Fundamentos I
Fundamentos I
ENSEÑANZA Y
APRENDIZAJE EN INGLÉS I
TEACHING CENTERED vs LEARNING CENTRED
This gives them the opportunity to work independently from the teacher.
For example:
It’s focused on the literature and grammar of the target language being translated
into the mother tongue. It’s focused on writing and reading skills.
activities.
TOPICS, NOTIONS, SITUATIONS & FUNCTIONS
TOPIC: It is the main thematic aspect of the
content to be taught.
Example: CLOTHES
Example: SHOPPING
TOPICS, NOTIONS, SITUATIONS & FUNCTIONS
NOTION: It’s a concept or idea. It may be
specific (same as vocabulary: shirt, trousers)
or general (similar to a topic:
time-size-movement)
This view doesn’t pay attention to children’s creativity, instead, it’s focused on
repetition.
COGNITIVE-DEVELOPMENTAL VIEW
According to this view, children learn to think throughout different stages of
experience and maturation during the childhood.
So, to learn a language they have to be mature enough to get certain knowledge.
For example: to learn the past simple they need a notion of what the time is first.
CONSTRUCTIVIST VIEW
Children are different when perceiving new concepts because they use their own
past experiences and perspectives of the world.
This view sees the child as an active agent of his/her own learning process
because they manipulate knowledge in a unique way: their way.
For example:
● Based on specific language items, skills or ● Encourage production and creative use of
strategies language
● Controlled, guided practice ● They’ve got a clear purpose and goal
● No meaningful end in themselves ● Contextualized
● Small degree of freedom and choice ● Can be related to pupils’ interests
● Not always related to their interests ● Provide independence and choice
● Cognitively simple ● More cognitively demanding
ELLIS
Multilingual: In addition to their first USE: Performance. Connected to the ability
language, learners have acquired the same of using the knowledge of linguistic rules for
competence in MORE THAN 1 effective communication (same as
NON-PRIMARY LANGUAGE. communicative performance)
Second language: In this case, the language USAGE: Performance connected to the
plays an INSTITUTIONAL & SOCIAL ROLE in knowledge of linguistic rules (same as
the community. competence)
PERFORMANCE: When you put your competence into practice. The actual use
and opportunities of use. Sometimes we know the rules but we make mistakes in
the practice.
At this stage the teacher introduces the meaning 3 MAKING LANGUAGE YOUR OWN: Children
use language in a much more free way. They
form and pronunciation of new LG and checks
are worried about getting their meanings across
comprehension.
and understanding others’ meanings.
APPROACH VS METHOD
It occurs at a theoretical level and is a A method occurs at practical level, it
series of assumptions and beliefs is a procedure in which theory is put
about a language learning specified. into practice and refers to step by
step based upon a selected
approach.
MULTIPLE INTELLIGENCES
LINGUISTIC INTELLIGENCE:
Word games
Reading games
Writing games
Storytelling ROLE PLAY
Show & Tell
Role-play
Using puppets
Tongue twisters
Crosswords/anagrams
MULTIPLE INTELLIGENCES
MUSICAL INTELLIGENCE:
Songs
Action rhymes
Chants
MULTIPLE INTELLIGENCES
LOGICAL-MATHEMATICAL:
Word puzzles
Reading puzzles
Number puzzles
Classifying
Ranking
Sequencing/ordering
MULTIPLE INTELLIGENCES
INTERPERSONAL:
Pair work
Group work
Brainstorming
Surveys
MULTIPLE INTELLIGENCES
INTRAPERSONAL:
Learning diaries
Reflection
Creative writing
Project work
Personal goal-setting
Shape puzzles
Mind maps
Drawing
Visualizations
Diagrams
Constructing models
TPR
Craftwork
Dancing
Classifying
Patterns
Sorting
Nature projects
KRASHEN: 1) acquisition vs learning hyp
ACQUISITION: LEARNING:
● MOTIVATION
● ANXIETY
● SELF-ESTEEM
● CLASS ATMOSPHERE
GRAMMAR: The 3 accessible & manageable categories
● FACTS: These are no-generative and cannot be applied generally. Once
children notice facts they’ll simply accept them. E.g: foot/feet (don’t add s)
● PATTERNS: Once pattern is noticed, they’ll generate new language. E.g: “My
favorite (food/animal/color) is (pink/cat/meet)
● CHOICES: The use of certain grammar structure is a matter of personal
choice, they need lot of time and exposure to LG before they develop an
understanding of the relation btw grammar&meaning.