Dossier Primaria Curso 2015-2016

Departamento de Innovación y Formación Didáctica

DIDACTICS OF THE ENGLISH LANGUAGE IN PRIMARY EDUCATION ~DOSSIER~ 2015/2016

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COMPETENCIAS Y OBJETIVOS OBJETIVOS FORMATIVOS ! !

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Adquirir los conocimientos a nivel lingüístico en la L2 necesarios, que le permitan desarrollar su función docente con eficacia, autonomía y creatividad. Desarrollar la competencia lingüística y literaria en la lengua extranjera de su especialidad para ser capaz de consultar diversas fuentes de información, actualizar los conocimientos y emplear la lectura en la lengua extranjera como fuente de placer. Usar con soltura la lengua extranjera, oralmente y por escrito, en el ámbito privado, público, educativo y ocupacional. Para ello, se necesitará desarrollar la competencia comunicativa de manera que se puedan recibir y dar las clases en la lengua extranjera y usarla como medio de instrucción. Ser capaz de planificar, programar e impartir un currículo de lengua extranjera abierto y flexible, de manera que satisfaga las necesidades de los futuros maestros/as y las exigencias de los diseños curriculares de la Comunidad Autónoma, de España y del Marco de Referencia Europeo. Saber usar cierta variedad de materiales y de fuentes de información incluyendo las nuevas tecnologías y saber aplicarlas a la enseñanza y el aprendizaje de la lengua extranjera en varios contextos y niveles educativos. Estudiar la naturaleza del proceso de enseñanza y aprendizaje de la Lengua Extranjera. Conocer las características de la e/a del inglés en Primaria según la Legislación Educativa vigente. Conocer diferentes técnicas de enseñanza de L2 adecuadas a la Educación Primaria. Elaborar propuestas didácticas para la enseñanza del inglés en E. Primaria. Introducir a los alumnos en la lectura de literatura científica en lengua inglesa. Construir una base de material junto con su desarrollo didáctico para su posterior uso docente de la materia. Utilizar técnicas de expresión corporal y de dramatización como recursos comunicativos en la L2. Diseñar actividades dirigidas a lograr una comunicación oral suficiente en la nueva lengua “por parte de todos los estudiantes, estableciendo planes individuales para aquellos estudiantes que lo requieran”. Desarrollar una competencia actitudinal (de motivaciones, valores, creencias y factores de personalidad) que propicie un buen ejercicio y desarrollo profesional. Esta competencia ha de manifestarse a través del gusto por la lengua extranjera y su enseñanza, la disposición para investigar en el aula de idiomas, el interés por la profesión, la dedicación y el esfuerzo. Fomentar la cooperación de trabajo en equipo y relación interpersonal.

CONTENIDOS TEÓRICOS Y PRÁCTICOS 1. USO DE LA LENGUA EXTRANJERA: actividades y estrategias de expresión oral y escrita, e interacción oral y escrita de la lengua inglesa en el nivel B2 según el Marco Europeo Común de Referencia para las lenguas 1.1. El discurso en el aula: “ classroom language” 1.2. Campos semánticos necesarios para el desempeño de la función docente. 1.3. Componentes lingüísticos básicos en Ed. Primaria: léxico, fonética, morfosintaxis. 1.4. Programas Europeos, becas e intercambios con estudiantes anglófonos, para el aprendizaje y perfeccionamiento de la lengua extranjera para alumnos y profesores. (Anexo)

2. PROCEDIMIENTOS EN LA ENSEÑANZA DE LENGUAS EXTRANJERAS EN EDUCACIÓN PRIMARIA. 2.1. Características de los niños en Educación Primaria relevantes para la enseñanza de la Lengua Extranjera (Inglés). Desarrollo Cognitivo. 2.2. Adquisición temprana de la L2. Ventajas a través de un enfoque multidisciplinar. 2.3. Métodos de la enseñanza de la Lengua Extranjera.(Inglés) 2.4. Sistema Educativo Español. 2.5. Propuesta de currículo de Lengua Inglesa: planificación. 2.6. Principios de intervención educativa 2.7. Lectura y escritura en la L2. 2.8. La programación en la etapa de Educación Primaria. 2.9. Evaluación, adaptación, selección y diseño del material curricular. 2.10. Factores ambientales facilitadores del aprendizaje. Organización del espacio y el tiempo, estrategias para el manejo del grupo-clase. 2.11. Actividades prácticas para la comprensión oral de la lengua inglesa. 2.12. Actividades prácticas para la expresión oral de la lengua inglesa. 2.13. Actividades prácticas para la comprensión escrita de la lengua inglesa. 2.14. Actividades prácticas para la expresión escrita de la lengua inglesa.

3. JUEGOS, RIMAS Y CANCIONES EN LA ENSEÑANZA DE LENGUAS EXTRANJERAS EN LA EDUCACIÓN PRIMARIA. 3.1. 3.2. 3.3. 3.4.

Rimas y canciones: su función en el aula de lengua extranjera. Tipología de rimas y canciones para Ed. Primaria. Criterios para su selección. Trabajar el cuento en Educación Primaria: explotación oral y producción de cuentos. 3.5. Metodología de explotación, destrezas didácticas. 3.6. Características y funciones del juego.

3.7. El juego como recurso didáctico. 3.8. Actividades prácticas.

4. LA EVALUACIÓN EN LA ENSEÑANZA DE LENGUAS EXTRANJERAS EN LA EDUCACIÓN PRIMARIA 4.1. 4.2. 4.3. 4.4.

La evaluación: evaluación y control de la L2 para Educación Primaria. Propósitos y momentos de la evaluación. El papel de la evaluación de la L2, dentro de una organización sistémica La evaluación de los aprendizajes y de los procesos de enseñanza y/o aprendizaje. 4.5. Instrumentos y técnicas de evaluación de la L2 en Educación Primaria. 4.6. La evaluación en el marco Europeo. 4.7. Actividades prácticas

5. INNOVACIÓN E INVESTIGACIÓN EN LA L2. 5.1. El profesor como investigador. 5.2. El proceso de investigación: técnicas de investigación en la enseñanza de la L2. 5.3. Textos sobre investigación en la enseñanza de Lengua Inglesa. 5.4. Innovaciones recientes en la enseñanza de la EFL. 5.5. ¿Cómo innovar en la enseñanza de L2?

ORIENTACIÓN METODOLÓGICA Toda la teoría explicada y estudiada en clase se llevará a la práctica de forma individual y en grupos de trabajo que investigarán y profundizarán en los temas explicados, y se propondrán actividades prácticas concretas que reflejen la asimilación de los conceptos teóricos, siendo algunos de ellos presentados en clase. La presentación de los trabajos en clase deberá realizarse en inglés e incluirá la elaboración de los materiales necesarios para la presentación de los mismos.

EVALUACIÓN La evaluación será continua y global, tendrá carácter orientador y formativo, por lo tanto deberá analizar los procesos de aprendizaje individual y colectivo. La calificación, que es la representación última del proceso de evaluación, deberá ser reflejo del aprendizaje individual, entendido no sólo como la adquisición de conocimientos, sino también con la capacidad de resolver situaciones nuevas que exigen desarrollar capacidades de comprensión y razonamiento nuevas a su vez. La información para evidenciar el aprendizaje será recogida, principalmente, mediante:

• Seguimiento periódico del progreso de los estudiantes, tanto en el aula como en tutorías individuales y en grupo. • Evaluación de los trabajos encomendados. • Valoración de la participación individual y en grupo, tanto en el aula como en las tareas que se realicen fuera de ella. • Pruebas orales y escritas. La evaluación de los contenidos y habilidades adquiridos y desarrollados por los alumnos y alumnas se realizará de forma continuada a lo largo del curso, valorándose: " " " "

La participación activa de los alumno/as tanto en las clases impartidas por el profesor/a como en las actividades desarrolladas en clase durante el curso. Los trabajos presentados en clase así como su presentación oral. La participación de los alumnos y alumnas en las presentaciones orales de sus compañeros. Los alumnos/as realizarán, asimismo un examen teórico- práctico que recogerá los aspectos fundamentales del programa.

La evaluación de la asignatura se llevará a cabo teniendo en cuenta los siguientes criterios: Nota individual: • • •

Examen Final Unidad Didáctica Exposición oral UD

30 % 20 % 20%

Programación Anual Cuento (Materiales) Exposición oral cuento

10% 10% 10 %

Nota en grupo: • • •

Para aprobar la asignatura los alumnos/as tendrán que tener al menos un 4 en cada una de las partes (teoría y práctica) para hacer media entre ellas. Las notas de las partes que sean superadas serán guardadas hasta la convocatoria de  julio, mientras que se tendrá que recuperar aquellas partes no superadas. Los nuevos planes de estudio requieren del sistema de evaluación continua. Por tanto, dado que el alumno debe adquirir parte de las competencias como consecuencia del desarrollo de la actividad docente planificada, en aquellas situaciones en que haya una prueba final su aportación a la calificación no excederá el 50% de la nota final. La fecha límite de entrega de las Programaciones Anuales y de las Unidades Didácticas será: !

Unidad Didáctica: 4 de mayo 2016.

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Programación Anual: 20 de mayo 2016.

TUTORÍAS Las horas de tutoría se dedicarán a orientar y supervisar (no corregir) los trabajos y actividades realizados por los alumnos/as, así como a resolver las dudas y problemas que puedan surgir a lo largo del proceso. Con el fin de evitar colas y esperas innecesarias en los pasillos de la facultad, se ruega concertar cita previa vía campus virtual o petición al profesor directa.

BIBLIOGRAFÍA - Adventures in literature: new pathways in reading. KAY, Judith; GELSHENEN, Rosemary -  All about the USA 3: a cultural reader . BROUKAL, Milada; MURPHY, Peter Harlow : Pearson Longman, 2007. - Brave new digital classroom: technology and foreign language learning . BLAKE, Robert J. Washington : Georgetown University Press, 2008. - Bringing creative teaching into the young learner classroom: ideas and activities to personalize for  your young learners. CAMERON, Lynne; MCKAY, Penny. Oxford : Oxford University Press, 2010.

-Call dimensions: options and issues in computer assisted language learning.   LEVY, Mike; STOCKWELL, Glenn. New York : Routledge, 2006. -Content-based instruction in primary and secondary school settings . KAUFMAN, Dorit; CRANDALL, Joann. Alexandria, VA : TESOL, 2005. -Cooperative learning and second language teaching . DaSILVA IDDINGS, A.C; McCAFFERTY, S.G.; JACOBS, G.M. Cambridge : Cambridge University Press., 2006. -Essential linguistics: what you need to know to teach reading, ESL, spelling, phonics, and grammar. FREEMAN, David E.; FREEMAN, Yvonne S. Portsmouth, NH : Heinemann. 2004. -Games for language learning . WRIGHT, A.; BETTERIDGE, D.; BUCKBY, M. Cambridge : Cambridge University, 2009. -Group dynamics in the language classroom . DÖRNYEI, Z. ; MURPHEY, T. Cambridge : Cambridge University Press, 2004. - How languages are learned . LIGHTBOWN,P. ; SPADA, N. Oxford, UK : Oxford University Press, 2013. - How to teach listening . WILSON, J.J. U.K. : Pearson Longman, 2008. - Language assessment: principles and classroom practices. BROWN, H.D.; ABEYWICKRAMA, P. Harlow : Pearson Education, 2010. - Lessons from good language learners . GRIFFITHS, Carol. Cambridge : Cambridge University Press, 2012.

-  Longman dictionary of language teaching and applied linguistics . RICHARDS, Jack C.; SCHMIDT, Richard W. London : Pearson Education, 2010. -  Multiple intelligences and language learning: a guidebook of theory, activities, inventories, and resources. CHRISTISON, Mary A. Burlingame, CA : Alta Book , 2005.

-  Principles of language learning and teaching.  BROWN, Douglas H. White Plains,NY : Pearson Education, 2007. -  Reading in a second language: moving from theory to practice.  GRABE, W. New York : Cambridge University, 2008. - Task-based language teaching: A reader. BRANDEN, Kris van den; BYGATE, M.; NORRIS, John M. Amsterdam : John Benjamins Publishing, 2009. -Teaching and researching speaking . HUGHES, Rebecca. New York : Pearson Education, 2003. - Teaching grammar creatively. GERNGROSS, G.; PUCHTA, Herbert; THORNBURY, Scott Cambridge : Cambridge University Press, 2007. -Teaching pronunciation: A course book and reference guide.   CELCE-MURCIA, Marianne...[et al.  New York : Cambridge University, 2010. -The grammar book: an ESL/EFL teacher`s course.  CELCE-MURCIA, M.; LARSEN-FREEMAN,D.; WILLIAMS, H. Boston : Heinle, 1999. -The world a global village: intercultural competence in English foreign language teaching. KAPPEL, Jenny; LOTCHMAN, Katja. Bruselas : ASP-VUB Press., 2009. -Tips for teaching CALL. CHAPELLE, Carol A.; JAMIESON, Joan. Harlow : Pearson ESL, 2008. -Using authentic video in the language classroom.   SHERMAN, Jane. Cambridge : Cambridge University Press, 2003. -Vocabulary in language teaching . SCHMITT, N. New York : Cambridge University, 2000.

THEORY AND PRACTICE 1. USE OF THE FOREIGN LANGUAGE: activities and strategies of oral and written expression and oral and written interaction of the English language at the B2 level according to the Common European Framework Reference for languages. 1.1. The discourse in the classroom: classroom language. 1.2. The semantic fields necessary for the fulfilling of the teaching function. 1.3. Basic linguistic components in Primary Education: lexis, phonetics, morphosyntax. 1.4. European Programs, scholarships and exchanges with English-speaking students for the learning and improvement of the foreign language for students and teachers.

2. PROCEDURES IN THE TEACHING OF FOREIGN LANGUAGES IN PRIMARY EDUCATION. 2.1. Relevant characteristics of nursery children for the teaching of the foreign language (English): cognitive development. 2.2. Early acquisition of the L2: Advantages through a multidisciplinary approach. 2.3. Methods in the teaching of the foreign language (English) 2.4. The Spanish Educative System. 2.5. Curriculum proposal for the English language: planning. 2.6. Principles of educative intervention. 2.7. Initiation to pre-reading and pre-writing in L2. 2.8. The didactic programme in Primary Education. 2.9. Evaluation, adaptation, selection, and design of curricular material. 2.10. Environmental factors which ease the learning process: Organization of space & time, and strategies for the management of the group-class. 2.11. Practical activities for the oral comprehension of the English language. 2.12. Practical activities for the oral expression of the English language. 2.13. Practical activities for the written comprehension of the English language. 2.14. Practical activities for the written expression of the English language.

3. GAMES, RHYMES, AND SONGS IN THE TEACHING OF FOREIGN LANGUAGES IN PRIMARY EDUCATION. 3.1. Rhymes and songs: their function in the foreign language classroom. 3.2. Typology of rhymes and songs for Primary Education. 3.3. Criteria for their selection. 3.4. Working with stories in Primary Education: Oral exploitation and story production. 3.5. Exploitation methodology, didactic skills. 3.6. Characteristics and functions of games. 3.7. The game as a didactic resource. 3.8. Practical activities.

4. THE EVALUATION IN THE TEACHING OF FOREIGN LANGUAGES IN PRIMARY EDUCATION. 4.1. The evaluation: evaluation and control of L2 in Primary Education. 4.2. Purpose and momentum of the evaluation. 4.3. The role of the evaluation in L2 in a systemic organization. 4.4. The evaluation of learning, and of the process of teaching/learning. 4.5. Instruments and techniques of evaluation in L2 in Primary Education. 4.6. The evaluation in the European Framework. 4.7. Practical activities.

5. INNOVATION AND INVESTIGATION IN L2. 5.1. The teacher’s role as an investigator. 5.2. The process of investigation: techniques of investigation in the teaching of L2. 5.3. Texts on investigation in the teaching of the English language. 5.4. Recent innovations in the teaching of the EFL. 5.5. How to innovate in the teaching of the L2.

1. USE OF THE FOREIGN LANGUAGE: activities and strategies of oral and written expression and oral and written interaction of the English language at the B2 level according to the Common European Framework Reference for languages. 1.1 The discourse in the classroom: classroom language.

(Power Point)  Language as Communication

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Language is conceived as a dynamic phenomenon, not simply as a system of forms structures and words, but basically as a system of communicative acts and situations. Consequently, learning a foreign language implies not only the manipulation of linguistic structures and the knowledge of vocabulary and phonetic features, it involves learning how to communicate in the language effectively, correctly and appropriately. The new plurilingual European context demands this communicative approach

 Communicative Competence

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The communicative approach in language teaching starts from a theory of language as COMMUNICATION. The goal of language teaching is to develop what Hymes referred to as “Communicative Competence”. Hymes’ theory of communicative competence was a definition of what a speaker needs to know in order to be communicatively component in a speech community. Hymes’ theory has been adapted for teaching purposes. Royal Decree 1513/2006 which establishes the teaching requirements for Primary Education nationwide sees communicative competence as comprising 5 subcompetences: -

Grammar Competence, or the ability to use units as rules of the language system.

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Discourse Competence, or the ability to use different types of discourse and organizing them based on the communicative situation and on the interlocutors.

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Sociolinguistic Competence, or the ability to adapt statements to a particular context, observing the usage of a given linguistic community.

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Strategic Competence, or the ability of speakers to use verbal and nonverbal communication strategies to compensate for breakdowns in communication or to improve the effectiveness of communication.

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Sociocultural Competence, or being familiar with social and cultural context in which a given language is used.

The role of the L1

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The mother language is not considered as an obstacle to learning the foreign language that causes interference but a useful resource at the learner’s disposal that aids learning:  The L1 is a resource of knowledge which learners will use both consciously and subconsciously to help them sift the L2 data in the input and to  perform as best as they can in the L2. (Ellis 1986:40)

˚ Class language

The FL primary classroom is a communicative context which is not taken full advantage of. This is unfortunate, since: -

it is possible to use L2 for all the transactions

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the classroom situation is a concrete, genuine situation in itself

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the English used in the classroom is directly transferable to other real-world situations

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the English used by the teacher in the FL classroom is a source of real input for children

As we have seen, it is possible to use English in the classroom for a variety of purposes: presenting language, checking understanding, clarifying doubts, giving instructions, modelling, setting up activities, provide extensive language input, giving feedback, asking for information and providing examples of L2 use. ˚ Non-verbal communication in the class

In the FL classroom, gesture, facial expression and mime can be used:

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to help to clarify the linguistic input (this is particularly important when teaching beginners or near-beginners)

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to reinforce the meaning of instructions and provide information on activities through a different channel to the auditory

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to reduce verbal explanations

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to attract the students’ attention ˚ Giving instructions

Some guidelines on effective instruction giving: -

become aware of your instruction-giving strategies

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prepare instructions

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attract the students’ attention

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use simple, easy-to-understand language

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involve the senses

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demonstrate and give examples

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get feedback for the students ˚ Giving feedback

Giving feedback to our pupils has many purposes: -

giving praise and encouragement

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correcting production

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supporting assessment

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having discussions about group progression giving individual tutorials

1.2 The semantic fields necessary for the fulfilling of the teaching function.

Classroom Language: The beginning of the lesson 1. Good morning •

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Good morning, everybody. Good afternoon, everybody. Hello, everyone. Hello there, James.

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How are you today? How are you getting on? How's life? How are things with you? Are you feeling better today, Bill?

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6. Put your things away •

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My name is Mr/Mrs/Ms Kim. I'm your new English teacher. I'll be teaching you English this year. I've got five lessons with you each week.

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Let's begin our lesson now. Is everybody ready to start? I hope you are all ready for your English lesson. I think we can start now.  Now we can get down to work.

Close your books. Put your books away. Pack your things away.

7. Register

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I'm waiting for you to be quiet. We won't start until everyone is quiet. Stop talking and be quiet. Settle down now so we can start.

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Who is absent today? Who isn't here today? What's the matter with Jim today? What's wrong with Jim today? Why were you absent last Friday, “”?

8. Late •

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Where have you been? We started ten minutes ago. What have you been doing? Did you miss your bus? Did you oversleep? Don't let it happen again.

Classroom Language: Simple instructions Here are some common instructions which the class can easily understand: •

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Come in. Go out. Stand up. Sit down. Come to the front of the class.

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Stand by your desks. Put your hands up. Put your hands down. Hold your books/pens up. Show me your pencil.

A number of instructions can be used at the beginning of a session: •

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Pay attention, everybody. You need pencils/rulers. We'll learn how to ... Are you ready? Open your books at page... Turn to page ... Look at activity five.

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Listen to this tape. Repeat after me. Again, please. Everybody ... You have five minutes to do this. Who's next? Like this, not like that.

A number of instructions can be used at the end of a session: •

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It's time to finish. Have you finished? Let's stop now. Stop now. Let's check the answers.

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Any questions? Collect your work please. Pack up your books. Are your desks tidy? Don't forget to bring your ... tomorrow.

Instructions can also be sequenced: •

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First  Next After that

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Then Finally

Comprehension language: •

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Are you ready? Are you with me? Are you OK? OK so far? Do you get it? Do you understand? Do you follow me?

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What did you say? One more time, please. Say it again, please. I don't understand. I don't get it. Like this? Is this OK?

Classroom Language: The end of the lesson 1. Time to stop •

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It's almost time to stop. I'm afraid it's time to finish now. We'll have to stop here. There's the bell. It's time to stop. That's all for today. You can go now.

5. Homework  •

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2. Not time to stop •

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The bell hasn't gone yet. There are still two minutes to go. We still have a couple of minutes left. The lesson doesn't finish till five past. Your watch must be fast. We seem to have finished early. We have an extra five minutes. Sit quietly until the bell goes.

6. Goodbye •

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Hang on a moment. Just hold on a moment. Stay where you are for a moment. Just a moment, please. One more thing before you go. Back to your places.

Goodbye, everyone. See you again next Wednesday. See you tomorrow afternoon. See you in room 7 after the break. Have a good holiday. Enjoy your vacation.

7. Leaving the room

3. Wait a minute •

This is your homework for tonight. Do exercise 10 on page 23 for your homework. Prepare the next chapter for Monday. There is no homework today. Remember your homework. Take a worksheet as you leave.

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Get into a queue. Form a queue and wait for the bell. Everybody outside! All of you get outside now! Hurry up and get out! Try not to make any noise as you leave. Be quiet as you leave. Other classes are still working. It's tidy up time Line up

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We'll do the rest of this chapter next time. We'll finish this exercise next lesson. We've run out of time, so we'll continue next lesson. We'll continue this chapter next Monday.

Classroom Language: The language of spontaneous situations If we use English in spontaneous situations: •

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We relate the target language to the learner's immediate environment. We take advantage of spontaneous situations to use the target language. We exploit contexts which are not directly linked to the syllabus (language in use).

Here are some common situations in which spontaneous English can be used: •

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Happy birthday! Many returns (of the day). “” has his/her 12th birthday today. “” is eleven today. Let's sing "Happy Birthday". Best of luck. Good luck. I hope you pass. Congratulations! Well done! Who's not here today? Who isn't here? What's wrong with ... today?

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I'm sorry (about that). Sorry, that was my fault. I'm terribly sorry.

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Excuse me. Could I get past please? You're blocking the way. I can't get past you. Get out of the way, please.

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I hope you all have a good Christmas. Happy New Year! All the best for the New Year. Happy Easter. Hard lines!  Never mind. Better luck next time.

Do you feel better today? Are you better now? Have you been ill? What was the matter? Excuse me for a moment. I'll be back in a moment. Carry on with the exercise while I'm away. I've got to go next door for a moment. I'm afraid I can't speak any louder. I seem to be losing my voice. I have a sore throat. I have a headache. I'm feeling under the weather. Do you mind if I sit down?

Classroom Language: The language of classroom management Here are some common situations in which spontaneous English can be used: Make groups of four. Move your desks into groups of four people. Turn your desks around. Make a horseshoe shape with your desks. Make a circle with your desks. Make a line of desks facing each other. Make groups of four desks facing each other. Sit back to back. •

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Work together with your friend. Find a partner. Work in  pairs/threes/fours/fives.  pairs/threes/fou rs/fives. Work in groups of two/three/four. I want you to form groups. Form groups of three. Here are some tasks for you to work on in groups of four. Everybody work individually. Work by yourselves. Work independently. Ask your neighbour for help. Work on the task together.

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There are too many in this group. Can you join the other group? Only three people in each group. I asked for four people to a group.

Ask other people in the group. Ask others in the class. Interview someone else. Ask everyone in the class. Stand up and find another  partner.

Have you finished? Do the next activity. Move on to the next activity.

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Classroom Language: Language of classroom management Here are some phrases that can be used for classroom management:

Organization Giving instructions •

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Open your books at page 52. Come out and write it on the board. Listen to the tape, please. Get into groups of four. Finish off this song at home. Let's sing a song. Everybody, please. All together now. The whole class, please. I want you all to join in. Could you try the next one? I would like you to write this down. Would you mind switching the lights on? It might be an idea to leave this till next time. Who would like to read? Which topic will your group report on? Do you want to answer question 3?

Sequencing •

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First of all, today, ... Right. Now we will go on to the next exercise. Have you finished? For the last thing today, let's ... Whose turn is it to read? Which question are you on?  Nextt one,  Nex one, plea please. se. Who hasn't answered yet? Let me explain what I want you to do next. The idea of this exercise is for you to ... You have ten minutes to do this. Your time is up. Finish this by twenty to eleven. Can you all see the board? Have you found the place? Are you all ready?

Supervision •

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Look this way. Stop talking. Listen to what ... is saying. Leave that alone now. Be careful.

Interrogation Asking questions •

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Where's Bill? Is Bill in the kitchen? Tell me where Bill is. What was the house like? What do you think? How can you tell?

Responding to questions •

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Yes, that's right, Fine. Almost. Try again. What about this word?

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Explanation Metalanguage •

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Reference

What's the Spanish for "doll"? Explain it in your own words. It's spelt with a capital "J". Can anybody correct this sentence? Fill in the missing words. Mark the right alternative.

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After they left the USA, the Beatles ... The church was started in the t he last century. This is a picture of a typically English castle. In the background you can see ... While we're on the subject, ... As I said earlier, ... Let me sum up.

Interaction Affective attitudes •

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That's interesting! That really is very kind of you. Don't worry about it. I was a bit disappointed with your efforts.

Social ritual •

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Good morning. Cheerio now. God bless! Have a nice weekend. Thanks for your help. Happy birthday! Merry Christmas!

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Classroom Language: The language of error correction Here are some phrases that can be used when giving feedback to students: •

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Very good. That's very good. Well done. Very fine. That's nice. I like that. Marvellous!

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You did a great job. Magnificent! Terrific! Wow! Jolly good! Great stuff! Fantastic!

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It depends. It might be, I suppose. In a way, perhaps. Sort of, yes.

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That's more like it. That's much better. That's a lot better. You've improved a lot.

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 Not really. Unfortunately not. I'm afraid that's not quite right. You can't say that, I'm afraid. You can't use that word here. Good try, but not quite right. Have another try.  Not quite right. Try again.  Not exactly.

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There's nothing wrong with your answer. What you said was perfectly all right. You didn't make a single mistake. That's exactly the point. That's just what I was looking for. You have good pronunciation. Your pronunciation is very good. You are communicating well. You speak very fluently. You have made a lot of progress.

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Right! Yes! Fine. Quite right That's right. That's it. That's correct. That's quite right. Yes, you've got it. You've got the idea. You were almost right. That's almost it. You're halfway there. You've almost got it. You're on the right lines. There's no need to rush. There's no hurry. We have plenty of time Go on. Have a try. Have a go. Have a guess.

Don't worry about your pronunciation. Don't worry about your spelling. Don't worry, it'll improve. Maybe this will help you. Do you want a clue (hint)? You still have some trouble with pronunciation. You need more practice with these words. You'll have to spend some time practising this. You're getting better at it all the time. You've improved no end.

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1.3 Basic

linguistic

components

in

Primary

Education: lexis, phonetics, morphosyntax. . (Didactic Unit)

2.

PROCEDURES

FOREIGN

IN

THE

LANGUAGES

TEACHING IN

OF

PRIMARY

EDUCATION. 2.1. Relevant characteristics of nursery children for the teaching of the foreign language (English): cognitive development.

Piaget Stages Four Stages •

Sensorimotor: (birth to 2 years)

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Preoperational: (2 to 7 years)

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Concrete operational: (7 to 11 years)

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Formal Operational: (11 to 16 years)

Underlying Assumptions •

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Each stage lays the foundation for the next. Everyone goes through the same stages in same order. Each stage is qualitatively different. Meaning it is a change in nature (different things), not just quantity (more things).

•

The child is an active learner. Basically they have to do it on their own, they can’t be told.

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Sensorimotor Stage (birth to 2 years)

A child comes into the world knowing almost nothing, but they have the potential that comes in the form of: •

brain make up

•

reflexes such as sucking or visual orientation

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innate tendencies to adapt to environment

Infants use these potentials to explore and gain an understanding about themselves and the environment. They have a lack of object permanence, which means they have little or no ability to conceive things as existing outside their immediate vicinity. For example, when you place a barrier, such as a piece of wood in front of an object an infant will believe that the object is nonexistent. Preoperational Stage (2 to 7 years)

Preoperational intelligence means the young child is capable of mental representations, but does not have a system for organising this thinking (intuitive rather than logical thought). The child is egocentric – which is they have problems distinguishing from their own perceptions and perceptions of others. A classic example is, a preoperational child will cover their eyes so they can’t see someone and think that that person can’t see them either. The child also has ridged thinking, which involves the following. •

Centration – a child will become completely fixed on one point, not allowing them to see the wider picture. For example,

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focusing only on the height of the container rather than both the height and width when determining what has the biggest volume. •

State – can only concentrate on what something looks like at that time.

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Appearance – focuses on how something appears rather than reality.

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Lack of Reversibility – can’t reverse the steps they have taken. Don’t realise that one set of steps can be cancelled by another set of steps.

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Lack of Conservation – realising that something can have the same properties even if it appears differently.

Concrete Operations (7 to 11 years)

Intelligence is now both symbolic and logical. Acquires ‘operations’ = a set of general rules and strategies. The most critical part of operations is realising ‘reversibility’ = both physical and mental processes can be reversed and cancelled out by others. The tasks of concrete operations are: •

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Seriation – putting items (such as toys) in height order. Classification – the difference between two similar items such as daisies and roses.

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Conservation – realising something can have the same properties, even if it appears differently.

It is important to realise that operations and conservations don’t develop at the same time. They develop gradually and are not an ‘all

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or nothing’ phenomenon. For example, the first to develop is number

conservation

conservation,

liquid

followed

by

conservation

mass and

conservation,

finally

solid

area

volume

conservation. Thinking is not abstract. It is limited to concrete phenomena and the child’s own past experiences.

Formal operations (11 to 16 years)

Child is capable of formulating hypotheses and then testing them against reality. Thinking is abstract, which is a child/adolescent can formulate all the possible outcomes before beginning the problem. They are also capable of deductive reasoning.

 Cognitive factors

!

Students have different learning styles. To receive the information they may prefer a visual, auditory or kinaesthetic style. To organize the information they may be field-independent, analytical or synthetic, reflective or impulsive, etc. To elaborate the information they may be communicative, conformist, critical thinkers, memorizing learners, etc. All learners use different strategies when learning, some are direct (cognitive, memory), others indirect (metacognitive, affective and social). All of them contribute to language learning success.

 Affective factors

!

Motivation is a complex factor which includes several phases and components. Intrinsic motivation is associated with 25

better and long-term learning and extrinsic motivation with shortterm learning for children. Anxiety seems to be an inherent factor in language learning. Children start to manifest anxiety when language learning becomes more formally instructed and demands communicative

interactions

without

scaffolding.

Anxiety

is

prevented when teachers provide a safe atmosphere and deal with errors in a constructive way.

 Personality factors

!

Self-esteem and self-efficacy are self-perceptions. It is during the school years that both factors are mostly rooted. The learning difference between children with high or low levels of self-esteem and self-efficacy is enormous. Personality factors constitute another differentiating factor. However, since language learning includes a wide range of skills and capacities, there seems to be no single factor that may be regarded as the ideal one. Obviously, when dealing with oral communication, some factors like extroversion, risk-taking and empathy can help learners to develop speaking faster.

 Multiple Intelligences

!

Although we have inherited the tradition of considering some students more intelligent than others, the theory of multiple intelligences claims that every single person is intelligent in a different way, and at least gifted for three different intelligences. For instance, intra and interpersonal intelligences may be as linguistic intelligence to develop the skills when learning a language. Dealing with individual characteristics in the classroom means showing respect for every single student, no matter their se, personality, etc. Learning a language is not only a cognitive process, such as becoming skilled at communication and grammar, but also an emotional experience 26

 The Good Language Learner

!

Good learners are accurate guessers and think critically. They are not afraid of making guesses about unknown words. They have strong desire to communicate, or to learn from communication. They are often uninhibited. They think about correct grammar and sentence structure when they speak. They seek out practice. They monitor their own speech and the speech of others. They think about the meaning of the sentences they say and they hear.

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2.2. Early acquisition of the L2. Advantages through a multidisciplinary approach. Methodology The

best

method

to

teach

English

nowadays

is

the

Communicative Language Teaching Approach, due to the fact that its main aim is to develop communicative competence in English and it is an eclectic method. Before selecting a methodology it is important to analyze many aspects such as the students’ motivation, their previous knowledge, their mental abilities and progress and so on. There are also other factors of teaching such as number of students, the materials, the teaching techniques, etc. Therefore the general methodology associated with primary teaching is ACTIVE PARTICIPATION by the students (learning by doing), FREQUENT RECYCLING, a great use of VISUAL

AIDS,

OBJECTS, MODELS, PUPPETS, SONGS AND GAMES, they must contribute to the general aim of our area: to reach communicative competence and it is also an important criterion for the selection of materials. This way, learning activities must present and practice English in a systematic and comprehensive way so that new language items can be assimilated by the pupils. The things our pupils do in class should be interesting and enjoyable, but they should also be carefully examined in terms of their language teaching and learning potential and how they relate to what has previously been learnt and what is to be learnt.

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2.3. Methods in the teaching of the foreign language (English).  The Grammar Translation Method.

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This method derives from the traditional approach for the teaching of Latin and Greek. It involves two components: -

Explicit study of grammatical rules and vocabulary

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Use of translation

The principal characteristics of the grammar-translation method were: 1.- the study of the LITERATURE of the second language 2.- the student’s NATIVE LANGUAGE was the medium of instruction 3.- READING and WRITING were the major focuses, little or no systematic attention was paid to speaking or listening 4.- VOCABULARY selection was based on the reading texts used, and words were taught through bilingual WORDS LISTS 5.- the SENTENCE was the basic unit of teaching and language practice 6.- ACCURACY was emphasized. Students were expected to attain high standards in translation 7.-

grammar was taught DEDUCTIVELY, that is, by presentation

and study of grammar rules, which were then practiced through translation exercises The grammar-translation method was widely used in European academic institutions from the 1840’s to the 1940’s and in a modified way it continues to be used in some parts of the world today. In the mid and late 19 th  century opposition to the grammartranslation method arose. In Germany, England, France and other parts of Europe new approaches to language teaching were developed by individual language teaching specialists, each with a specific method for reforming the teaching of modern languages. 29

The ideas put forward by the members of the Reform Movement led to what have been called Natural Methods and the Direct Method.

 The Natural or Direct Method.

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This method developed as a reaction to grammar-translation, mainly in France. Its name comes from what was considered to be the natural way to learn a language: exposure to the language used in everyday communicative interactions. As its model was first language acquisition, grammar was not taught and translation was irrelevant. Rather than using analytical procedures that focus on the explanation of grammar in classroom teaching, teachers must encourage direct and spontaneous use of the foreign language in the classroom. Learners would then be able to introduce rules of grammar. The teacher replaced the textbook in the early stages of learning and speaking started with systematic attention to pronunciation. These natural language learning principles provided the foundation for what came to be known as the Direct Method, which is the most widely known of the natural methods. The main characteristics were: 1.- Classroom instruction was conducted exclusively in the target language 2.- Grammar was taught INDUCTIVELY 3.- New teaching points were introduced orally 4.- Vocabulary was taught through demonstration objects and pictures 5.- Correct pronunciation and grammar were emphasized 6.- Only everyday vocabulary and sentences were taught 30

7.- Oral communication skills were built up in a carefully graded progression organized around question and answer exchanges between teachers and students. But, on the other hand, this method has some drawbacks: -

This method requires teachers with a high level of proficiency in the foreign language, nearly native speakers

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Sometimes a lot of time is wasted when the teacher wants to explain a word in English instead of using the mother tongue

Thus, although the Direct Method enjoyed popularity in Europe not everyone had embraced it enthusiastically. The British had recognized

its

limitations.

Subsequent

developments

led

to

Audiolingualism in the United States and the Oral Approach in Britain.

 The Audiolingual Method.

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The combination of STRUCTURAL LINGUISTIC theory, aural-oral procedures and BEHAVIORIST psychology led to the Audiolingual Method. The learning principles of Audiolingualism are the following: 1.- Foreign language learning is basically a process

of

MECHANICAL HABIT FORMATION: structural patterns in dialogues about everyday situations are imitated and drilled, until the learner’s responses become automatic. 2.- Language skills are learned more effectively if the items to be learned in the target language are presented in SPOKEN FORM before they are seen in written form. The language skills are taught in the order of listening, speaking, reading and writing. 3.- Language is acquired by analogy not by analysis. Drills can enable learners to form correct analogies.

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The use of drills and pattern practice is a distinctive feature of the Audiolingual Method. Various kinds of drills are used (repetition, substitution, transformation...) Memorizing was one of its main techniques along with the use of structural drills. It was widely used during the 1950’s and 1960’s. Nowadays it is less popular because of its reliance on drills which students found boring as they wished for a wide range of linguistic experience. Chomsky rejected the structuralism approach to language description as well as the behaviorist theory of language learning. Suddenly the whole Audiolingual paradigm was called into question: pattern, practice, drilling, memorization. This created a crisis in American language teaching circles New methods have been developed independently of current linguistic and second language acquisition theory (e.g. TPR). There are approaches that are derived from contemporary theories of language and second language acquisition Natural Approach, Communicative Language Teaching).

 Other approaches

!

Total Physical Response TPR is a language teaching method built around the coordination of speech and action; it attempts to teach language through physical activity. It was developed by James Asher and it consists of obeying commands given by the teacher that involve physical response. Commands become more complex as the class progresses. The use of TPR ensures the active participation of students and helps the teacher to know when utterances are understood, as well as provide contexts to help students understand the language they hear.

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This method advocates that second language learning process is the same as the first language learning process: comprehension precedes production. The Silent Way It was developed by Gattegno in 1972 and takes its name from the fact that the teacher doesn’t say anything but points to individual letters, which, in combination, indicate to the student how a word might be pronounced. A relation between color-phoneme is established and then the vocabulary is set up (charts containing vocabulary and color-coded guides to pronunciation are made available to enable the teacher to guide the student’s learning while saying as little as possible).

 Communicative Language Teaching.

!

The origins of this method are found in the reactions against the Audiolingual and situational methods dating from the late 1960’s. The major distinctive features of the Communicative Approach are: -

Language learning is learning to communicate. Communicative competence is the desired goal. In this method the essential issue is the transmission of information in which the pronunciation isn’t necessarily perfect, that’s to say, the content of the message is more relevant than the way it has been expressed.

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In this method the students are considered the central point of the teaching-learning process and the teacher is the organizer of the same. This method is centered on real communication situations connected to students’ experiences. For example: likes/dislikes, free time, sports and so on.

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Therefore, the communicative approach in language teaching starts from a theory of language as communication. We can highlight three types of principles: -

The communication principle: “activities that involve real communication promote learning”

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The task principle: ”activities in which language is used for carrying out meaningful tasks promote learning”

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The meaningfulness principle: “language that is meaningful to the learner supports the learning process”

The range of exercise types and activities compatible with a communicative approach is unlimited, provided that such exercises enable learners to attain the communicative objectives of the curriculum, engage learners in communication and require the use of such communicative process as information sharing, negotiation of meaning and interaction. The Communicative Approach has attracted universal interest and has heavily influenced the practice of modern language teaching.

CLIL. What is CLIL? CLIL stands for Content and Language Integrated Learning. It refers to teaching subjects such as science, history and geography to students through a foreign language. This can be by the English teacher using cross-curricular content or the subject teacher using English as the language of instruction. Both methods result in the simultaneous learning of content and English. The term CLIL  was coined by David Marsh, University of Jyväskylä, Finland (1994):

"CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focused

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aims, namely the learning of content and the simultaneous learning of a foreign language." However, CLIL  teaching has been practised for many years, from the Babylonian era to the early sixties when bi-lingual education was introduced in many schools around the world.There are many ways of describing the characteristics attributed to

CLIL. Below is a list of acronyms which describe CLIL methodology. •

Bilingual Integration of Languages and Disciplines (BILD)

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Content and Language Integrated Learning ( CLIL)

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Content and Language Integration in Primary CLIP

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Content-based Instruction (CBI)

Why is CLIL used in the classroom? 1. It increases the use of a second language without increasing the amount of time spent in the classroom. The European Commission has defined CLIL as :“Content and Language Integrated Learning (CLIL), in which pupils learn a subject through the medium of a foreign language...” “It [CLIL] provides exposure to the language without requiring extra time in the curriculum”. This promotes an approach with a twin set of objectives. One of these objectives is clearly educational (to learn subject content and a foreign language) and the other is administrative- no extra time is needed. This is important because in the European Council Resolution in 1995 it was stated that,  “…all EU citizens, by the time they leave compulsory schooling, should be able to speak two languages other than the mother tongue”.

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This is done through the use in CLIL. Instead of studying Geography in the majority language, do it in a foreign language. As long as it works, the pupils learn the same subject concepts and skills, but increase contact time with the foreign language – crucial consideration in the improvement of attainment levels.

2. CLIL has a dual focus and this affects the methodology used in the classroom.  “CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focused aims, namely the learning of content, and the simultaneous learning of a foreign language". (Marsh, D. 2002. Content and Language Integrated Learning:

The European Dimension – Actions, Trends and Foresight Potential). Through CLIL-type practice, one learns [subject] content while at the same time learning a foreign language. David Graddol wrote that CLIL is:  “…an approach to bilingual education in which both curriculum content (such as science or geography) and English are taught together. It differs from simple English-medium education in that the learner is not necessarily expected to have the English proficiency required to cope with the subject before beginning study”. (Graddol D. English Next, British Council Publications, 2006)

3. CLIL motivates students in a way an ordinary language class might not. Finally, another quote that extends the scope of CLIL still further:  “CLIL is about using languages to learn… It is about installing a ‘hunger to learn’ in the student. It gives opportunity for him/her to

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think about and develop how s/he communicates in general, even in the first language”. (Marsh, Marsland & Stenberg, 2001) CLIL views language as a ‘vehicle’, not simply as an entity in itself. This is a central component of the CLIL package. How

does

CLIL

motivate

more

than

other

conventional

approaches? Some possibilities: •

it provides reasons for learning and improving the foreign language level, because the understanding of the subject content is compulsory

•

it focuses on and assesses the subject content, so the learner is not being assessed on his/her mastery of the Past Simple (for example) but rather his/her ability to use it in the appropriate places

•

it gives students a feeling of real achievement. They are coping with, and talking and writing about, complex material in the foreign language.

•

they are not being asked to discuss ‘vox-pop’ content as in standard language learning textbooks (Pop Stars, Global Warming, My Favourite Auntie) – where the content is used as a slave to illustrate a certain language structure – but because the content is important in itself. In CLIL there is a chance that they are being asked their opinions because the expression of opinions (for example) is a key competence in the syllabus content.

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2.4. The Spanish Educative System. (ANNEXE) *LEY ORGÁNICA 2/2006, de 3 de mayo, de Educación, modificada parcialmente por:

*LEY ORGÁNICA 8/2013, de 3 de diciembre, para la mejora de la calidad educativa. (PLANES PLURILINGÜES)

2.5. Curriculum proposal for the English language:  planning. (ANNEXE) *REAL DECRETO 126/2014, de 28 de febrero, por el que se establece el currículo básico de la EP. *DECRETO 108/2014, de 4 de julio, del Consell, por el que se establece el currículo  de la Educación Primaria en la Comunitat Valenciana.

*Resolución de 12 de junio de 2015, de las direcciones generales de Centros y Personal Docente, y de Innovación, Ordenación y Política Lingüística, por la que se dictan instrucciones para la organización y funcionamiento en las escuelas de Educación Infantil de segundo ciclo y colegios de Educación Primaria durante el curso 20152016.

*Resolución de 10 de septiembre de 2015, de las direcciones generales de Centros y Personal Docente, y de Política Educativa, por la que se modifica parcialmente la Resolución de 12 de  junio de 2015, de las direcciones generales de Centros y Personal

38

Docente, y de Innovación, Ordenación y Política Lingüística, por la que se dictan instrucciones para la organización y el funcionamiento de las escuelas de Educación Infantil de segundo ciclo y colegios de Educación Primaria durante el curso 2015-2016 .

*Decreto 127/2012, del 3 de agosto, del Consell, por el que se regula el plurinlingüísmo. * Orden 19/2011, de 5 de abril, de la Consellería de Educación, por la que se establece la Red de Centros Docentes Plurilingües en la CV.

2.6. Principles of educative intervention. (Year Program – Methodology)

2.7. Reading and Writing in L2. When students start learning a new language, listening is the main source and reading the second one. Reading is also the language skill which is easier to keep up. Books open up other worlds to young children, so we should make reading an enjoyable activity because it is a very important part of the language learning experience. There are a number of different ways to approach  the

literacy in a foreign language. All these approaches are a way to read and write, and are not an end in themselves. Probably you use some of them at some stage in the reading acquisition process:

39

1. Look and say : based on words and phrases, a good example could be the flash cards. It is usual to start by teaching everyday words which are familiar to the children. say the word and point it at the same time, the children repeat the word, this happens several times with each word. (5 min. in each lesson to introduce 4 words), based on the recognition of a range of words and phrases before reading a text. 2. Whole sentence reading: recognition of whole phrases and sentences which have meaning in themselves (i.e. Talk about a story before the student reading). This stage should be encouraged as soon as possible. 3. Language experience approach: based on the child speech. The teacher writes a sentence for the child to read which is based on what the child has said (i.e. this is me, my sister is nine, she is at school). As we see the students more confident we will go into it in more detail below.

4. Phonics: This approach is based on letters and sounds.

Synthetic Phonics is a method that teaches the children: • • • •

the 42 letter sounds in the English language how to blend them to read words how to segment the sounds in words how to cope with the first few irregular keywords:

TRICKY WORDS

At this point the children can attempt to read books (DECODABLE books) for themselves.

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The order of the sounds introduction depends on the frequency. The first sounds to appear are the most frequently used in the English language: 1. 2. 3. 4. 5. 6. 7.

satipn ckehrmd goulfb ai j oa ie ee or z w ng v oo oo y x ch sh th th qu ou oi ue er ar

A multisensory method is used to introduce the children to the letter sounds. There is a storyline, action and ‘Sound Sheet’ for each sound. By doing an action associated with the sound, e.g., rub tummy and say “mmmmm” for the /m/ sound, the children remember it more easily. In order to blend and segment efficiently it is important to know the letter sounds fluently. Every day flash cards of the sounds that have been taught should be held up for the children to call out the sounds, as they do the actions.

What comes next? Depending on the level, everyday work on each skill is needed: 1. Frequent practice using the flash cards of the letter sounds: – including the alternative spellings, e.g., ‘er’, ‘ir’, ‘ur’, – practice reading regular words that use the alternative spellings 2. Develop the ability to write fluently and neatly: – correct formation of capital as well as lower-case letters – Dictation of words and sentences. 3. Develop reading fluency and comprehension: – reading individually – group and silent reading – develop a wider vocabulary and understanding of the meaning of words 4. Develop writing skills: – draw pictures on the board and ask the children to write a sentence about them

41

– writing simple stories that have been told to them by the teacher – write the first sentence of a story on the board for the children to copy and continue – creating and writing their own simple stories M writing news independently – writing up science and topic work 5. Continue teaching the tricky words for reading and spelling

42

2.8. The didactic programme in Primary Education. YEAR PROGRAM Index 0.- Introduction 1.- English Area Curriculum for X grade. 1.1- Learning Outcomes 1.2- Blocks of contents 1.3- Assessment Criteria 2.- Educative Project of the Centre 2.1- Context and Languages Program. 2.2- Class characteristics. 3.- The Student Portfolio 3.1- My Language Biography 3.2- My Dossier 3.3- My Language Passport 4.- Competences 5.- Cross-Curricular Aspects 6.- Methodology and groupings 6.1- Methodology 6.2- Groupings 6.3- Special Educative Needs 7.- Materials 8.- Didactic Units of the Year Program 8.1.- Timing of the Didactic Units 8.2.- Development of the Units 9.- Evaluation 10.- Bibliography 11.-Annexe

43

2.9. Evaluation, adaptation, selection, and design of curricular material. (Class Presentations) 2.10. Environmental factors which ease the learning  process.

Organization

of

space

and

time,

 strategies for the management of the group-class, in the first years.  The importance of contextualization and discourse

!

Traditionally, FL elements were frequently presented in isolation, with little or no social context, in separate sentences which did not form a complete discourse. Present day curricular activities tend to present the language contextualized, in more realistic and natural situations. So the paradigm of structuralism is abandoned in favour of the pragmatic and discourse paradigm which focuses on language use as the result of acts of communication. A special emphasis is placed on speech acts, linking devices, text structure, social contexts and communicative situations.

The learner centred curriculum

!

The students are considered the centre of the teaching and learning process. Consequently, the communicative situations proposed must satisfy their needs and interests and should be related to their personal experiences. Thus, connections are established between what is taught and the linguistic and sociolinguistic knowledge that the students already possess. This 44

interconnection is believed to favour the integration of the new elements in the student’s cognitive network and produce meaningful learning.

  Constructivism, autonomous learning and thinking

!

critically The previous goals also assume that students build up their own competence quite autonomously and independently, not necessarily following the stages and steps established by the FL syllabus. In this long process, it is vital to promote learning strategies that help the students to learn how to learn, learn autonomously, control and become responsible for their own learning.

 Cooperative learning

!

Great emphasis is placed on pair work and group work in order to encourage collaborative working habits and promote socialization in the classroom. The student is not only supposed to learn from the teacher or by him/herself, but also from the contribution of the other students. ˚ Sequencing language work

From the methodological point of view we can divide work in the

classroom

into

3

major

stages.

Each

stage

of

the

teaching/learning process has its own peculiarities, bearing in mind that even if we begin a lesson with a controlled technique we must

45

abandon drilling as soon as possible and get our pupils to produce language for communication. The PRESENTATION stage is often a non-communicative activity. We can work with drills and other types of controlled techniques. We insist on accuracy, correcting our pupils whenever needed. At this stage we try our pupils to see how the structure works and get them to store it in their short term memory.

PRACTICE activities fall between the two extremes. In this stage the materials normally are selected by the teacher as we are trying to get them to transfer the information they have from short to long term memory. The PRODUCTION  stage enables our pupils to arrive at a certain degree of autonomy as they will choose from their linguistic and non-linguistic repertoire freely. The division into stages has obviously a pedagogical function, but it doesn’t try to suggest that skills should also be separated.

 Group

!

˚ Groupings

When we design activities, one of the most important issues to consider is the type of pupil groupings we are going to use. If we only use one type of grouping (normally the whole class) we are wasting valuable opportunities for our pupils to get maximum practice and for the teaching/learning process to be therefore more efficient.

46

We now consider the merits and uses of various pupil groupings. Harmer distinguishes between: lockstep, pair work, group work and individual study.

Lockstep Lockstep is the class grouping where all the pupils are working with the teacher. In traditional teaching environments lockstep was the normal situation. This grouping has certain advantages. First, we can say that the whole class are or should be concentrating and hearing what is being said. Our pupils are getting a good model as they are listening to us or to the tape recorder and we can move the class at a fast pace. On the other hand, we can also find some drawbacks. First, pupils working in lockstep don’t practice very much. Another problem is the lack of heterogeneity of lockstep. Lockstep many times goes at the wrong speed. Some pupils will find it very quick while others will be bored. A final problem we face is the lack of effectiveness as far as communicative work is concerned. Our pupils won’t be able to use language in real life situations if the only practice they get is in lockstep, teacher-controlled interactions. Lockstep doesn’t foster autonomous learning. But these disadvantages cannot make us forget that lockstep has its place in the foreign language classroom. As we can get the whole class’ attention we must use it when feedback is taking place

47

or before doing some pair or group work so that all our pupils can listen to the instructions.

48

Pair work Pupils can be put in pairs for a great variety of work. It has obvious advantages: -

It increases the amount of pupil practice

-

Pair work allows our pupils to use language and it also encourages pupils co-operation

During pair work we normally act as assessors, prompters and resources, leaving our pupils to work on their own. We thus foster learning autonomy. Certain problems may occur, however. On the one hand, we are worried about the use of Spanish in the activities. This won’t be a problem if they are motivated to use English and we tell our pupils what the reason for the activity is. Our main concern is not accuracy; communicative efficiency is also vitally important and pair work encourages such efficiency. Noise problems may also arise when pair work is used with our pupils. It is important to familiarize them with pair work at the beginning of the course by giving them very short, simple tasks to perform. This can be done by means of pair work drills or asking and answering questions using language that has just been presented. We also have to decide how to group our pupils in pairs. We must decide whether to put strong pupils with weak pupils or whether to vary the combination of the pairs from class to class.

49

There is no conclusive evidence about the ideal combination for pairs so we can make our decision based on every particular class. To sum it up we can say that pair work is a way of increasing pupil participation and language use.

Group/team work Group work seems to be an extremely attractive idea for a number of reasons. We can mention first, the increase in the amount of pupils talking time. It also gives pupils opportunities to use language to communicate with each other and to co-operate. On the other hand group work is more DYNAMIC than pair work: our pupils are faced with more people to react with or against in a group. There is also a greater chance that at least one number of the group will be able to solve a problem, when it arises. Because of this, working in groups is usually more relaxing than pair work. Moreover, tasks can be more complex, and therefore, more exciting and motivating than pair work tasks. The same worries that apply to pair work, that is, the use of Spanish and noise apply equally to group work. Motivation, clearly defined goals and previous adjustments to this type of grouping are the solutions to these problems. One of the biggest problems is the selection of group members. One possibility is to group weak and strong pupils mixed together. However sometimes it may be interesting to make groups of strong

50

pupils and groups of weak pupils and give them different task to perform. As far as the size is concerned, the biggest size we can have is half class. This type of grouping is called a team. Teams are not very frequently used because the amount of pupil participation obviously falls. However, we can use them in competitive activities where it is convenient to split the class in two groups. It is also convenient to have an odd number in groups when decision activities are being made. In general groups with no more than 6 pupils, with or without and odd number of members are used. Moreover, it is a good idea to form FLEXIBLE GROUPS. Our pupils start in set groups and as the activity progresses the original group splits up and regroups. We can also begin with individual or pair work. Gradually these groupings are joined together till we form a group, a team or even a whole class grouping. However if we use flexible groups it is advisable to have FIXED groups for the whole year. Our children will identify more easily with the group

Individual study Individual study is a good idea because our pupils can relax from outside pressure and because they can rely on themselves. Learning needs both cognitive and social interaction to take place. Our pupils need some time on their own to fully internalize what they are learning. Ideally if the conditions of our classroom and the

51

materials we use permit, there would be stages at which our pupils could have a choice of different individual activities. Various reading and writing activities are particularly appropriate for this. When planning our classes we must take this factor into consideration.

˚ Misbehaviour

An area of classroom management which has an important effect on the classroom atmosphere and the amount of learning which takes place concerns discipline and classroom control. The most effective environment for learning is found in a classroom where the teacher is firm but kind and encouraging. In fact, our behavior is perhaps the single most important factor in a classroom. There are some things that we should probably not do if we want to avoid problems: -

Do not go to class unprepared

-

Do not be inconsistent

-

We should not make idle threats which we cannot or would not carry out

-

Do not rise our voice

-

Do not give boring classes

-

Do not be unfair, a sense of failure engenders negative feelings and low self esteem.

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 Context

!

˚ Teacher’s role

As

we

have

seen

our

methodology

is

going

to

be

communicative and we will find ourselves playing many roles. Harmer distinguishes six main roles: -

CONTROLLER: we play the role of controller when we are totally in charge of the class. We control what our pupils do, when they speak and what language they use. This role is clearly visible at the presentation stage, being wholly inappropriate during the production stage.

-

ASSESSOR: one of the main roles we must play is that of assessing the pupils’ work. We can distinguish between correcting (during the presentation stage we normally correct our pupils’ errors and mistakes) and organizing feedback that is a major part of assessing our pupils’ performance so that they can see the extent of their success or failure.

-

ORGANISER: the success of many activities depends on good organization and on the pupils knowing exactly what they are going to do. Once the activity has begun we will not intervene unless it is to use gentle correction or, as we will see now, to prompt.

-

PROMPTER: we sometimes need to encourage our pupils to participate or we may need to make suggestions about how

53

our pupils may proceed in an activity where there is a silence or our pupils are confused. -

PARTICIPANT: Especially in simulations it may be interesting for us to participate with our pupils in the activity. If we don’t tend to dominate we are giving our pupils an opportunity to practice English with someone who speaks it better than they do.

-

RESOURCE: in communicative activities we should be a kind of resource centre. We should be ready when our pupils need help. This help should only be given when a previous effort has been made by our pupils.

˚ Physical setting

Careful planning of our classroom is very important as it helps to create an ORGANISED AND SECURE ATMOSPHERE. In an ideal situation, we would be able to organize the classroom in the way we think is most effective for children’s learning. Here are some points to consider: -

A plan made to scale is especially useful if we have a large class in a small area.

-

We have to think carefully about whether we want the children to sit in rows or groups. Primary schools often have tables arranged in groups to seat 4-6 children, which makes pair and group work easier.

54

-

If we decide to have a “teaching base” we have to make sure we have a clear view of the whole room.

-

A story corner for young children is also a good idea. A book corner where children can select stories or simply information books to read is also useful. The books could be color-coded according to difficulty so that the children can select books for themselves or with our guidance.

-

We may also like to include a quiet corner for listening to cassettes of stories or pre-recorded listening activities.

-

It is also suitable to include some areas to display children’s work. Children should be encouraged to display their work. Displays make the classroom brighter and more colorful, encourage a purposeful working atmosphere and usually lead to higher motivation and standards since the children’s work is made public and they see what they have already achieved.

55

2.11. Practical activities for the oral comprehension of the English language.

(Power Point) 2.12. Practical activities for the oral expression of the English language.

(Power Point) 2.13.

Practical

activities

for

the

written

comprehension of the English language.

(Power Point) 2.14. Practical activities for the written expression of the English language.

(Power Point)

56

3. GAMES, RHYMES, AND SONGS IN THE TEACHING OF FOREIGN LANGUAGES IN PRIMARY EDUCATION. 3.1. Rhymes and songs: their function in the foreign language classroom. (Didactic Unit) 3.2. Typology of rhymes and songs for Primary Education. (Annexe) USEFUL AND INTERESTING RESOURCES ( ANNEX) 3.3. Criteria for their selection. (Didactic Unit) 3.4. Working with stories in Primary Education: oral exploitation and story production. (Didactic Unit) 3.5. Exploitation methodology, didactic skills. (Didactic Unit) 3.6. Characteristics and functions of games. (Didactic Unit) 3.7. The game as a didactic resource. (Didactic Unit) 3.8. Practical activities. (Didactic Unit)

57

4. THE EVALUATION IN THE TEACHING OF FOREIGN

LANGUAGES

IN

PRIMARY

EDUCATION. 4.1. The evaluation: evaluation and control of L2 in Primary Education. The way to evaluate in Primary Education, we can say that the basic principle is the Direct or Systematic Observation, using different activities and in a continuous way. As far as the evaluation activities are concerned we will say that they should be designed according to the activities and tasks done during the development of the unit. In fact, any activity that we have done in these units is useful to evaluate their improvement. In this sense, evaluation activities could be a selection of some activities of the unit or some variations of them. Furthermore, specific activities for evaluation could be designed when it is necessary to obtain specific information that cannot be achieved with the rest of activities. In any case it should be formative evaluation  in the sense that it is used as a reflection of the teaching and learning process. One of our tasks as teachers, is to evaluate the achievements of students as well as the Educative process and their own teaching practice, that’s to say, evaluating our pupils’ learning is a regular feature of classroom practice.

58

We will define the way which the three classical evaluation stages ( Initial, Formative and Summative) will be implemented.

Continuous assessment is now the most widespread method of assessment in our schools. Continuous assessment   doesn’t only show our pupils’ level of attainment but also enables us to draw conclusions about the effectiveness and efficiency of our methods and the suitability of contents for our pupils. This evaluation is done through the Direct Observation in the class.

4.2. Purpose and momentum of the evaluation. In relation to when to evaluate, the following three types of evaluation will be done along each course. As an   INITIAL

EVALUATION, at the beginning of the process, to know what our pupils remember from previous courses, we will use our first Didactic Unit, evaluating through games. Along the course we will do

FORMATIVE EVALUATION, to observe the teaching-learning process of each student and if necessary give them help to solve their difficulties, doing remedial work and follow-up activities, and as

FINAL EVALUATION, at the end of the teaching-learning process, to check whether the students have achieved the objectives we had thought at the beginning of the process, we will use the last Didactic Unit reviewing and checking their knowledge of the course.

59

4.3. The role of the evaluation in L2 in a systemic organization. (Year Program) 4.4. The evaluation of learning, and of the process of teaching/learning. (Year Program) 4.5. Instruments and techniques of evaluation in L2 in Primary Education. (Year Program) 4.6. The evaluation in the European Framework. (ANNEXE) 4.7. Practical activities. (Year Program)

60

5. INNOVATION AND INVESTIGATION IN L2. (Power Point) 5.1. The teacher’s role as an investigator. The role of teachers has experienced big changes in the last years. Nowadays, they are not only supposed to teach, but also to help students “learn how to learn” (Marquès, 2000). Information is now out there and everyone can access it. To be able to deal with this revolution, to be up-to-date, teachers need to do a continuous professional development. Research never ends. In the 21st Century, some of the tasks that educators have to accomplish are: - Understand the different learning styles. - Design and organize classes (explore a variety of materials and languages of expression). - Set goals and accomplish them. - Motivate students and encourage participation. - Develop a student-based learning. Understand diversity and individual

Source: http://virtualinquiry.com/inq uiry/inquiry7.htm

needs. - Help students use different resources. - Encourage self-learning and self-evaluation. - Evaluate. - Encourage students´ positive attitudes (values, etc.) Be an example for students: share teaching and learning experiences… - Research inside and outside the classroom.

61

To learn more about this new role, we recommend you to read:  “Los docentes: funciones, roles, competencias necesarias, formación” by professor Pere Marquès at: http://peremarques.pangea.org/docentes.htm

5.2. The process of investigation: techniques of investigation in the teaching of L2. First of all, it is important to bear in mind that it is a general belief that learning to teach is a lifelong experience. Teachers are therefore supposed to experience in the classroom to be able to develop new didactic strategies and new ways of using materials and resources. More and more, teachers are asked to develop a research profile and to understand the relationship between the theory of L2 acqusition and the design of language materials and sessions. A critical analysis of all the knowledge and data is a very important process. Researchers in the teaching of L2 can use different techniques, for example: - Classroom activities. - Journals. - Questionnaires. - Experimentation. - Case studies. - New technologies…

5.3. Texts on investigation in the teaching of the English language.

62

5.4. Recent innovations in the teaching of the EFL. When we talk about innovate in the teaching of foreign languages, we are not saying that we have to reject all the resources which were used before the application of ICTs in education. We need to use both the previous methodology (blackboard and chalk or marker, books, pens, etc.), and also the new technologies: computers, internet, digital blackboards, etc. When students first get into a classroom and see that there are computers, their reaction is:  Are those computers for us? Are we learning computing? Behind these questions there is expectation and

motivation. And, in the end, it is the students who demand using these new elements in the classroom.

5.4.1. Using ICTs to Support English Learning and Teaching Using a ICTs in the foreign language classroom is a resource that: - Motivates students - Compliments the teaching process - Stimulates discussions and writing - Helps share stories among students We can use/make students use the new technologies in the classroom in different ways: - By using commercially developed language programs or activities on the web. - By assigning specific project works: make the students search for information. - By encouraging students to communicate with other students (facebook, etc.).

63

5.4.1.1. Benefits and Shortcomings of ICT Like all the teaching resources we can use in the classroom, the ICTs has both benefits and some disadvantages. Among the benefits of using ICTs we can find: - Repetition of activities - Individual and collaborative work - Motivation - Learn from mistakes - Acquisition of IT skills - Interactivity - Multimedia - Authenticity - Fun These are some of the drawbacks of using ICTs in the classroom: - IT skills are a prerequisite - Software familiarization - Economic barriers - Technical problems - Computer phobia - Language problems: most of them are only in English and this can be a barrier for many EFL students. - Quality of language: sometimes, especially when talking about internet resources, the language used is not always as accurate as desired. - Content: the content is not appropriate for the level of our students or does not apply totally to the contents we are

64

covering in our didactic unit, and sometimes, especially with internet resources, we can find errors because the source of the information is not a reputable institution.

5.4.1.2. Use of Internet in Schools: Changes The use of internet in schools implies that both faculty (teachers) and educative centers (the schools and classrooms) must experience several changes. On one hand, teachers need to keep updated and know the existence of these resources and their possibilities, and must know how to select the most appropriate ones for each situation. They also need continuous training in digital didactics to know the possibilities of the new electronic devices and

services in the internet. On the other hand, schools and classrooms need to be adapted by installing digital blackboard in class, creating new spaces like computer labs (for group work), or implementing a school intranet.

5.4.2. How to select ICT resources 5.4.2.1. Criteria to Select Software Packages When we are analysing different software, we need to evaluate carefully three aspects: the purpose, the design and the content of the program. - Purpose: o

Students use critical thinking, reasoning and problemsolving skills.

o

Provide feedback both to pupils and teachers.

- Design: o

Layout, color and use of animation should be attractive.

o

User-friendly and easy to use.

- Content:

65

o

Appropriate and relevant to students’ interest as well as the curriculum.

o

Activities need be appropriate for students’ level.

5.4.2.2. Criteria to Select Internet Resources When we evaluate the different resources that we can find on the internet, the criteria to select them are slightly different. This time we need to analyze aspects like the content, the design, and the navigation. - Content: o

Who wrote the pages? Are they experts?

o

What’s the purpose of the pages?

o

Where does the content come from?

o

Why is the content useful for my purpose?

- Design: o

Are there useful headings and sub-headings?

o

Are the resources logically organized?

o

Is multimedia appropriately used?

o

Do the graphics impair the loading of the page?

- Navigation: o

Do all the links work?

o

Does it link back to the home page from other pages?

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5.5. How to innovate in the teaching of the L2. The Web 2.0 There is no complete definition of this term. It seems that Tim O´Reilly was the first one who used it. Pere Marquès explains what he understands by Web 2.0:  “Con el término Web 2.0, subrayamos un cambio de paradigma sobre la concepción de Internet y sus funcionalidades, que ahora abandonan su marcada unidireccionalidad y se orientan más a facilitar la máxima interacción

entre

los

usuarios   y

el desarrollo de redes sociales

(tecnologías sociales) donde puedan expresarse y opinar, buscar y recibir

información

de

interés,

colaborar

y

crear

conocimiento

(conocimiento social), compartir contenidos .”

To discover more about the web 2.0, have a look at this video at: http://www.youtube.com/watch?v=6gmP4nk0EOE

Useful Resources: Web 2.0 Here we can find some interesting applications of the Web 2.0: - Google Docs: A perfect tool to create and share documents. Learn more here: (http://www.youtube.com/watch?v=eRqUE6IHTEA) - Issuu: To upload and view digital material. You can create your own library! (http://issuu.com) - Picasa: An image organizer and an image viewer. (http://picasa.google.com/) - Facebook – groups: To share files, pictures, create events, chat… (http://www.facebook.com) - Slideshare: To share presentations and documents. (http://www.slideshare.net) - Blogger: Free web for creating blogs. (https://www.blogger.com/start) 67

- Youtube: A video sharing website. (http://www.youtube.com) - Skype:

A

software

that

enables

different

types

of

conversations. (http://www.skype.com) - JClic: Applications to create educational activities. (http://clic.xtec.cat/es/index.htm) - Delicious: A social bookmarking for sharing and storing. (http://delicious.com)

Other useful resources - CMapTools: A program to create concept maps. http://cmap.ihmc.us/download/ http://www.eduteka.org/pdfdir/MapasConceptuales.pdf http://cmap.ihmc.us/conceptmap.html - Digital Blackboard: An interesting resource for teachers, that offers many more opportunities than the traditional blackboard. http://dewey.uab.es/pmarques/pizarra.htm - Multimedia stories: A combination of text, clips, audio, photographs… so that stories become even more fun! http://ordenadoresenelaula.blogspot.com/2009/02/comogestionar-un-proyecto-de-creacion.html - Multimedia ppt: Power point is another way of creating interactive multimedia presentations. Ideal for those who don´t have a solid knowledge of computers. http://www.artic.ua.es/sites/u38/sitio401/ - Webquest: According to Bernie Dodge at San Diego State University, it is "an inquiry-oriented activity in which some or 68

all of the information that learners interact with comes from resources on the Internet." http://www.teachersfirst.com/summer/webquest/questa.shtml (a tutorial to use a webquest in the classroom) http://midgefrazel.net/lrnwebq.html http://www.artic.ua.es/sites/u38/sitio401/ http://www.dgde.ua.es/wb/webquest/ - Hot Potatoes: Another system to create educational activities. http://hotpot.uvic.ca - ComicLife: A computer program that provides you with different templates so that you can create your own comics, picture albums, etc. http://comiclife.com/

Some basic considerations about the intellectual property When using already published materials (either printed or digital), we should bear in mind that copyright protects the expression of ideas, not the ideas themselves. Copyright protection lasts 50 years, but it depends on the nature of the work: - Literary, dramatic, musical or artistic works: from the year the creator died. - Sound recording: from the time it’s made or released. - Performer’s performance: from the time it takes place. Therefore, schools shouldn’t lend software to students or teachers. However, copyright law does not ban the lending of licensed software if no direct or indirect economic advantage is involved. Be careful! Placing any materials on one’s web page without the permission of the copyright owner is infringing copyright 69