www.clil-castello.wikispaces.com
JSP 2011-2012
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To show different aspects taking part in the
didactic approaches to language teaching.
To know the European Council approach
towards language teaching and learning and
the repercussion in the didactic approach.
To
become
aware
of
the
different
competences
taking
part
in
the
communicative competence.
To reflect about our own didactic approach.
JSP 2011-2012
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Initial questionnaire: discussion. (15 min.)
Teacher’s speech on the topic (30 min.)
Task 1: Questionnaire for group work (30
min.)
Task 2: Questionnaire for group work (40
min.)
Task 3: Writing a composition at home.
JSP 2011-2012
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Which
methodological
and
organizational
measures should be taken in a school to put into
practice a multilingual programme?
One of the main objectives of linguistic learning
is that it should be useful for communication.
What do you think of this statement? Do you
think it has always been so?
“What we know of a language is directly related
to the context where we have learnt it”. Do you
agree with this statement? If not, according to
you, what consequences will it have in the
teaching of languages?
JSP 2011-2012
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What does the statement “Language has to be
the instrument and the object of learning”
mean?
Do you agree with the following statement:
“Good levels of language cannot be achieved
with hours of language and the textbook”? If
the statement is true, how can it be achieved?
What does the curriculum say about this?
JSP 2011-2012
AN ACTION-ORIENTED APPROACH
We learn by doing.
Any act of language learning or teaching is concerned with the following
dimensions:
Individual’s general competences
Communicative language competence
Language activities
Domains
Strategies, Tasks and Texts
Language processes
Contexts
JSP 2011-2012
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COMPETENCE:
knowledge,
skills
and
characteristics that allow a person to perform
actions.
◦ KNOWLEDGE: Empirical knowledge and Academic
knowledge
◦ SKILLS AND KNOW-HOW: ability to carry out
procedures
◦ EXISTENTIAL
COMPETENCE:
individual
characteristics, personality traits and attitudes.
◦ ABILITY TO LEARN: a mixture of the previous items.
JSP 2011-2012
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RECEPTIVE ACTIVITIES:
◦ Listening
◦ Reading
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PRODUCTIVE ACTIVITIES:
◦ Speaking
◦ Writing
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INTERACTIVE ACTIVITIES:
◦ Conversation
◦ Mediation
JSP 2011-2012
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Strategy: organised, purposeful and regulated
line of action to carry out a task.
Task: purposeful action to achieve a given result.
Text: any sequence of discourse related to a
specific domain.
The action-oriented approach is centred on the
relations between:
◦ The use of strategies linked to one’s competences
◦ The perception of the situation or context (domain)
◦ The task or tasks to be accomplished
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The relationship between strategies, tasks and
text depends on the nature of the task.
JSP 2011-2012
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Broad sectors of social life in which social
agents operate.
Public domain: ordinary social interaction
Personal domain: family relations and
individual social practices.
Educational domain: learning context.
Occupational domain: activities and relations
in the exercise of a job.
JSP 2011-2012
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Acquisition or learning?
How do learners learn?
◦ Sufficient meaningful input exposure = acquisition.
◦ Sufficient meaningful input exposure + active
participation in communicative interaction =
acquisition.
◦ Studying language rules and vocabulary =
comprehesion and use (conscious learning)
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Learners do not necessarily learn what
teachers teach.
Conscious learning + sufficient practice
JSP 2011-2012
Linguistic
competence
Sociolinguistic
competence
Pragmatic
competence
JSP 2011-2012
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An uneven and changing competence.
Allows language switching.
Not the simple addition of monolingual
competences.
Promotes the development of linguistic and
communicative awareness and metacognitive
strategies.
Speeds up subsequent learning.
JSP 2011-2012
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DIRECT EXPOSURE TO AUTHENTIC L2
DIRECT EXPOSURE TO SELECTED L2
DIRECT PARTICIPATION IN COMMUNICATIVE
INTERACTION IN L2
DIRECT PARTICIPATION IN SELECTED TASKS IN L2
AUTODIDACTICALLY
GRAMMAR-FOCUS LEARNING OF L2 USING L1 AS
THE LANGUAGE OF INSTRUCTION
GRAMMAR-FOCUS LEARNING OF L2 USING L2 AS
THE LANGUAGE OF INSTRUCTION
OTHERS.
JSP 2011-2012
1.- Do you think any of this approaches is
more relevant than the rest to teach a
language?
2.- It is the same in L1, L2 or L3?
3.- Which approaches do you normally follow
in your everyday lessons?
4.- Dou you use them because of the level of
the students, because of the aims of the
curriculum, because of the type of textbooks?
JSP 2011-2012
1.
2.
3.
4.
5.
6.
7.
8.
3 Groups of six persons
1 secretary per group
15 minutes discussion
2 persons of each group go to another group
10 minutes discussion
2 persons of each group go to another group
10 minutes discussion
Big group discussion
JSP 2011-2012
GROUP 1: METHODOLOGY
1.-The role of teachers, learners and media.
2.-Textual considerations
3.- Written considerations
4.- Tasks, activities and texts.
5.- Communicative strategies.
6.- General competences.
JSP 2011-2012
GROUP 2: LINGUISTIC COMPETENCES
7.- Vocabulary and lexical selection.
8.- Grammatical competence.
9.- Formal exercises.
10.- Pronunciation.
11.- Orthography.
JSP 2011-2012
GROUP 3: OTHER CONSIDERATIONS
12.- The learner’s sociolinguistic
competence.
13.- The learner’s pragmatic competence.
14.- Errors and mistakes.
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BIG GROUP CONCLUSIONS: secretaries
JSP 2011-2012
Writing:
a) Do you think that working on the curricular basic
skills means a significant change in our nowadays
job?
b) From your viewpoint, which are the main
challenges our educational system has for the
21st century? What do you think our pupils will
need to become good citizens, competent, …?
JSP 2011-2012
THANK YOU
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JSP 2011-2012