The methodology in English, please! The English, please! series has been designed and written by teachers from a range of education institutions across Colombia. The key principles which underlie the approach and methodology of the modules, units, lessons and activities are: ▪ A topic-based approach to the language syllabus
▪ Learning outcomes based on language use and project work ▪ Learner autonomy through self-assessment and reflection
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Integration of transferable skills A noticing approach to language development Integration of the four language skills Development of learning strategies Alignment to national and international standards
A topic-based approach to the language syllabus A topic-based approach takes themes and topics, rather than language structures, as the starting point of syllabus design. This aims to provide all learners with a specific and meaningful context in which to learn language and content. It also gives students the opportunity to learn crosscurricular content, i.e. content from different school subjects for English language learning. The macrotopics for the English, please! series are educational topics (Teenagers, Globalisation, Lifestyles and Health, and The Environment) rather than ‘pop culture’ topics, and aim to challenge learners to see the English language as the means to learning rather than an end.
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Learning outcomes based on language use and project work The project work in English, please! (one project per module) provides learners with an end product to see evidence of their own learning, and teachers with a way to assess progress which moves away from traditional testing. Project work is learner-centred, motivational, develops learner autonomy and creativity, integrates the four skills, and involves authentic tasks and contexts.
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Learner autonomy through self-assessment and reflection In addition to the learner autonomy developed through project work, English, please! invites learners to assess their achievement of the language and study goals at the end of the module. Through self-assessment of the key learning outcomes, and reflection on the transferable skills used in a module, English, please! helps learners take responsibility for their own learning.
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Integration of transferable skills Transferable skills are the abilities and practices learners develop outside the classroom which support their learning, and the skills they dev elop inside the classroom which are relevant to other curriculum subjects and aspects of their personal life. Examples of transferable skills developed throughout the English, please! series are team work, communication skills, organisat ional skills, problem-solving and analytical skills.
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A noticing approach to language development A ‘noticing approach’ (paying attention to and focusing explicitly on language forms as they occur in graded language input) helps learners internalise language rules, rather than treating grammar and vocabulary development as decontextualised topics for memorising and controlled production. It can help learners notice how language is typically used, become aware of their own use of the target language, give relevance to language points so they recognise them again when they meet new texts, and help them make discoveries and generalisations about how language is used. Consequently, learners and teachers are invited to explore the texts in English, please! through guided and supported activities, noticing how grammar and vocabulary gives meaning to language.
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