TOPIC 1 - Languages learning theories (27/09)

Before starting a didactic unit, we must have into account all this documents (based in Spanish laws):

• Constitución
• LOMCE
• Real Decreto del currículum básico para Ed. Primaria
• Orden de ECD/686/2014
• La orden de gestión de alumnado con necesidades educativas especiales
• Marco Común Europeo y para todas las enseñanzas
• Documento relativo a las competencias (2015).
• Proyecto educativo de centro (con plan de lectura y escritura y el proyecto lingüístico de centro).

Summary of terms:

• EFL: English as a Foreign Language.
• ESL: English as a Second Language. It is completely different with the foreign language.
• TEFL: teaching English as a foreign language.
• TESL: teaching English as a second language.
• TESOL: teaching English to Speakers of other language.

Here we have two theories about learning a foreing language: 

1. Learning vs. acquisition

Krashen: is one of the most important theories about second language acquisition since 1980. It is based in five hypothesis:

• The Acquisition-Learning hypothesis. There are two independent systems of second language: “the acquired system” and “the learned system”.
• The Monitor hypothesis. It explains the relationship between acquisition and learning and defines the influence of the latter on the former.
• The Input hypothesis. It explains how the learner acquires a second language.
• The Natural Order hypothesis. It is based on research findings which suggested that the acquisition of grammatical structures follows a 'natural order' which is predictable,
• The Affective Filter hypothesis. It says that a number of 'affective variables' play a facilitative, but non-causal, role in second language acquisition. 

"Language acquisition does not require extensive use of conscious grammatical rules, and does not require tedious drill." 

Stephen Krashen

      2. Grammar-translation method (…-XX):

It was for the very beginning the method for learning a language. In fact, it is a method derived from the classical method of teaching Greek and Latin. In this kind of classes, students learn grammatical rules and then apply those rules by translating. This method has been rejected by schools and has no theoretical bases.

So which is the best method? The one that meet the interests of the students.

In primary Education, which method should be applied? Following the guideline of the administration. The methodology is the same that the one in LOE, but with the LOMCE it has a communicative function.

Main objectives in language learning:

• Reading and writing. The administration suggest the use of communication.
• Grammar structures and translation. “Are you for or against translation?” it is not the same. Translation means a high level of both languages. Our students may not have a good level in Spanish or in English. So it should not be taught in primary education.
• Study of morphology and syntax. Is the learning of this kind of structures necessary for a child in primary? Of course, no, they do not have any knowledge of syntax or about structures. It could be of great help in other situations, but it is more important to stablish the oral competency in the class instead of the writing, what is the expected from a child.
• Memorization of grammar rules and long list of vocabulary items.
• Teacher-centered.
• Textbooks are fundamental. It is the traditional method used by most of the English teachers. Why do you think a child do not pronounce English words in the right way? Because the teacher does not pronounce them in the right form. The student should not be presented any writing or reading before they see the written word.

Schütz, Ricardo. "Stephen Krashen's Theory of Second Language Acquisition." English Made in Brazil <http://www.sk.com.br/sk-krash.html>. Online. 30 de septiembre de 2016.

Technologies and education (22/09)

It is a reality that we live in a technological world.  As Tony Blair said: “technology has revolutionised the way we work as it is now set to transform education. Children cannot be effective in tomorrow’s world if they are trained in yesterday’s skills.”

In Great Britain, teachers have a laptop each one, not children as we are used to.

Actually, we have too many differences between old classrooms and new ones. We have more technologies in classrooms, as interactive whiteboards but they are used as a classic blackboard. Students’ tables are exactly in the same position than in old schools, even the teacher’s position in the room (she is the centre of the teaching and learning process). That organisation does not promote modern methodologies.

Actually, we can not run away from technology, we need it in our daily lives. As teachers, we must introduce technology in our classrooms. 

In class, we saw a video where some pupils used an internal net so they were more motivated to talk in an internal forum because they knew that they could share their materials and they made a bigger effort in their tasks because their essays and tasks would be publish, without any kind of punishment.

Nowadays, we have internet in daily live and a lot of new developments. We can expend huge amounts of money, but this would be a waste of money if if these technologies are not use as they were thought.

I leave here a video where some students explain their ideas about what will school look like in the future. If you have difficulties in understanding the video, remember that you can connect the subtitles. 

Steps to plan your lessons (21/09)

Imagine that it is the first day of class and you have to give English classes in fifth year. Obviously, you need to prepare your lessons and materials. But how do we do that? Before starting, we should consider some steps for preparing the unit in advanced. We can not arrive to the class having nothing prepared for teaching or doing.

1. We have to check previous knowledge: according to LOMCE, an initial evaluation is compulsory. We have to do an analysis according to the curricular stage.  We have to adequate contents to our students’ level, so if they do not know comparatives in Spanish they couldn’t learn them in English, or if curriculum don’t include them. Perhaps books' contents are not acquired. in addition, there are not any objectives for our curriculum, so we have to invent them.
2. In this case, we need to check the curriculum for the fifth course. We have to plan an integrated ability. In English we have four blocks of contents (listening, speaking, writing and reading). The concepts that aren not learn in their mother tongue should not been taught in a foreign language, as it is said before. All the teachers have to work together to plan their activities.
3. Set the time: how many lessons should I spend for a topic? There is a difference between the number of lessons and the didactic unit.
4. Plan the didactic unit. Following the content blocks and the evaluative learning standards, or estándares evaluables. For example, we can work two content blocks:

Original document here

• Listening: we start with an analysis of the evaluative learning standards. If I have to make use of an advertisement, I can look for it on the Internet or in the book. We have to look for materials for aim that standard, it is one of the most important things for success. It’s a guide. We have to be sure that they understood the activity. We can ask them for filling the blanks, choose the correct option or do a short summary.

By using that kind of exercises we can match two different blocks by following different standards. For example, writing short informative texts about topics that were worked before in class.

• Writing: we should make pupils write a summary of what they listened, so we link both blocks. 

Welcome to my mind

Hi everybody! My name is Laura and I am a final-year student teacher at University of Granada, Faculty of Ceuta (Spain), my home town, which is located on the north coast of Africa separated from the Iberian peninsula by the Strait of Gibraltar.

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This blog was created in order to register our development in two courses: "Procesos y recursos para la enseñanza-aprendizaje de la lengua extranjera" or PROCREC (where we will learn theories, methods and different points of view for learning and teaching of foreign languages) and "Tecnologías de la información y la comunicación para la enseñanza de la lengua extranjera" or TIC.LE (where we will learn new perspectives, movements and applications of technologies in language classes). Both of this courses are given by the Professor Julio Torrecillas.

Furthermore, I will use this blog to post ideas, projects, news, personal opinions, materials and whatever that could be useful for learning or teaching a foreign language.
Follow me to not miss anything and do not hesitate to participate in this process.

You all are welcome to my brainstorm.