Language teaching, a view through textbooks

Models and techniques

by Neus Lorenzo Galés (PhD)Neus Lorenzo i Galés,

October 2009nlorenzo@xtec.cat

@NewsNeus

Language Lessons

Focus: Grammar & Syntax•To be•Simple Past•Irreguar Verbs

Focus: Situations and context•At a restaurant•At school•Likes & dislikes

Focus: Meaningful communication•Meeting people•Happy birthday•Out and about

Focus: Vocabulary and Semantics•Colours•Food•The weather

Focus: Content and language integrated learning (CLIL)•Save the whales•Recycling at home•How things work

Subject: field of study, partial knowledge, information to transmit.

• Translation, analysis, verbal conjugation, vocabulary activities...

Language is a system of elements bonded with norms and usage rules.

• Lexicum, Orthography, Grammar, Syntax...

Languages at school Academic Vision

To know

Grammar-translation Approach

Alejandro YbarraModern LanguagesEd.Garnier Brothers, Paris 1897

•Learning by heart•Reading•Translation•Reproductive model

Ex: Phonetic Approach

T. RobertsonNuevo Curso del Idioma InglésEd.Appleton, New York 1899

•Phonetics•Reading•Translation•Memory model

Reading Approach

Beatriz ValldemoroInglés 2ªEd.Anaya Madrid 1969

•Analytic linguistics•Meaningful reading •Q/A strategies•Habit formation•Lexical model

Foreign language: Cultural code, tool and resource for processing information and communicating in group.

•Reading, writing, listening, speaking, activities of description, narration, dialog, explanation, argumentation.

Languages at school Academic Vision

Language is a skill to be developed from coding capacity, to be used in a specific society.

• Comprehensive and expressive skills, communicative competence, psyco-socials learning, crosscurricular concepts.

howTo know

Audio-Visual Approach

Centro Experimental deLingüística AplicadaThe English at WorkEd.SM/mangold/Enosa/Tiene, Madrid 1973

•4 Skills•Social interaction•Q/A Strategies •Situational model

Functional Approach

Centro Experimental deLingüística AplicadaThe English at WorkEd.SM/mangold/Enosa/Tiene, Madrid 1973

•Patterns & Structures•Student centered•Performance skills•Notional model

Structural Approach

José MerinoInglés 7ª EGBEd.Anaya, Madrid 1979

•Structural linguistics•Habit formation•Oral skills•Interactive model•Situational language•Conscious acquisition

Language is a shared strategy for understanding, imagining, participating and living together in this complex and changing world.

• Basic competencies: literacy, oral and written abilities, interactive capabilities, attitudes for negotiating values for INTERpersonal and INTRApersonal intelligence development.

Added languages: communication step for responsible citizenship, integrating process towards participation plural societies.

• Real access to language environment (virtual and face-to-face activities), international Projects, meaningful tasks global and integrated learning, focussing plurilinguism and pluriculturality...

howTo know and with othersto be with oneself

Languages at school Academic Vision

Communicative Approach

Pepita Subirà i Maria José LoboBig Red Bus 2Ed.Heinemann, Madrid 1993

•Children’s interests•Social interaction•4 skills + usage•Crosscurricula focus•Meaningful realia•Interactive Model

Constructive Approach

Christina Gitsaki & Richard P. TaylorInternet EnglishEd.Oxford, New York 2000

•Problem solving•ICT & Realia•4 +1 skills•Basic Competences•Pragmatic acquisition

Existential Approach•Oral tradition•Cultural heritage•Children’s Rights•Basic Competences•Social transformation•Transcendent values

Neus Lorenzo et alt.Good Times 2Ed.Richmond - Santillana, Madrid 2000

Connectivism Approach•Internet Connections•Selected information•Learning by doing•Reflection Skills•Shared Scaffolding•User become Producer•Digital Identity•Social Media

Neus Lorenzo’s Pinterest.Visual Thinking Maps

http://www.pinterest.com/newsneus/visual-thinking-maps/

Professional Key competence: (McLelland, 1970’s)http://web.mit.edu/reeng/www/hrpd/reports/grc-rep/grc-rep.html (Harvard, mentor de Daniel Goleman)

First definition in Catalonia: Communicative competence:“Per competència s'entén la capacitat de posar en pràctica de forma integrada, en contextos i situacions diferents, els coneixements (sabers), les habilitats (procediments) i els trets de personalitat adquirits (valors i actituds).”

Catalunya: Resolució de 29 de maig de 2001, que dóna instruccions per a l’organització i funcionament dels centres

Basic Skills Competencies for lifelong learning

Informe Delors 1999

Common aims in the European Union: Pro-activity Practice and entrepreneur Functionality For specific purposes Contextual According to the environment Transversally Integrated and global Meta-cognitive Promoting reflection on strategies Humanist Values, attitudes, existential ethics

Languages, a tool of instruction and for instruction: (resources for information and communication managing, an INTRAPRERSONAL strategy to process thoughts, emotions and

feelings)

Language, an space for participating in society, and environment for networking and community building (collective space to become member of a society, partial space in a global world, in a multicultural websphere, in a complex global plurality, a place for INTERPERSONAL growing process)

Language, a subject to study: knowledge focussed and meta-reflection (1-lexical and semantic code, 2-grammar and syntactic paradigms, 3-symbolic corpus and 4-procedural strategies)

Languages at school from teaching to learning Additional languages:

hardware (PIE

1986)

Software (X400 1989)

Computer classroom

InternetAccess (Agora 1991)

Learning Community

Teams and Nets(Edu365 2000)

Teaching programs

Classroom Methodology

TIC and language learning

Social Media (2002)

Segregation

SystemsNetworkingTeamworkPLN & PBL

Languages at school from TIC to TAC

Language Lifelong Learning

Language teaching, a view through textbooks

Models and techniques

by Neus Lorenzo Galés (PhD)Neus Lorenzo i Galés,

October 2009nlorenzo@xtec.cat

@NewsNeus