald Crew: Realistic objects familiar to young children appear in bold graphic images artfully designed. • Freight Train • Truck

PRESCHOOL Lois Ehlert: Stunning shapes and strong colors capture exciting views in AND a child's mind. KINDERGARTEN • Color Zoo •

Fish Eyes: A Book You Can Count On

Eric Hill: Lift the flaps to play hide and seek games with Spot the dog who disappears under rugs or behind closet doors. • Where's Spot • Spot Goes to the Farm Tana Hoban: A photographer captures fresh visions of the world through the lens of her camera. • Exactly The Opposite Who Are They? Stan and Jan Berenstain: A prolific team captures the rhythms of children's language in engaging stories. • The Berenstain Bears & The Golden Rule • The Berenstain Bears' Family Reunion Jan Brett: A meticulous artist weaves subplots and intricate details into creative borders to extend the meaning carried in the central pictures. • The Hat • Annie and the Wild Animals

GRADES 1-3

Marc Brown: Marc Brown presents a warm, witty and sometimes poignant look at facing a bully, losing a tooth, or accepting a new baby sister. • Arthur in a Pickle • Visiting the Art Museum Anthony Brownie: His startling images and subtle messages in art and story make us see the world in a new way. • The Piggybook Little Beauty

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1. Times, authors and genres suitable for application in teaching English class

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Betsy Byars: Her novels capture both the humor and pathos of children facing problems as they grow up. • Trouble River • The Cybil War Beverly Cleary:Children's natural language and basic concerns ring true and with humor in her early chapter books. • Henry Huggins • Ramona Quimby, Age 8

GRADES 3-6

Pam Conrad: Engaging writer who captures strong images and vivid themes in historical and contemporary scenes. • Pedro's Journal • My Daniel Russell Freedman: Impeccable research and intriguing writing draws interest to topics he treats in biographies and informational books. • The Wright Brothers • Lincoln: A Photobiography Lloyd Alexander: A skilled fantasy writer who touches our deepest sense of characters and moral order. • Time Cat • The Black Cauldron

GRADES 6-8

Susan Cooper: Fantasy writer whose characters face the eternal struggle between darkness and light, between good and evil. • The Dark Is Rising • The Grey King Robert Cormier: Teenage characters face realities and choices not always happy or hopeful ones. • The Chocolate War • I Am The Cheese Paula Fox: She captures strong emotions and vivid images in superb understated and taut writing. • The Slave Dancer Gary Soto: He draws upon his Mexican-American heritage to create vignettes in poetry and prose. • A Fire In My Hands • Living Up The Street Milred Taylor: One of the first African-American authors to win major awards writes about the experience of rural Mississippi in the 1930s. • The Land • Let The Circle Be Unbroken

Genres

Different genres can be used in lessons to learn English

Genres

Plays Small poems short stories

2. Types of texts 2.1.

Type of storybooks

Ellis and Brewster classify the storybooks under the following three categories: Narrative features

• Rhyming words • Isolated words which rhyme • Repeating structures • Some structures are repeated once and again

Content

Layout

• Everyday life stories • Animal stories • Traditional/folk/fairy stories • Fantasy stories

• Something has to be stuck on the story • Minimal text Words or simple structures and illustrations • It’s a picture storybook. No sentences or words • Speech bubbles • It’s like a cartoon. There are dialogues

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1.2.

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2.2.

Authentic vs graded texts

According to (ELT, 2020):

AUTHENTIC TEXTS PROS

CONS

▪

It will be authentic to its genre. This will mean that students who are familiar with that genre will be equipped to understand certain features within the text. For example, if its a newspaper, they will understand its about something that happened in real life.

GRADED TEXTS ▪

The language is specifically targeted for the level of students. This means that we can ensure that there examples of the target language in the text.

▪

The text is pre-prepared, and easy to find for teachers. This allows the teacher to have more time thinking about they are going to use the text, rather than finding the text in the first place.

▪

It will have face value. Students will believe in the value of the text because it has already had value outside of the classroom.

▪

Its in line with what the students will face in real life. This will ensure that students understand exactly what they may come across when dealing with English across cultures.

▪

Graded texts are generally presented in a flat neutral style. They will be free of any design, layout or font complications. There is will no interference from the text itself.

▪

Some language may be inappropriate for the level of learner it is intended for. You cannot always guarantee the lexis and vocabulary will always be of the correct level.

▪

They may give a false impression of how authentic text is actually conveyed. In the rewriting of a text the original meaning may get compromised for the sake of the grading itself.

▪

Some features within the genre may get in the way of the TL. If the format of the text is not simple enough, or the font is unclear, or the layout is confusing, this may lead to interference from the text before any learning can be done.

▪

It very difficult to grade a text consistently for one particular level of learner, and can often be down to the quality of the author, and their understanding and generic competency levels of learners.

According to Catalan curriculum regulated by decree 119/2015In the linguistic ambit, there is the literary dimension described on it. Literature help students to develop a variety of language skills such as prediction or inference of meaning from the linguistic or situational context. As they relate their reading to their own knowledge of the world and experience they will internalise the structures and lexis to the point where language recognition becomes automatic and the material will become a stimulus to their own language production.

4. Bibliography and webgraphy ELT, A. t. (2020). All things ELT. Recollit de https://allthingselt.wordpress.com/2013/04/19/using-authentic-vs-gradedtext/ Carter and Al. Literature and the Learner. Methodological approaches. ELT Documents. 1989 Collie, J. And Slater, S. Literature in the Language Classroom. CUP. Cambridge, 1987 Duff, A. And Maley, A. Literature. OUP. Oxford, 1990 Ellis, G. And Brewster, J. The Storytelling Handbook for Primary Teachers. Penguin. Londres, 1991 Hill, J. Using Literature in Language Teaching. MacMillan. Londres, 1986

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3. Conclusions

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5. General overview 1. Times, authors and genres suitable for application in teaching English class. 1.1. Authors 1.2. Genres: plays, small poems, short stories 2. Type of texts 2.1. Type of storybooks 2.2. Authentic vs graded texts 2.3.

6. Key words -

Genre

Literature

Generic competency levels

Genres

Short poems

Methodological reasons

Linguistic reasons

Motivational reasons

Graded texts

Authentic texts

Cos de mestres

TOPIC 16:

English childrenâ&#x20AC;&#x2122;s literature. Techniques of didactic application to improve oral comprehension, initiate reading habits and sensitize in the poetic function of language

English children’s literature. Techniques of didactic application to improve oral comprehension, initiate reading habits and sensitize in the poetic function of language

INDEX 0. Introduction ..................................................................................................... 2 1. Children’s literature in English ........................................................................ 3 2. Techniques of didactic application to improve oral comprehension, initiate reading habits and sensitize in the poetic function of language .......................... 4 2.1. Techniques of didactic application to improve oral comprehension and initiate reading habits ......................................................................................... 4 2.2.

The poetic function of language .............................................................. 7

3. Conclusions..................................................................................................... 8 4. Bibliography and webgraphy .......................................................................... 8 5. General overview ............................................................................................ 9 6. Key words ..................................................................................................... 10

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TOPIC 16.

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0. Introduction According to catalan curriculum regulated by decree 119/2015, the foreign language ambit concerns 5 dimensions: •

Oral communication dimension

•

Written expression dimension

•

Reading comprehension dimension

•

Literary dimension

•

Plurilingual and intercultural dimension.

In this case, we are going to focus on literary dimension. Literacy is concerned as a creative activity of comprehension and production of easy oral and written texts in order to cause an esthetic or emotional reaction to the receiver. As teachers, we should encourage children to enjoy listening stories in English, sing songs with suggesting lyrics or engage on linguistic games. Literacy involves both oral and written traditions that arrive to the receiver by language and with an expressive or ludic function. This dimension involves two competences: -

Competence 10: Comprehend and value easy, adapted or authentic literary texts.

Competence 11: Reproduce orally and rewrite easy literary texts to enjoy and promote other’s enjoyment.

In order to integrate children´s literature in English in the foregin language class. Maley (1989) suggests that literary texts can be approached through a threestaged procedure: 1. Preparing learners to cope with the text:

This stage involves

preparation activities, (i.e. making a brainstorm, engaging them in a passage and eliciting ideas and language items). 2. Engaging learners in understanding the text (i.e. extract key phrases and get learners to match them with words expressing learners’ feelings). 3. Engaging learners in activities which extend the theme and allow learners to express their own opinions, feelings and thoughts. As an example, through a role play learners can ask characters about their motives for action. Children´s literature is comparatively a recent phenomenon which emerges in the second half of the 18th century, after the Industrial Revolution due to economic and social factors. However, it would be in the 19th century when children´s literature flourished, particularly in England and the USA. Some famous 19th-century works are “Alice’s Adventures in Wonderland” (1865) by Lewis Carroll, “Treasure Island” (1883) by Robert Louis Stevenson, and “The Adventures of Huckleberry Finn” (1884) by Mark Twain. In this time, children´s literature evolved from oral presentation to written form with illustrations. It is also 3

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1. Children’s literature in English

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worth noting that children’s literature no longer was primarily didactic, it was now being written for sheer enjoyment. At the turn of the century, Beatrix Potter wrote the first modern picture book for children, “The Tale of Peter Rabbit” (1901). 168 169 Some other works for children were: “Ivanhoe” by Walter Scott, “Jungle Book” by Rudyard Kipling, or “Twenty Thousand Leagues Under the Sea” by Jules Verne. Without any shadow of a doubt, the consolidation and full development of children’s literature takes place during the 20th century.

2. Techniques of didactic application to improve oral comprehension, initiate reading habits and sensitize in the poetic function of language 2.1.

Techniques of didactic application to improve oral comprehension and initiate reading habits

Reading is an activity with a purpose. A person may read in order to obtain information, or to criticize a writer’s ideas or style. People also read for enjoyment or to enhance their knowledge of the language being read. These purposes for reading guide the reader’s selection of texts. Research shows that good readers: ✓ read extensively. ✓ integrate information in the text with existing knowledge. ✓ have a flexible reading style, depending on what they are reading. ✓

are motivated. ✓ rely on different skills interacting.

properly, English teachers should take into account these three moments when working on reading: a) Before Reading: •

Decide in advance what to read for: set the purpose

•

Decide whether more linguistic or background knowledge is needed.

•

Determine whether to enter the text from the top down approach (attending to the overall meaning) or from the bottom up approach (focusing on the words and phrases).

b) During reading: 1.

Monitor comprehension.

Verify predictions and check for inaccurate deductions.

Decide what is and what is not important to understand.

Re-read to check comprehension.

Ask for help.

c) After reading: •

Evaluate comprehension and strategy use.

•

Evaluate comprehension in a particular task or area.

•

Evaluate overall progress in reading and in particular types of reading texts.

•

Decide whether the strategies were appropriate for the purpose and for the task.

•

Modify strategies if necessary.

In order to make sure that our students become good readers and listeners, teachers should ensure to offer both intensive and extensive reading practice.

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In order to help students to become good readers and using the strategies

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It is recommendable to work on the following strategies to promote the practice of reading and listening: o Getting the global idea of a text or an oral text o Making inferences by analyzing the opinions and attitudes from the story characters. o Deducing meanings o Identifying marks of speech

According to Lynne Cameron (2001), listening can be seen as the active use of the language to access to other people´s meanings. Undoubtedly, the students´ construction of understanding requires relying on their previous knowledge and experiences regarding language use. The mental demands in active listening are clearly meaning-focused instead of language-focused, since they are related to making sense of a message, a song or a story. A relevant theory about the importance of input to improve listening understanding is the “Input Hypothesis” by Krashen (1982). According to this theory, the learners naturally develop their understanding of the language by the comprehension of input that is slightly above their current language proficiency level.

The poetic function of language

The poetic function of the language can be worked in the FL class through

Poetry is a literary genre in which the language is used not only with the aim of communicating something. There are several characteristics of poetic language we may take advantage of:

Characteristics

activities related to poems, songs, chants, rhymes, amongst others.

Musicality

Poetic language Poetic images

As we have seen, developing awareness of the poetic function of the language does not necessarily mean that we have to use authentic poems by recognized English writers. However, a golden rule is that we should try to engage learners actively, since the main aim is not a mere presentation of vocabulary and poems to be understood; rather we want our students to experiment and play with the Language.

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2.2.

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3. Conclusions Considering that literature in modern language is developed in the Catalan Curriculum, it also needs to be assessed. Specific competences described in the literacy dimension are compiled in the assessment order ENS/164/2016. In order to work on the essential principles, it is important to create meaningful contexts to cover one of the poetic use of language. It is also important to adapt it to the cognitive level of students and engage students by the use of songs or plays.

4. Bibliography and webgraphy

- MUNBY, J. “Communicative Syllabus Design”. Cambridge University Press. 1978. - NASR, N. “The Use of Poetry in TEFL”. Revista de filología y su didáctica. 2001. - NEWTON, J. and NATION I.S.P. “Teaching ESL/EFL Listening and Speaking”. Routledge. Taylor and Francis Group. 2009. - NODELMAN, P. and REIMER, M. “The pleasure of children’s literature” (3rd ed.). Boston: Allyn and Bacon. 2003. - TOMLINSON, C. and LYNCH-BROWN, C. “Essentials of Children´s Literature. Allyn and Bacon. 2002. - VAN, T. T. “The Relevance of Literary Analysis to Teaching Literature in EFL Classroom”.English Teaching Forum. 2009

1. Children’s literature in English Maley (1989) suggests that literary texts can be approached through a threestaged procedure: 1. Preparing learners to cope with the text:

This stage involves

preparation activities 2. Engaging learners in understanding the text 3. Engaging learners in activities which extend the theme and allow learners to express their own opinions, feelings and thoughts.

2. Techniques of didactic application to improve oral comprehension, initiate reading habits and sensitize in the poetic function of language 2.1. Techniques of didactic application to improve oral comprehension and initiate reading habits Type of activities to promote reading skills: - Before reading - During reading - After reading It is recommendable to work on the following strategies to promote the practice of reading and listening: o Getting the global idea of a text or an oral text o Making inferences by analyzing the opinions and attitudes from the story characters.

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5. General overview

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o Deducing meanings o Identifying marks of speech 2.2. The poetic function of language Characteristics: -

Musicality Poetic language Poetic images

6. Key words

Active listening

Bottom up approach

Top down approach

Inferences

Deduce meaning

Intensive reading

Extensive reading

Obtain information

Poetry

Literary genre

Cos de mestres

TOPIC 17:

Songs as poetry and literary creation in the English language classroom. Typology of songs. Techniques for using songs to learn phonics, vocabulary and culture

INDEX 0. Introduction ..................................................................................................... 2 1. Songs as poetry and literary creation in the English language classroom. .. 2 2. Typology of songs........................................................................................... 4 3. Techniques for using songs to learn phonics, vocabulary and culture ......... 4 4. Conclusions..................................................................................................... 6 5. Bibliography and webgraphy .......................................................................... 7 6. General overview ............................................................................................ 8 7. Key words ....................................................................................................... 8

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TOPIC 17.

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0. Introduction According to Catalan curriculum regulated by decree 119/2015, the main objective of foreign language is the acquirement of the communicative competence. A motivation way to do it is by the use of songs to promote the acquirement of new vocabulary, structures and phonics. This topic relates the use of songs and poetry with the poetic function of language. It develops the advantages this resource throughout the techniques that teachers can use.

1. Songs as poetry and literary creation in the English language classroom Songs are a good resource to introduce authentic inputs. They create a relax and nice atmosphere in class and several kind of activities can be done through them. According to the multiple intelligence theory (Gardner) this is a good resource. Benefits of using songs as a learning resource: Linguistic

Psycological

Cognitive

sociocultural

Songs are used as a teaching technique in FL classrooms for many reasons. First,

students love songs and enjoy learning and singing. Second, songs help students imitate and remember words. It is said that every child has the ability to sing from 2

2006) .Songs promote speaking skills and stimulate students' imagination. Orlova (2003) indicates that using songs and chants in FL classrooms serve several methodological purposes such as teaching listening, speaking, writing, vocabulary as well as practicing the rhythm, stress and the intonation patterns of the English language. (Maryam Almutairi, Nadia Shukri, 2010) The physical benefits of singing should not either be underestimated. Singing not only has positive effects on breathing and voice control but it also exercises all the muscles of the head and neck. As songs are often combined with action and movement, they can also help with developing their coordination. Singing is something that many children will already be familiar with from their experiences at home with their parents or siblings. Indeed, songs can also provide an important bridge between the classroom and the home. Parents are frequently delighted to hear their children singing the songs that they have learned in class. On the other hand, singing as a classroom activity has a lot to offer the teacher. As we mentioned above, rhymes and songs can cover common language themes and topics for this age group and they can be used to practice a wide variety of both vocabulary and expressions.

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the earliest cultures and probably before human learned to speak (Cifuentes,

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2. Typology of songs

Art songs

Popular songs

Folk songs

Lullaby

Riddles

3. Techniques for using songs to learn phonics, vocabulary and culture According to Griffee, “when rhymes or songs are introduced, the first skill that the children learn is listening” (1992, pág. 69). Activities which practice the skill of listening include detailed listening comprehension, listening for summarizing, listening to isolated vocabulary, and listening for word order. And the second skill that children can learn is speaking. After the children listen to the song, they would attempt to sing it. After the children learn to listen and speak the words, it is the time for them to learn to write. Apart from writing down the lyrics, there are many ways to exploit songs for writing practice, such as a dictation or a cloze passage. (Isabel María GARCÍA CONESA; Antonio Daniel JUAN RUBIO , 2015) Practising intonation through reciting rhymes and songs is mostly funny and very effective. Curtain and Dahlberg (2004) suggest the following steps for presenting a song in class:

Step 1: prepare the students. Tell them what the song is about, preferably in English, making heavy use of visuals and gestures so they can get to know the song; play a recording or sing the entire song so that the students know what they are working toward.

Step 2: go through the words. Make sure the children understand the words or, at least, that they understand the key words necessary for singing the song meaningfully and with enjoyment; place new vocabulary in context and illustrate the meaning with gestures and visuals; there should be very little new vocabulary in any new song, and the new words should be presented several days before you introduce the song.

Step 3: speak the song line by line. Say the song one line at a time and have the children repeat the words; if the song is on the board, track the words with a pointer or a ruler.

Step 4: sing a line at a time. Sing the song to the children one line at a time and have them sing it back; practice each line several times until the children can sing it independently and then practice it two lines at a time; finally put the entire song together.

Step 5: add rhythmic accompaniments. Begin to add rhythmic accompaniment such as clapping, finger snapping, foot stamping or hand shuffling.

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4. Conclusions

According to Gardner's theory, each human being is unique and intelligent in at least seven different ways. The seven types of intelligence are verbal-linguistic, visual-spatial,

interpersonal,

musical-rhythmic,

logical-mathematical

and

intrapersonal. More specifically, musical intelligence, which is the research focus of this study, is related to learners' skills in composing, performing and appreciating music (Gardner, 1999). Researchers have proven the effect of music in the language classroom. Fonseca and Arnold (2004) state that the development of musical intelligence in EFL classes creates a relaxed atmosphere that motivates students and helps them to be more productive. Therefore, when exploring musical intelligence, the use of songs becomes worthwhile. Students who have strong musical intelligence are interested in rhythms, sounds, and patterns. Activities such as singing songs, writing lyrics and creating rhythmic patterns are the best way to teach learners with musical intelligence. (Maryam Almutairi, Nadia Shukri, 2010)

Isabel María GARCÍA CONESA; Antonio Daniel JUAN RUBIO . (2015). The use of rhymes and songs in the Teaching. Docencia e Investigación . Maryam Almutairi, Nadia Shukri. (2010). Using Songs in Teaching Oral Skills to Young Learners. International Journal of Linguistics, 1948-5425.

Aqel, I. M. (2013). The effect of using grammar-translation method on acquiring English as a foreign language. International Journal of Asian Social Science, 3(12), 2469–2476. Arévalo, E. (2010). The use of songs as a tool to work on listening and culture in EFL classes.Cuadernos de Lingüística Hispánica, 15, 121–138. Bas, G. (2008). Integrating multiple intelligences in ESL/EFL classrooms. The Internet TESL Journal, 14(5). Retrieved from the World Wide Web: http://iteslj.org/Techniques/Bas-IntegratingMultipleIntelligences.html. Cameron, L. (2003). Challenges for ELT from the expansion in teaching children. ELT Journal, (57), 105–112. Cifuentes, C. (2006). Songs in the English class: A strategy to encourage tenth graders' oral production. Profile Issues in Teachers Professional Development, (7), 47-58. Dewi, N. P. (2013). Using English songs memorization technique to improve the seventh graders’ mastery of vocabulary at SMP Negeri7 Malang. English Language Education The Learning University Malang, 3(1), 4-14. El-Nahhal, M. M. (2011). The effectiveness of using children songs on developing the fourth graders' English vocabulary in Rafah governmental schools. Department of Curricula and Teaching Methods, (3), 1-73

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5. Bibliography and webgraphy

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6. General overview 1. Songs as poetry and literary creation in the English language classroom. - Gardner’s theory - Acquiring new vocabulary and expressions - Physical benefits 2. -

Typology of songs Lullaby Popular songs Traditional songs Riddles Folk songs

3. Techniques for using songs to learn phonics, vocabulary and culture o 5 steps

7. Key words -

Communicative competence

Multiple intelligence theory (Gardner)

Intonation

Relaxed atmosphere

Motivation

Seven intellicences

Effect of music

Meaningful environment

Literacy 8

Cos de mestres

TOPIC 18:

Functions of games and creativity in foreign language learning. Definition and classification of games for language learning and perfection

INDEX 0.

Introduction ........................................................................................................................... 2

Functions of games and creativity in foreign language learning .......................................... 2

Definition and classification of games for language learning and perfection ....................... 4

Conclusions .......................................................................................................................... 5

Bibliography and webgraphy ............................................................................................... 6

General overview ................................................................................................................. 6

Key words ............................................................................................................................ 8

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TOPIC 18.

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0. Introduction Games help the teacher to create contexts in which the language is useful and meaningful. Even though games are often associated with fun, we should not lose sight of their pedagogical value, particularly in foreign language teaching and learning. Games are effective as they create motivation, lower students’ stress, and give language learners the opportunity for real communication. According to J. Haldfield [1], “a game is an activity with rules, a goal and an element of fun.… Games should be regarded as an integral part of the language syllabus”. This definition highly evaluates the importance of games in teaching. It shows that games serve not only as an ‘amusing activity’, but also as a technique to carry out many pedagogical tasks.

1. Functions of games and creativity in foreign language learning 1.1.

Advantages of games

There are lots of advantages associated to the use of games in foreign language classroom. They: -

Promote students’ interaction

Promote improvement in students’ language acquisition 2

Increase learners’ achievement

Can lower anxiety.

Involve students in active learning;

Improve retention, decision-making skills, and comprehension of general principles

Foster a more positive attitude toward the classroom experience – more attention, better attendance, better participation

Improve retention, decision-making skills, and comprehension of general principles.

Help students to make and sustain the effort of learning

1.2.

Things to take into account when choosing games

According to (Talak-Kiryk, 2010), the thinks tot take into account when choosing games are: a) They are based on a learning objective. This gives the developer a focus point for the format, skills involved and material covered. Through play, the players use previously learned knowledge and skills to acquire new knowledge and enhance their abilities. b) They give the player control over his own destiny. Not only does this increase motivation and responsibility, but it also improves decision 3

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making skills by showing that there are direct consequences for actions made or those not taken c) They include doable challenges. The player should succeed and struggle at various points throughout the game. This increases the player’s determination and drive towards success and completion. d) They are fun and interesting, thus motivating. This encourages the player to not only play today but to return later to the game. Because of the emotion and excitement involved, the student often forgets that he is learning something. e) They are based on reality in order to intrinsically motivate the players to continue to play the game. f) They require interaction. The players should interact with material on a variety of levels and of course with other players, more and less experienced or knowledgeable. g) Games must include everyone. Each student should be able to participate as a player in order to effectively develop and promote social interaction, good communication and a sense of community

2. Definition and classification of games for language learning and perfection Games provide a constructivist classroom environment where students and their learning are central. “Learning through performance requires active discovery, analysis, interpretation, problem-solving, memory, and physical activity and extensive cognitive processing” (Foreman 2003: 16). Students draw their own meaning from these experiences while learning from their mistakes and also 4

their new knowledge in a situation separate from the activity in which they learned

2.1.

Classification of games

ICE BREAKERS

SPEAKING

- Catch the ball - Find someone who...

- Identity - Picture dictation - Match - Remember

LISTENING

WRITING

- Simon says - The same or different? - Bingo definitions

- True/ False questions - Create an island

3. Conclusions Montessori

classrooms

are

world

renowned

for

implementing

constructivism successfully. Their teachers are trained in theories which promote learning through experience. They remind us that when small children learn, trial and error is a part of everyday life. “The learning process should be interesting, easy and it should be fun to learn. It also should fit with an everyday task and the working environment in order to achieve optimum results” (Pivec & Dziabenko 2010: 1). 5

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from each other. The students also build upon their previous knowledge and use

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Games allow for creativity, independence and higher order thinking. Usually, questions posed by the classroom teacher are fact based and have only one answer, not allowing for creativity, personal expression, or testing hypotheses.

4. Bibliography and webgraphy Talak-Kiryk, A. (2010). Using Games In A Foreign Language Classroom. SIT Digital Collections .

Hadfield J. Beginners’ communication games / J.Hadfield. – Longman, 1999. Lee W. R. Language teaching: Games and Contests / W.R.Lee. – Oxford: Oxford University Press, 1991. Riedle C. Web 2.0: helping reinvent education / C.Riedle, 2008.

5. General overview 1. Functions of games and creativity in foreign language learning 1.1.

Advantages of games

promote students’ interaction

promote improvement in students’ language acquisition increase learners’ achievement 6

can lower anxiety.

involve students in active learning;

improve retention, decision-making skills, and comprehension of general principles

Foster a more positive attitude toward the classroom experience – more attention, better attendance, better participation

improve retention, decision-making skills, and comprehension of general principles.

help students to make and sustain the effort of learning 1.2.

Things to take into account when choosing a game

They are based on a learning objective

They give the player control over his own destiny.

They include doable challenges

They are fun and interesting, thus motivating.

They are based on reality

They require interaction.

Games must include everyone

2. Definition and classification of games for language learning and perfection 2.1.

Classification of games

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6. Key words -

Constructivist approach

Active discovery

Problem-solving

Attendance

Participation

Language acquisition

Creativity

Higher order thinking

Working environment

Cos de mestres

TOPIC 19:

Techniques for animation and creativity as a resource for learning foreign languages. Organization of everyday situations, stories, characters, jokes and so on. Group work for creativity tasks

TECHNIQUES FOR ANIMATION AND CREATIVITY AS A RESOURCE FOR LEARNING FOREIGN LANGUAGES. ORGANIZATION OF EVERYDAY SITUATIONS, STORIES, CHARACTERS, JOKES AND SO ON. GROUP WORK FOR CREATIVITY TASKS

INDEX 0. Introduction ..................................................................................................... 2 1. Techniques for animation and creativity as a resource for learning foreign languages .............................................................................................................. 3 1.1. Creativity in languages ............................................................................... 4 1.2. Advantages of using drama in language lessons ...................................... 5 1.3. Steps to follow when programming a drama lesson .................................. 6 2. Group work for creative tasks......................................................................... 8 3. Conclusions..................................................................................................... 8 4. Bibliography and webgraphy .......................................................................... 9 5. General overview .......................................................................................... 10 6. Key words ..................................................................................................... 11

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TOPIC 19.

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0. Introduction

According to Catalan curriculum regulated by decree 119/2015 and the inclusion decree 150/2017, it is important to program according to the universal design of learning (UDL) in order to arrive to all students and cover the multiple intelligences. In that sense, according to the British council, introducing creativity activities is an interesting for these reasons: (council, 2020) •

Language use is a creative act: we transform thoughts into language that can be heard or seen. We are capable of producing sentences and even long texts that we have never heard or seen before. By giving learners creative exercises, we get them to practise an important sub-skill of using a language: thinking creatively.

•

Compensation strategies (methods used for making up for lack of language in a communicative situation e.g. miming, drawing, paraphrasing used for getting meaning across) use creative and often imaginative ways of expression. Our learners will need these until they master the language.

•

Some people cannot learn at all if they are not allowed to be creative. They do not understand the point in doing a language activity for its own sake, for only practicing the language without a real content, purpose, outcome or even a product.

Creativity improves self-esteem as learners can look at their own solutions to problems and their own products and see what they are able to achieve.

Creative work in the language classroom can lead to genuine communication and co-operation. Learners use the language to do the creative task, so they use it as a tool, in its original function. This prepares learners for using the language instrumentally outside the classroom.

Creative tasks enrich classroom work, and they make it more varied and more enjoyable by tapping into individual talents, ideas and thoughts both the learners’ and the teacher’s.

Creative thinking is an important skill in real life. It is part of our survival strategies and it is a force behind personal growth and the development of culture and society.

1. Techniques for animation and creativity as a resource for learning foreign languages

Creativity is the ability to produce original and unusual ideas, or to make something new or imaginative. It is an important skill in real life because the world is constantly changing. It helps to develop creative thinking skills determine how flexibly and imaginatively people approach problems or tasks. 3

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Use verbal and non verbal communication with students

COMMUNICATION - speak at slower rate - use face expressions - face studens when speaking,...

Techniques for animation and creativity

INTEREST IN CONTEXT

TREATREMENT OF MISTAKES

- Don't correct students too often

Focus on meanings rather than grammar Swap roles to make students mistakes' correctors and teachers can become "mistake makers"

Prepare some material with mistakes to be corrected

1.1. Creativity in languages - Learning a language may be a creative exercise - It gives you a new way of seeing the world - It improves your body language. - It makes you better at improvisation. - It improves your memory. - It makes you comfortable with failure. 4

lessons

Drama for second language learners can provide an opportunity to develop the imagination of the students. The students can go beyond the here and now and even 'walk in the shoes' of another. It provides an opportunity for independent thinking (McCaslin 1996). Students are encouraged to express their own ideas and contribute to the whole. Creative drama will offer exercises in critical thinking and the chance for the students to be creative. A good example of this is roleplays in small groups. (Boudreault, 2020) o It Integrates language skills in a natural way o It integrates verbal and non-verbal aspects o It draws upon both cognitive and affective domains o It contextualize the language o It foster self-awareness, self-esteem and confidence. o Motivation o Transfer of responsibility o The acquisition of meaningful, fluent interaction in the target language; o The assimilation of a whole range of pronunciation and prosodic features in a fully contextualized and interactional manner; o The fully contextualized acquisition of new vocabulary and structure; o An improved sense of confidence in the student in his or her ability to learn the target language.” (Wessels, p.10).

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1.2. Advantages of using drama in language

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1.3. Steps to follow when programming a drama lesson

According to (teacher, 2020) here there are some steps to follow when programming the drama lessons: 1. Act out the Dialogue: One of the easiest ways to incorporate drama in the classroom is to have students act out the dialogue from their textbooks. Simply pair them up, have them choose roles, then work together to act out the dialogue, figuring out for themselves the “blocking,” or stage movements. This is effective for a beginning activity of incorporating drama in the classroom.

2. Perform Reader’s Theater: Another good beginning exercise is to do Reader’s Theater. Hand out copies of a short or one-act play, have students choose roles, and then

them to read dramatically, modeling as necessary.

3. Act out the Story: If students are reading a short story such as “The Chaser,” about the man who buys a “love potion” for his unrequited love, have students act out the story or part of the story, working in groups and assigning roles and determining the blocking. This is particularly effective with “short-shorts”: brief, one-scene stories with limited characters.

4. Write the Dialogue for a Scene: Watch a brief clip of a movie without the sound on. Have students write the dialogue for it and act it out.

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read the play from their seats without acting it out. However, do encourage

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2. Group work for creative tasks Group work increases the opportunities for all learners to speak the new language, it allows them to learn from each other, and frees the teacher to monitor individuals and give them feedback. Examples of typical group work activities

include

ranking

discussions,

jigsaw

activities, project work group and group writing tasks. (council, 2020)

3. Conclusions Educational drama has an important impact on student’s development. Some teachers may think that drama is just playing with no objective, but it really make sense of their experiences. Drama helps students to challenge the values of society. Stories or fairy tales are also a good way to familiarize students with the imaginary world. It can engage students to the read. 8

Boudreault, C. (2020). The Benefits of Using Drama in the ESL/EFL Classroom. The Internet TESL Journal. council, B. (2020). Teaching english. Recollit de https://www.teachingenglish.org.uk/article/creativity-languageclassroom teacher, B. (2020). 10 Methods to Incorporate Drama in the ESL Classroom. Recollit de https://busyteacher.org/6048-10-methods-to-incorporatedrama-in-the-esl.html Brookfield, S.D., & Preskill, S. (1999). Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms. San Francisco: JosseyBass Publishers.

Habeshaw, S., Habeshaw, T., & Gibbs, G. (1984). 53 Interesting Things to Do in Your Seminars & Tutorials. Bristol: Technical and Educational Services Ltd. Jaques, D. (2000). Learning in Groups: A Handbook for Improving Group Work, 3rd ed. London: Kogan Page. Race, P. (2000). 500 Tips on Group Learning. London: Kogan Page. Drama Lesson Plans http://www.kentaylor.co.uk/die/ Short lesson ideas for the teacher.

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4. Bibliography and webgraphy

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5. General overview

1. Techniques for animation and creativity as a resource for learning foreign languages Creativity is the ability to produce original and unusual ideas, or to make something new or imaginative 1.1.

Creativity in languages

Learning a language may be a creative exercise

It gives you a new way of seeing the world

It improves your body language.

1.2.

Advantages of using drama in language lessons

It Integrates language skills in a natural way

It integrates verbal and non-verbal aspects

It draws upon both cognitive and affective domains

It contextualize the language

1.3.

Steps to follow when programming a drama lesson 1. Act out the Dialogue 2. Perform Reader’s Theater 3. Act out the Story: 4. Write the Dialogue for a Scene: 5. Group work for creative tasks

Group work increases the opportunities for all learners to speak the new language, it allows them to learn from each other, and frees the teacher to monitor individuals and give them feedback

6. Key words

Creativity

Drama

Expression

Body gesture

Creative thinking

Genuine communication

Improvisation

Act out

Story

Negotiating skills

Group work

Universal design of learning

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2. Group work for creative tasks

Cos de mestres

TOPIC 20:

The area of foreign language in the curriculum. Criteria to be reflected in the school educative project

THE AREA OF FOREIGN LANGUAGE IN THE CURRICULUM. CRITERIA TO BE REFLECTED IN THE SCHOOL EDUCATIVE PROJECT

INDEX 0. Introduction ..................................................................................................... 2 1. The area of foreign language in the curriculum ............................................. 3 1.1.

Core competences ................................................................................... 3

1.2.

Dimensions and linguistic competences ................................................. 4

2. Methodology ................................................................................................... 5 3. Assessment criteria ........................................................................................ 6 4. Criteria to be reflected in the school educative project................................ 10 5. Conclusions................................................................................................... 11 6. Bibliography and webgraphy ........................................................................ 11 7. General overview .......................................................................................... 12 8. Key words ..................................................................................................... 12

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TOPIC 20.

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0. Introduction

Catalan Primary Education curriculum regulated by Decree 119/2015, converts the main general objectives of the areas into competences. The learning process is specified not only in the traditional areas, but also adds all the dimensions of a person. The evaluation order ENS/164/2016 determines the procedures, the documents and the formal requirements in the evaluation process of primary education. This is the relation between the dimensions specified in the 1 st foreign language and the competences. In order to give coherence and continuity to the development of the basic competences of the linguistic area, they are based on the Common European Framework of Reference for Languages (CEFR) and PISA documents. This unit explains and gives details on how this document is structured, its content concerning methodological aspects, the key contents and orientations for the assessment.

The general aim referred to teaching English in Primary Education is to acquire Basic competence in at least one foreign language. This competence will allow students to express and understand easy messages to perform in everyday situations.

1.1.

Core competences

According to Decree 119/2015 (June 23rd) and the European Framework there are eight key competences for Primary Education that must be taken into account in any syllabus plan. The area of foreign language contributes to the development of the key competences. Promoting the students autonomy will allow them to find the best way to learn and acquire the competences needed to speak and understand English. 1. Linguistic and audiovisual communication: 2. Mathematical competence 3. Learning and interacting in the physical world 4. Cultural awareness and artistic expression 5. Digital competence and information treatment 6. Social and civic competence 7. Learning to learn 8. Sense of initiative and entrepreneurship

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1. The area of foreign language in the curriculum

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1.2.

Dimensions and linguistic competences

Oral communication Dimension: -

Competence 1: Obtain the basic information and understand easy oral texts adapted about the daily life, the media and the academic world.

Competence 2: Plan and produce brief and easy oral texts appropriate to the communicative situation

Competence 3: Interact orally according to the communicative situation using the basic conversational strategies.

Reading comprehension Dimension: -

Competence 4: Apply strategies to obtain basic information and understand easy texts adapted to daily life, the media and the academic world.

Competence 5: Use basic visual, discursive or linguistic features of a text to understand it.

Competence 6: Use consultation tools to access to texts comprehension

Written expression Dimension: -

Competence 7: Plan easy texts from the identification of the most relevant elements of a communicative situation

Competence 8: Produce easy texts with adaptation to the communicative situation and supported.

Competence 9: Revise the text to improve the function of the communicative situation and with specific supports.

Literary Dimension: -

Competence 10: Understand and value simple literary texts, adapted or authentic adapted for the age

Competence 11: Reproduce orally and rewrite simple literary texts to enjoy and promote the enjoyment of the others.

Multilingual and intercultural Dimension: -

Competence 12: Use multilingual strategies for the communication.

According to the CEFL (Common European Framework for Languages), the methodology used in the process of teaching and learning the first foreign language should be the way for students to achieve the competences framed in each dimension regulated by Decree 119/2015. So that, depending on the dimension we want to focus on, the teaching methods used change slightly. -

It is important to offer students a great amount of inputs to choose among.

It is important to use the new language acquired to do things and to make children need the language.

At the beginning of any learning process, it is important to active receptive and oral skills. They are very important because students’ linguistic and communicative competence is still low.

The essential condition for learning is to use the foreign language productively.

Tasks will usually be accompanied by non linguistic answers like: o Drawing o Building o Associating o Showing o Sequencing o Answering physically

Use foreign language as mean of communication (teachers’ responsibility)

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2. Methodology

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Promote cooperative learning and interactive language among students.

Promote global learning→cross curricular activities

Globalizing the learning process

The topics chosen should be familiar for children.

The criteria used when organizing contents can be: -

Adaptation to childrens’ cognitive development

Choose familiar topics for children

Use a cyclic approach (use the previous knowledge)

Use the foreign language as a mean of communication

3. Assessment criteria

The assessment of this syllabus programme is based on order ENS/164/2016, which orders the procedure and the documents and formal requirements of evaluation process in primary education. In the frame of the curriculum structured by competences, evaluation has a double objective: a) Evaluation as a regulatory measure during all the learning process, both for students and teachers. It has to be a guide for teachers to decide and adapt the pedagogical strategies to the students’ needs. Not only this but also it is an important tool for students to regulate their learning process 6

assessment.

To guarantee this objective, all the tasks developed may follow a common pattern: 2. Anticipate and plan the actions to develop the task

1. Identify the objectives

What are we going to do? - Why are we going to do this? - How are we going to do this? - What are we going to produce and why? - What have we learned?

3. Share the evaluation criteria

b) Evaluation as a way to grade the learning acquirement in order to compare the results with the evaluation criteria and classify and share the information obtained. The things that are taken into account when thinking about grading the learning are: 1. Relation between the learning objectives and evaluation criteria 2. Qualifying the grade of competence 7

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as long as they use evaluation instrument for individual, pair or group

4. Sharing the results with students and their families. The grading levels established on the document Competències bàsiqes per l’àmbit linguistic and regulated by Catalan Curriculum (Decree 119/2015) :

COMPETENCE

LEVEL 1 (AS)

LEVEL 2 (AN)

LEVEL 3 (AE)

Competence 1

Understand easy sentences

Understand easy

Understand short texts in

in familiar contexts and

sentences in familiar

different communicative

standard register and the use

contexts and standard

situations with or without

of non verbal elements.

visual aids. Obtain

Obtain explicit information

information

implicit information.

Reproduce easy sentences

Produce easy and

Produce oral texts with a

previously prepared with a

familiar expressions

certain grade of fluency

plan and support.

with frequent lexical

about familiar topics

expressions with a

autonomously.

Competence 2 ORAL DIMENSION

support. Competence 3

Use strategies to start,

maintain and finish a

conversation. Use high

conversation. Apply

conversation with certain

frequent vocabulary and

strategies to solve

grade of autonomy and

structures with support.

communicative

improvisation.

situations with certain support. Competence 4 READING DIMENSION

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3. Considering the students with special needs

Obtain global and explicit

Obtain implicit

Obtain implicid

information of a brief, familiar

information applying the

information from a text,

and easy text with support.

main idea of a text with

identifying the main and

high frequent words and

the secondary ideas

with general support.

autonomously and create personal opinions.

Interpret the visual aids,

Interpret the visual,

discursive and linguistic from

discursive and linguistic

discursive and visual aids

a known text and easy plots

with visual support and

of a certain length and

with visual support and easy

easy lexical and

familiar topics with varied

lexical and morphosynstactic

morphosynstactic

lexical and

structures.

morphosyntactic structures.

Competence 6

Use, from guidelines given,

Use, with general

Use , autonomously ,

consultation tools to

supports, consultation

consultation tools and

understand key words.

tools , and select the

select the most

best meaning for each

appropriate meaning for

case.

each case to understand implicit information.

Competence 7

WRITTEN DIMENSION

Competence 8

Competence 9

Plan a short an easy text with

Plan short an easy text

Plan autonomously the

specific purpose and selected

with specific purpose

production of texts

supports.

identifying the

identifying the addressee,

addressee and the kind

the purpose and the kind

of text

of text.

Produce sentences with easy

Produce easy text using

Produce well structured

vocabulary and applying give

connectors and

texts autonomously with

patterns and supports.

concerning the aim, the

different textual

addressee and the

typologies and applying

topic.

different strategies.

Check with specific patterns

Check with specific

Identify and apply the

and supports a text to

patterns and supports a

appropriate resources to

accomplish its communicative

text to accomplish its

revise the text in the

purpose. Easy and clear

communicative

specific communicative

presentation.

purpose. Easy and clear

function. Rewrite the text

presentation.

including linguistic and

Reelaborate the text

discursive elements that

modifying the linguistic

make the comprehension

elements that make the

easier.

comprehension difficult.

DIMENSION

LITERARY

Competence 10

Understand easy texts with

Understand easy texts,

Understand easy literary

familiar topics, close to

adapted or authentic

texts, adapted or

students’ interests and with

applying general

authentic with short

verbal and non verbal

supports and value

difficulty and value them

supports

them with basic verbal

with reasonably.

responses.

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Competence 5

Interpret the visual aids,

INTERCUTURAL

AND

Competence 12 MULTILINGAL

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Competence 11

Reproduce orally short literary

Reproduce orally short

texts with lots of support and

literary texts with

and easy texts

rewrite easy texts from the

support and rewrite

autonomously and

model.

them with the own

rewrite easy texts with

words.

specific supports.

Use multilingual strategies to

Use multilingual

understand an produce brief

strategies to understand

texts and interact in specific

and produce easy

and produce utterances

and familiar situations.

utterances to interact in

to interact in familiar

a familiar context.

situations in own interest situations.

4. Criteria to be reflected in the school educative project

The educational project comprises the general decisions made by the educative community which establishes the basic educational options and organization of the center. Designing the school educative project is a dynamic process. Because it reflects the identity of the school, so it needs to be constantly in revision to guarantee that. a) Who we are as school b) What we want as school c) How we are organized.

The general aim referred to teaching English in Primary Education is to acquire basic competence in at least one foreign language. This competence will allow students to express and understand easy messages to perform in everyday situations. The Catalan curriculum is regulated by decree 119/2015. The assessment of this syllabus programme is based on order ENS/164/2016, which orders the procedure and the documents and formal requirements of evaluation process in primary education.

6. Bibliography and webgraphy

Brewster, J,Ellis, G&Girard, D. The Primary English Teacher`s Guide. Penguin. London, 1991. Crystal, D. The Cambridge Encyclopedia of Language. Cup. Cambridge, 1987. Alderson, J.C., and Beretta, A. (Eds.). ( 1992). Evaluating second language education. New York: Cambridge University Press. Andrade, H. G. (2000, February). Using rubrics to promote thinking and learning. Educational Leadership. 57. 13-18. Battisti, D., & Bohannan, P. M. (2001). Success with rubrics: Putting it to the test. Session presented at ACTFL 2001, Washington, DC: McDougal Littell.

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5. Conclusions

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7. General overview

1. The area of foreign language in the curriculum 1.1. Core competences: 8 basic competences for primary education. 1.2. Dimensions and linguistic competences: 5 linguistic dimensionswith each specific competences. 2. Methodology o CLIL o PBL o Globalized approach o Cross curricular approach 3. Assessment criteria The assessment of this syllabus programme is based on order ENS/164/2016, which orders the procedure and the documents and formal requirements of evaluation process in primary education.

4. Criteria to be reflected in the school educative project

8. Key words -

Linguistic dimensions

Core/ basic competences

Linguistic competences

Decree 119/2015

Evaluation order ENS/164/2016

Assessment criteria 12

Globalized approach

Cross curricular approach

Evaluation as a regulatory measure

Evaluation to grade learning

Self-assessment

Cooperative learning

Project based learning

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Cos de mestres

TOPIC 21:

Programming in the english language area: Unit plans. Criteria for sequencing and temporization of contents and objectives. Selection of methodology to be used in learning and assessment activities

PROGRAMMING IN THE ENGLISH LANGUAGE AREA: UNIT PLANS. CRITERIA FOR SEQUENCING AND TEMPORIZATION OF CONTENTS AND OBJECTIVES. SELECTION OF METHODOLOGY TO BE USED IN LEARNING AND ASSESSMENT ACTIVITIES

INDEX 0.

Introduction .................................................................................................. 2

Programming in the English language area ................................................. 3 1.1.

Lesson plan ........................................................................................... 3

1.2.

Unit plan ................................................................................................ 3

Criteria for sequencing and temporization of contents and objectives ......... 4

Selection of the methodology to be used in learning assessment activities . 5

Conclusions ................................................................................................. 6

Bibliography and webgraphy........................................................................ 7

General overview ......................................................................................... 8

Key words .................................................................................................... 9

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TOPIC 21.

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0. Introduction Programming is an important process when considering any subject. It is the moment to take into account the objectives, competences, contents and adaptations

apply

throughout

the

most

suitable

methodology.

When programming in the competencial paradigm, we have to consider four elements. The learning process must be: -

Transferable

Permanent

Functional

Productive

All the unit plans and the syllabus must be framed in the Catalan curriculum regulated by decree 119/2015. This topic details the things that need to be taken into account in any unit plan.

1.1.

Lesson plan

All the unit plans should include the following elements:

Brief description of the activities /justification

Vocabulary /structures used

Concepts (considering the 4 skills)

Teacher's /student's role

Reinforcement/ extension activities

ICT Resources

Timing

Classroom management

Assessment criteria

Assessment instruments

Material

Title

1.2.

Unit plan

Level:

Term:

Sessions:

UNIT 1 - title Centre of interest: OBJECTIVES

CORE COMPETENCES

DIMENSIONS AND LINGUISTIC COMPETENCES

ASSESSMENT  Tools / Criteria

RESOURCES CROSS-CURRICULAR LINKS TOPICS

CONTENTS TEACHING-LEARNING ACTIVITIES

LESSON 1

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1. Programming in the English language area

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LESSON 2: LESSON 3: LESSON 4: ATTENTION TO DIVERSITY (reinforcement /extension activities)

2. Criteria for sequencing and temporization of contents and objectives

There are several criteria to take into account when sequencing and temporalization contents and objectives: -

Take students’ previous knowledge as starting point

Meaningful learning should be archieved

Motivation

Use the learned contents in meaningful contexts

Use real and interesting topics

Topics should be organized around procedures

Didactic units should develop activities to promote: o Individual life o Living together o Cooperation 4

The four linguistic skills should be taken into account in any lesson (speaking, listening, reading and writing).

It is important to stablish relations between significance and signifier.

3. Selection of the methodology to be used in learning assessment activities

In order to cover the four basic linguistic skills (reading, speaking, writing and listening) , a great variety of activities should be considered. The catalan curriculum regulated by decree 119/2015, emphasizes the use of techniques that can help to build the communicative competence, such as: -

Use authentic performance tasks

Games

Storytelling

Information gaps activities

Dialogues

Group projects

The assessment tools are essential to evaluate students’ progress, teaching effectiveness and program the materials suitability to the needs of students.

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o Democratic values

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Examples of assessment: -

Assessment of oral and written input: o Dialogue journals (correspondence between schools) o Recordings o Writing assignments o Student portfolios

Self assessment tools: o K-W-L charts (what I know, what I wonder, what I have learned) o Content area logs to develop metacognitive strategies o Reading logs (students’ opinions about books,…)

Assessment tools for oral performance: o Interviews o Reports o Role plays o Other methods

4. Conclusions Learning a second language involves different kind if strategies: -

Metacognitive (planning a task)

Cognitive (manipulative material)

Social and affective

Learning strategies ( to deal with different kind of tasks) 6

has four sub competences: -

Discursive

Syntactic

Sociolinguistic

Strategic

Assessment is an ongoing process of gathering information from variety of sources. It should include: -

Teachers’ observation

Self- assessment

Peer assessment

5. Bibliography and webgraphy

Principles of Language Learning and Teaching, by Brown, H. D The Elements of Language Curriculum: A Systematic Approach to Program Development, by Brown, J. D. The Teacher’s Sourcebook for Cooperative Learning: Practical Techniques, Basic Principles and Frequently Asked Questions, by Jacobs, G., Power, M., & Loh, W

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When programming, it is important to remember that communicative competence

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Boyd, G. & O’Neill, M. (2006). From the classroom to the boardroom: A guide to the successful transition from teaching to administration for ESL and beyond. Ann Arbor: University of Michigan Press

6. General overview

1. Programming in the English area When programming in the competencial paradigm, we have to consider four elements. The learning process must be: -

Transferable

Permanent

Functional

Productive

2. Criteria for sequencing and temporization of contents and objectives Didactic units should develop activities to promote: a. Individual life b. Living together c. Cooperation d. Democratic values

activities -

Assessment of oral and written input:

Self assessment tools:

Assessment tools for oral performance

7. Key words

Transferable learning

Permanent learning

Functional learning

Productive learning

four linguistic skills: speaking, listening, reading and writing

Meaningful learning

meaningful contexts

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3. Selection of the methodology to be used in learning assessment

Cos de mestres

TOPIC 22:

Variables to be kept in mind when organizing english lesons: Grouping students, distribution of time and space, selection of methodologies, teacherÂ´s role

VARIABLES TO BE KEPT IN MIND WHEN ORGANIZING ENGLISH LESONS: GROUPING STUDENTS, DISTRIBUTION OF TIME AND SPACE, SELECTION OF METHODOLOGIES, TEACHER’S ROLE.

INDEX 0.

Introduction .................................................................................................. 2

Grouping students ....................................................................................... 2

Distribution of time and space...................................................................... 3

Selection of methodologies .......................................................................... 4

Teachers’ role .............................................................................................. 5

Conclusions ................................................................................................. 5

Bibliography and webgraphy........................................................................ 6

General overview ......................................................................................... 6

Key words .................................................................................................... 7

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TOPIC 22.

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0. Introduction

Grouping students and how do we manage the time are important factors to guarantee the effectiveness of teaching and learning process. It is important for an instructor to establish a classroom structure from the very first session and adapt accordingly to facilitate lectures, promote discussions, encourage group activities, or solve any behavioral problems. Keeping a classroom motivated and in order is more than trying different teaching styles and methods. (classroom, 2020).

1. Grouping students

There are several things to take into account when grouping students, like their personal skills, the grade of students’ initiative or just a random grouping. It can be homogeneous or heterogeneous group. There are different ways to group them: -

Teachers’ criteria

Give students a number and ask them to group following that

According to the color of their clothes or hobbies.

Two important things should be respected when stablishing a lesson plan: -

Have a system for timing the activities

Have a filter stage and optional stage for every lesson

The experts say that decisions that teachers make about space, have a direct impact

classroom

discipline

and

effectiveness

teaching.

The classroom setting arrangements, consider the physical setup of chairs, tables, and presentation in a classroom can significantly influence learning. Instructional communication theory suggests that seating arrangements can impact how the instructor communicates with students and how the students interact with one another, impacting engagement, motivation, and focus (McCorskey and McVetta, 1978) (training, 2020)

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2. Distribution of time and space

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3. Selection of methodologies

There are different methodologies that should be combined. The explanation of each theory is explained in topic 13. a) Direct method: grammar- translation approach b) Audio lingual: It is based on behavior phycology. Grammar is taught inductively. There is a frequent use of visual aids. It relies on repetition and drills. c) Community language learning (Curran): Learner is considered as a client. d) Cognitive code approach (Jakobits): It is based on Chomsky’s approach of LAD (language acquisition device). e) Communicative approach (Robert Langs): It makes use of real life situations for day to day. f) Total Physical Response (TPR. Asher): It combines information and skills throughout the use of kinesthetic sensory system. g) Natural approach (Krashen) h) Functional notional approach: It is a way of organizing learning i) Task-based approach

guide

participant

informer

Organizer

corrector

monitor

helper

assessor /evaluator

5. Conclusions

However you decide to group your students it’s something that should be considered at the planning stage. The teacher should always have the final say in how the groups are formed so however persuasive your students are, you should be the one who makes the decision on how groups are formed. (council, 2020). Students are placed at the centre of teaching/learning processes, neither their personal characteristics nor the way they interact with teachers can be overlooked. The issue, therefore, is no longer one of concentrating on methods meant to work in absolute terms, but on those which might work given the students for whom they are intended. And if these students are the decisive factor at the individual level, prompting the conclusion reached by some economists that ‘much of what is learnt depends on what they bring to school and not on what they find there’ (Lemelin, 1998: 361). 5

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4. Teachers’ role

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6. Bibliography and webgraphy

http://www.jamescmccroskey.com/publications/082.pdf https://unesdoc.unesco.org/ark:/48223/pf0000187616 Harvey EJ, Kenyon MC. (2013). Classroom Seating Considerations for 21st Century Students and Faculty. Journal of Learning Spaces, 2(1). McCorskey JC and McVetta RW. (1978). Classroom Seating Arrangements: Instructional Communication Theory Versus Student Preferences. Communication Education, 27, 99-111. Rands ML and Gansemer-Topf AN. (2017). The Room Itself is Active: How Classroom Design Impacts Student Engagement. Journal of Learning Spaces, 6(1).

7. General overview 1. Grouping students

2. Distribution of time and space Two important things should be respected when stablishing a lesson plan: -

Have a system for timing the activities

Have a filter stage and optional stage for every lesson

3. Selection of methodologies

Classroom setting arrangements:     

Traditional Roundtable Horseshoe Double Horseshoe Pods (Groups, Pairs)

Teachers’ role Students’ role Timing activities Methodologies  Direct method 

Audio lingual



Community language learning



Cognitive code approach



Communicative approach



Total Physical Response



Natural approach



Functional notional approach



Task-based approach

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8. Key words

Cos de mestres

TOPIC 23:

Elaboration of esl curriculum materials. Criteria for choosing and using textbooks. Authentic and adpted documents: Limitations of usage. StudentÂ´s collaboration in designing material

ELABORATION OF ESL CURRICULUM MATERIALS. CRITERIA FOR CHOOSING AND USING TEXTBOOKS. AUTHENTIC AND ADAPTED DOCUMENTS: LIMITATIONS OF USAGE.STUDENT’S COLLABORATION IN DESIGNING MATERIAL.

INDEX 0.

Introduction .................................................................................................. 2

Elaboration of ESL curriculum materials ...................................................... 2 1.1.

Criteria for successful lesson plans ....................................................... 2

Criteria for choosing and using textbooks .................................................... 3

Authentic and adapted documents .............................................................. 4

Students’ collaboration in designing material ............................................... 5

Conclusions ................................................................................................. 6

Bibliography and webgraphy........................................................................ 7

General overview ......................................................................................... 8

Key words .................................................................................................... 9

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TOPIC 23.

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0. Introduction Alternative teaching material can be any material used in the English classroom excluding coursebooks. Usually the concept of coursebook includes not only textbook and workbook but also recordings and other material offered in a package from a publisher (Woodward 2001: 145). Coursebooks can also be placed in a category called ready-made material. Alternative material is mainly referred to as ‘authentic’ or ‘real-life material’. Mitchell (1995:39) describes authentic material as material that was originally produced for native speakers.

1. Elaboration of ESL curriculum materials The materials elaborated or used for ESL lessons have to be framed on the curricular orientations regulated by decree 119/2015. They have to take into account the curricular adaptations for children with special needs providing the universal design of learning described on inclusion decree 120/2017. 1.1.

Criteria for successful lesson plans

It is important to consider what to teach, and to be aware of the grade. The topic chosen has to be motivating for children and think how is it going to be developed. It is also necessary to develop clear and specific objectives and they should be directly measurable.

in mind that it is primordial to provide time for children independent practices and concern the lesson closure. An important issue is to consider the interdisciplinary approach of any lesson plan. Connections with other areas have to be stablished.

2. Criteria for choosing and using textbooks The text books are not the only or the best resource when teaching English, but they can be a tool to work on some parts of the language. When choosing a textbook there are some pedagogical criteria to take into consideration: -

Examine the curricular contents and the syllabus.

Objectives of textbooks should match with the objectives of the syllabus.

Identify the appropriateness of the texts for the age of students.

It should contain reviewing and extension activities

Exercises should be balanced: it has both guided and free practice activities.

Exercises are varied and challenging.

It has supplementary study materials

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Consider the materials required and the procedures to follow step by step. Keep

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It is visually attractive

The content is up to date and it has a competencial approach.

3. Authentic and adapted documents

All the materials, even if they are created or bought, should be designed considering the universal design of learning described in the inclusion decree 150/2017.

To understand what Universal Design for Learning (UDL) is, it helps to understand what it’s not. The word universal may throw you off. It may sound like UDL is about finding one way to teach all kids. But UDL actually takes the opposite approach. (Understood, 2020) The goal of UDL is to use a variety of teaching methods to remove any barriers to learning and give all students equal opportunities to succeed.

and needs. That’s why UDL benefits all kids. (Understood, 2020).

4. Students’ collaboration in designing material

Giving students the chance to create material is a way of considering the methodology flipped classroom. Encouraging students to create material is related to the theory of the learning styles that consider this four type of learners: a) Innovative learners: They seek personal meaning. They are cooperative and sociable. b) Analytic learners: They seek for intellectual competence. They are patient and reflective. c) Common sense learners: They seek for solution for problems, they are practical and make things happen. d) Dynamic learners: They seek for hidden possibilities, judge things by reactions, are enthusiastic and enjoy challenging.

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It’s about building in flexibility that can be adjusted for every student’s strengths

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5. Conclusions

Universal Design for Learning is an approach to education that is intended to give all students an equal opportunity to succeed. However, this definition does not even begin to explain the philosophy and the science behind this fascinating educational discipline. UDL incorporates a set of principles that were born from the desire to offer every student an equal opportunity to learn, and is based on the idea that every person has their own unique and individual learning style. (Diego, 2020) 

Recognition: “the WHAT of learning”



Skills & Strategies: “the HOW of learning”



Caring & Prioritizing: “the WHY of learning”

https://www.insidehighered.com/digital-learning/article/2018/02/07/universaldesign-learning-arrives-campus-concerted-grassroots https://onlinedegrees.sandiego.edu/implementing-universal-design-learning/ https://www.understood.org/en/learning-thinking-differences/treatmentsapproaches/educational-strategies/universal-design-for-learning-what-it-is-andhow-it-works

7. General overview 1. Elaboration of ESL curriculum materials Things to take into account: o Catalan curriculum regulated by decree 119/2015 o Inclusion decree 150/2017

2. Criteria for successful lesson plans The topic chosen has to be motivating for children and think how is it going to be developed. It is also necessary to develop clear and specific objectives and they should be directly measurable.

3. Criteria for choosing and using textbooks When choosing a textbook there are some pedagogical criteria to take into consideration: -

Examine the curricular contents and the syllabus.

Objectives of textbooks should match with the objectives of the syllabus.

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6. Bibliography and webgraphy

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Identify the appropriateness of the texts for the age of students.

It should contain reviewing and extension activities

Exercises should be balanced: it has both guided and free practice activities.

Exercises are varied and challenging.

4. Authentic and adapted documents

5. Students’ collaboration in designing material Giving students the chance to create material is a way of considering the methodology flipped classroom. Encouraging students to create material is related to the theory of the learning styles that consider this four type of learners.

Universal design of learning

Analytic learners

Common sense learners

Dynamic learners

Innovative learners

Equal opportunities

Individual learning style

Recognition networks

Strategic networks

Affective networks

Inclusion decree 150/2017

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8. Key words

Cos de mestres

TOPIC 24:

Technological and pedagogical aspects of using audivisual materials. The computer as an auxiliary resourge for learning and improvising foreign languages

TECHNOLOGICAL AND PEDAGOGICAL ASPECTS OF USING AUDIOVISUAL MATERIALS. THE COMPUTER AS AN AUXILIARY RESOURCE FOR LEARNING AND IMPROVISING FOREIGN LANGUAGES

INDEX 0.

Introduction .................................................................................................. 2

Technological and pedagogical aspects of using audiovisual materials ...... 3

2. The computer as an auxiliary resource for learning and improvising foreign languages ........................................................................................................... 4 3.

Conclusions ................................................................................................. 5

Bibliography and webgraphy........................................................................ 6

General overview ......................................................................................... 7

Key words .................................................................................................... 7

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TOPIC 24.

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0. Introduction

Teachers need technologies relevant to the teaching learning situation. If the educationalists want children to be technologically equipped, all the changes and preparations ought to be done within the curriculum, school, architecture, teaching organisation and finance. (ÇAKIR, 2006) One of the most appreciated materials applied to language learning and teaching is, of course, video. A recent large-scale survey by Canning-Wilson (2000) reveals that the students like learning language through the use of video, which is often used to mean quite different things in language teaching. For some, it means no more than replaying television programmes on a video recorder for viewing in class or private study. For others, it implies the use of a video camera in class to record and play back to learners their activities and achievements in a foreign language teaching. But our concern here is to present the use of video in language teaching most effectively as a visual aid presenting the target language naturally. (ÇAKIR, 2006)

The Catalan curriculum regulated by decree 119/2015 considers the use of ICT as basic educational tools to use for learning and language process. It is not considered as an objective itself but as a tool to learn and have access to information. There are two type of devices considering the audiovisual material: a) Non-technical: blackboards, magned boards, flashcards, pictures, board games, posters, objects, realia, puppets, etc. b) Technical: Recording player, mp3 or mp4 player, TV, radio, telephone, overhead projector, computers, etc. In our society, image and sound are very important. The audiovisual aids have different advantages: -

Provide high level of interest and motivation

It is easy to get students to use language

Greater students participation is promoted

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1. Technological and pedagogical aspects of using audiovisual materials

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They can be used at all levels of learning

The usage of these resources links with Gardners’ theory of multiple intelligences distinguish among different types of intelligences:

2. The computer as an auxiliary resource for learning and improvising foreign languages

Digital media can promote independent learning of modern languages both inside and outside the classroom, but they always require the guidance of an expert. Communicative competence in several languages and digital competence are essential skills that open access and mobility within the job market in the 21st century. ( Kris Buyse, M.-Carmen Fonseca-Mora, 2017) Currently, the use of ICT increases interaction and collaboration with other native or non-native speakers beyond the classroom. Users have become not only prosumers, receivers and consumers, but also creators of digital content and oral and written messages. Digital resources available for teachers and students 4

podcasts, video games, video clips, virtual platforms. In addition, the ubiquity of mobile devices (Tablets, iPads, phones, laptops, etc.) allows and facilitates communication anywhere and anytime. However, we still have much to learn about its true impact on second language teaching and acquisition, and about how this possibility of global communication impacts on the transformation of ethical, responsible and critical citizens into true global citizens. ( Kris Buyse, M.-Carmen Fonseca-Mora, 2017) At the lessons of foreign languages, one should integrate the linguistic, sociocultural and communicative approaches, taking into consideration teaching a foreign language for specific purposes. To achieve these goals, it is very important to use the whole potential of Internet resources. (I. Meshkova, O. Sheremetieva, L. Spynu, 2020)

3. Conclusions Languages are not fixed but constantly changing, so is the media; television, radio and newspaper which are an extraordinarily rich source of language in use. In order to expose foreign language learners to the target language the use of technology need to be exploited in the classroom as much as possible. For that reason a great tendency towards the use of technology and its integration into 5

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are, among others, Blogs, wikis, emails, Facebook, twitter, Skype, hangouts,

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the curriculum developed by the foreign language teachers has gained a great importance. Particularly the use of audiovisual has received increasing attention in recent studies on technology integration into teacher education curricular plans. (Özkan, 2002:1)

4. Bibliography and webgraphy

Hemei, J. (1997) Teaching with Video in an English Class, Journal of English Teaching Forum, vol.35-2, pp 45-47 Kris Buyse, M.-Carmen Fonseca-Mora. (2017). Technologies and second languages. COMUNICAR JOURNAL. ÇAKIR, D. İ. (2006). THE USE OF VIDEO AS AN AUDIO-VISUAL MATERIAL IN FOREIGN. THE USE OF VIDEO AS AN AUDIO-VISUAL MATERIAL IN FOREIGN.

1. Technological and pedagogical aspects of using audiovisual materials

2. The computer as an auxiliary resource for learning and improvising foreign languages Communicative competence in several languages and digital competence are essential skills that open access and mobility within the job market in the 21st century. Currently, the use of ICT increases interaction and collaboration with other native or non-native speakers beyond the classroom.

6. Key words

Communicative competence

Multiple intelligences theory (Gardner)

Digital competence 7

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5. General overview

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Basic competences

Audiovisual aids

Input

Output

Target Language

Four linguistic skills: reading, speaking, listening, writing

Cos de mestres

TOPIC 25:

The process of foreign language teaching and learning. Student centred approaches: Basis and application of motivation and attitudes towards the english language. Practical applications

THE PROCESS OF FOREIGN LANGUAGE TEACHING AND LEARNING. STUDENT CENTRED APPROACHES: BASIS AND APPLICATION OF MOTIVATION AND ATTITUDES TOWARDS THE ENGLISH LANGUAGE. PRACTICAL APPLICATIONS.

INDEX 0.

Introduction .................................................................................................. 2

The process of foreign language teaching and learning .............................. 2

Student centered approaches ...................................................................... 5 2.1.

Main principles ...................................................................................... 5

2.2.

Classroom activities suitable for student centered learning ................... 6

2.3.

PBL ....................................................................................................... 7

2.4. Basis and application of motivation and attitudes towards the English language ......................................................................................................... 8 3.

Practical applications ................................................................................... 9

Conclusions ............................................................................................... 10

Bibliography and webgraphy...................................................................... 11

General overview ....................................................................................... 12

Key words .................................................................................................. 13

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TOPIC 25.

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0. Introduction The Common European Reference Framework for Languages, whose aim is to increase the quality of communication among European citizens with different language and cultural backgrounds and to provide a wide range of recommendations as to how to achieve this. Learning is a complex process, dependent on the understanding and expertise of the individual teacher faced with the individual students with his/ her different learning needs and strategies. Knowledge construction with the aim of allowing learners to develop greater flexibility and awareness on communicative, linguistic, and learning levels needs to be part of any materials design. (Klimova, 2012) The Catalan curriculum regulated by decree 119/2015 concerns a competencial approach that is put into practice throughout the development of projects and cooperative learning, among others. In this topic, these approaches are described and some practical applications are provided.

1. The process of foreign language teaching and learning Study of another language allows the individual to communicate effectively and creatively and to participate in real life situations through the language of the authentic culture itself. Learning another language provides access into a perspective other than one’s own, increases the ability to see connections 2

gaining intercultural understandings. Language is the vehicle required for effective human-to-human interactions and yields a better understanding of one’s own language and culture. (Aleidine Kramer Moeller, Theresa Catalano, 2015). The creative aspect of language behavior implies that the human mind is involved in deep processing of meaning rather than in memorized responses to environmental

stimuli.

Chomsky’s

view

language

and

cognitive

psychology, dubbed generative transformational grammar, regarded language acquisition as an internal thinking–learning process. (Aleidine Kramer Moeller, Theresa Catalano, 2015).

As foreign language, research draws on related disciplines (psychology, psycholinguistics,

neurobiology,

neurolinguistics,

sociology,

and

linguistics) to better explain conditions that lead to greater language proficiency and differential success among foreign language learners, a deeper understanding of how languages are acquired and consequently how they should be taught will be gained. (Aleidine Kramer Moeller, Theresa Catalano, 2015) According to (Klimova, 2012), the principal most recent trends in the teaching of foreign languages include:

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across content areas, and promotes an interdisciplinary perspective while

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 The concept of multiculturalism is being promoted. Its aim is to make students more sensitive and open to other nationalities and their culture and consequently to make them aware of their own culture, value and beliefs.  The concept of plurilingalism is being implemented. This means that besides the native language, each EU citizen should master another two foreign languages. In practice, such a concept requires new teaching methods and wider content teaching.  The learning of foreign languages is perceived as a lifelong process. Such a process should already involve pre-school learning and extend right through to learning in later life, but it should also cover various professional and personal needs.  The concept of autonomous learning is being implemented. Learners are seen as individuals who can and should be autonomous, i.e. be responsible for their own learning climate.  Curricula subjects are being integrated. That means that students use not only their acquired knowledge but also their skills across curricula. In practice students use English medium to study subjects such as geography, history or mathematics that were originally taught in the native language.

2.1.

Main principles

Student-centred learning (SCL) is an approach to education, which aims at overcoming some of the problems inherent to more traditional forms of education by focusing on the learner and their needs, rather than being centered around the teacher's input. This approach has many implications for the design and flexibility of curriculum, course content, and interactivity of the learning process and is being increasingly used at universities across Europe. (education, 2020)

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2. Student centered approaches

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2.2. Classroom activities suitable for student centered

learning

PBL

Project Based Learning (PBL) is an instructional teaching method in which students learn by actively engaging in realworld and personally meaningful projects. Students work on a project over an extended period of time – from a week up to a semester – that engages them in solving a real-world problem or answering a complex question. They demonstrate their knowledge and skills by creating a public product or presentation for a real audience. (works, 2020) Main characteristics: -

Learning is Student-centered

Students work in small groups to solve problems

Learner assessment is enhanced bu self and peer assessment

Students must have the responsability for their own learning

Cooperative work is used to seek solutions to real world problems.

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2.3.

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2.4.

Basis and application of motivation and attitudes towards the English language

Motivation continues to play a major role in the area of EFL/ ESL learning due to the fact that students’ attitudes towards learning a foreign language often result to be the predictors of further success or failure. (Bobkina, 2007) Wang (2006) regarded second language learning to be a complex process influenced by various internal and external factors. Motivation towards learning a particular foreign language as well as the attitudes of students are among the key influential factors in the success of introducing a second learning language in any organization (Reimann, 2001). In other words, external factors such as parents’ encouragement, teachers’ teaching strategies, needs and wants of the students towards learning English language. According to the research done by (Alaga, 2016)the recommendations are: 1. A classroom environment that encourages the learners to be relaxed, motivated and self-confident in acquiring the English language successfully. In order to attain the language teaching - learning process to be more motivating experience, English instructors/professors should develop English learning programs, which maintain learners' interest and have obtainable short-term goals. 2. Positive attitudes toward should be developed through designing English language activities that would lead the learners to participate and 8

meet the needs and positive attitude of learners in order to become successful and fluent speakers of the target language. 3. A learner's motivations and positive attitude towards learning English are the leading predictors of their success in learning the language.

3. Practical applications These are some examples of student-centered learning in the ESL classroom (EnglishPost, 2020) 

Students quiz each other by showing each other pictures and asking questions such as:



What’s this?



How do you say this in English?



What words come to your mind when you see this picture?

Students get together with others and review the answers, they can use vocabulary such as:



What do you think about #1?



What did you answer in question #2?

Students ask questions in order to complete a survey, teacher usually use these three sites to create forms: 

Survey Monkey 9

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develop their skills. The varied instruction methodologies and activities should

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

Google Form



Microsoft Form

Students complete a matching, they can match pictures with words, the only twist that you have to consider is giving the pictures to student A and the words to Student B so they have a need to communicate with each other.



Students create materials to maximize communication and build their confidence to speak such as:



A collage



A mindmap



A wordle

Students can create their own find someone who worksheets to use in the classroom, so instead of you creating one for them, give them an empty form so they can decide what they want to find out about their classmates, for instance 

Find someone who likes music from the 90’s

4. Conclusions The concept of autonomous learning is being implemented. Learners are seen as individuals who can and should be autonomous, i.e. be responsible for their own learning climate. Moreover, autonomous education helps students to develop their self-awareness, vision, practicality and freedom of discussion.

Collaborative or cooperative learning is being advocated. It consists of a range of concepts and techniques for enhancing the value of student-student interaction. However, this type of learning requires the mastering of collaborative communication

skills,

e.g.

agreeing

politely,

making

compromises,

explaining.... If learners succeed in their acquisition, then they are well equipped not only for language learning but for their future career. Moreover, the teacher might participate in students’ collaborative learning by encouraging them to create a pleasant and friendly atmosphere for working together. (Klimova, 2012)

5. Bibliography and webgraphy

Alaga, N. A. (2016). Motivation and Attitude of Students towards. International Conference on Research in Social Sciences, Humanities and Education . Aleidine Kramer Moeller, Theresa Catalano. (2015). Foreign Language Teaching and Learning. Faculty publications. Bobkina, J. (2007). Motivation and attitudes towards english language learning tertiary education: a contrastive approach to undergraduate response to english as a core subject in the engineering and humanities degrees. Revista Iberoamericana para la Investigación y el Desarrollo Educativo.

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These attributes serve to aid a student in his/her independent learning.

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education, E. h. (2020). STUDENT-CENTRED LEARNING. Recollit de http://www.ehea.info/page-student-centred-learning EnglishPost. (2020). 10 Characteristics of Student-Centered Learning. Recollit de https://englishpost.org/student-centered-learning/ Klimova, B. F. (2012). The teaching of foreign languages. Procedia - Social and Behavioral Sciences . works,

(2020).

Buck

institute

for

education.

Recollit

https://www.pblworks.org/what-is-pbl

6. General overview 1. The process of foreign language teaching and learning 1.1 Student centered approaches 1.2 Main principles 1.3 Classroom activities suitable for student centered learning 1.4 PBL 2. Basis and application of motivation and attitudes towards the English language 3. Practical applications

Interdisciplinary perspective

Connection across areas

Real-life situations

Intrinsic motivation

Extrinsic motivation

Integrative motivation

Long-term success

PBL

Instructional method

Peer teaching

Challenging activities

Peer assessment

Learned centered principles

Plurilingualism

Multiculturalism

Autonomous learning

Cognitive psychology

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7. Key words

Carrer Joan Obiols, 11-13, baixos 93. 280.09.90 640.846.261 info@xalocoposicions.cat