NATIONAL CURRICULUM

Training Sessions 2015ANEP-CEIP

Gretel Arrarte english.team.ceip@gmail.com

ANEP-CEIP

Theoretical Framework of Second and Foreign Languages

Linguistic context: L1, L2, FL.Target languages: English and Portuguese.Communicative Approach: integration of skills.Purpose of speech: explaining, narrating, persuading.Teaching of languages through curriculum content.Social and academic language.Intercultural approach: language diversity.

Compulsory Contents

Optional contents

ALL the contents prescribed for L2/FL(language chapter)

Specific contents from OTHER Areas of Content (Social Studies, Natural Sciences, etc)

What to teach ?

Objectives

Favorecer el conocimiento de L2/LE en sus dimensiones oral y escrita desde una perspectiva comunicacional.

Ensear aspectos de las culturas vinculadas con la L2/LE a travs de un proceso de reflexin crtica en comparacin con su propia cultura.

THE PURPOSE OF SPEECH

Narration

Persuasion

Explanation

Other styles like descriptions or

dialogues can be included inone of these three

types

ExplainingLa comunicacin referida a las temticas tratadas en clase.El mapa semntico.Los textos de divulgacin cientfica con soporte icnico.Las fichas temticas con explicaciones.La exposicin de temticas con apoyo de fichas.La comprensin global del texto: informacin explcita e implcita.

NarratingLos cuentos con apoyo de elementos paralingsticos.El dilogo en funcin de la narracin.La creacin de cuentos a partir de personajes.La narracin de sucesos cotidianos.Los cuentos y las fbulas con soportes audiovisuales.La narracin de historias personales.

PersuadingLos dilogos mediatizados con soportes materiales.Las tarjetas de invitacin y de saludo.La esquela.La noticia. La temtica principal y las diferentes versiones.Los argumentos en los textos publicitarios.La pregunta retrica.Las opiniones en la recomendacin de libros .

Language and cultureLanguage and culture are very much linked.They have specific fields and common characteristics.The cultural topics dealt with in class have to be related to the culture of the English speaking communities.

Highly cultural topicsLas canciones, poemas y rimas.Los cuentos a partir de pictogramas.Las instrucciones en juegos y recetas de cocina.La noticia. La temtica principal y las diferentes versiones.Los argumentos en textos publicitarios.Los proverbios y refranes ligados a las culturas de la lengua meta.

Language skillsR e c e p t i v e s k i l l s :

ListeningReading

P r o d u c t i v e s k i l l s :

SpeakingWriting

Listening, speaking, reading and writing in the target language contribute to the development of cognitive processes thathelp in the learning of the Mother Tongue.

An integrated skills approach

The students must be ACTIVE listeners and readers.Successful production in the target language is achieved through highly contextualized meaningful input.Productive skills have to be taught through techniques which ensure scaffolded learning .

Final goal

To develop communicative competence through meaningful interaction.Which is the most appropriate grammar approach?The USE of language in meaningful contexts of communication (language as a means of communication).Tha reflection upon the patterns of language (language as an object of study).

Grammar teaching

Implicit explanation: students analize the grammar points by themselves.

Explicit explanation: teacher provides the grammar explanation.

Guided participation: teacher and students work colaboratively in co-building the grammar rules.

Different approaches

Benefits of the guided participation

The students increase their grammar awareness.The students spontaneously try to figure out the patterns of language.They learn different uses of the language which they may transfer to the study of their Mother Tongue.

Functions and exponents

How are functions and contents related?

The language functions reflect the purpose of language in use.The language contents (yellow pages) are the specific points to be covered in each grade level.Other areas of content provide optional vehicles of instruction.

Sequencing contents

Primer grado: Oralidad

La comunicacin referida

a las temticas tratadas en clase.

LECTURALas inferencias a partir

delformato textual de

poemas y

rimas.

Tercer grado: Oralidad

La comunicacin oral de diferentes

temticas empleando vocabulario

especfico.

LECTURALas fbulas, poemas y rimas.

SOCIAL LANGUAGE ACADEMIC LANGUAGE

Las tarjetas de invitacin y de saludo.La esquela.La narracin de sucesos cotidianos.El cuestionario.Las opiniones.

Los textos descriptivos incluyendo elementos paralingsticos.La comunicacin oral de diferentes temticas empleando vocabulario especfico.La exposicin de temticas con apoyo de fichas.

Communicative competence

General resources Specific resources

MapsThermometersCompassesMicroscopesMagnifying glassesMeasurement tools

PostersFlashcardsAudio and video recordingsTimelinesCalendarsLyrics of songsAuthentic literature

Teaching resources

InnovationsCommon framework for primary and preschool teaching.Shift: from learning to teaching.L2/FL as a new curricular area.English as FL. Portuguese as L1, L2, FL.Focus on communication.Non traditional grammar approach.Purpose of speech: explanation, narration y persuation.Introduction of cultural aspects of the languages of instruction.

Lograr un sistema de educacin pluricultural, multilinge, que tenga como fundamento el reconocimiento pleno de la diversidad y el respeto

mutuo entre los pueblos y culturas, y que tenga como principio de

convivencia la interculturalidad, sigue siendo un anhelo, un ideal y

una meta a largo plazo

Rigoberta Mench Tum

Slide 1Slide 2Marco TericoQu ensearObjetivosSlide 7La explicacinLa narracinLa persuasinLengua y culturaTemas culturalesMacrohabilidades de la lenguaSlide 14Slide 15Enfoque integrado de macrohabilidadesMeta a largo plazoSlide 18Participacin guiadaSlide 20Slide 21Slide 22Cmo se relacionan las funciones con los contenidos?Slide 24Competencia comunicativaRecursos para la clase de lenguaInnovacionesSlide 29