Enseñanza de Lengua Extranjera

Roberto – Erasmus student
Prof. Komorowska
INDEX
1. Foreign language curriculum in Spain …………………………... 2
1.1 Objectives…………………… 3
1.2 First cycle …………………… 3
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Contents
Evaluation criteria
1.3 Second cycle ………….……. 6
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
Contents
Evaluation criteria
1.4 Third cycle …………………… 8
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
Contents
Evaluation criteria
1.5 Methodological and evaluation guidelines ……… 11
1.6 Guidelines for Evaluation ……………………….… 12
2. Personal analysis of the language courses I had in Spain……… 14
2.1 Formal – official education – L.G.E. …………… 14
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Aims
Syllabus
Teaching styles and strategies
Classroom management
Assessment
2.2 Extracurricular education ………………………… 16
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
Aims
Syllabus
Teaching styles and strategies
Classroom management
Assessment
3. Conclusions ………………………………………………………… 18
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Roberto – Erasmus student
Prof. Komorowska
Foreign Language curriculum in Spain
The Common European Framework of Reference for Languages is a special
program developed by Council of Europe. It establishes guidelines for: learning,
teaching, assessment, as well as assessing competence of a speaker’s
different languages. These guidelines have been a key reference in the
curriculum subject.
The Foreign Language curriculum is designed to train people so that they can
understand, speak, talk, read and write in a foreign language. These goals are
clearly established from the beginning and acts as a starting point for an
inclusive learning curriculum.
In Spain, foreign languages are not prevalent and are not used in daily life. The
limited presence of foreign languages in the environment serves as a handicap,
limiting the learning experience almost exclusively to the classroom. This
makes it hard for students to apply what they have learned in school to
everyday situations. This is why it is very important to include content that
incorporates communication situations specific to various fields in addition to
academics; especially social relations, the mass media and with logical
adaptations for children, and literary works.
The axis of the subject of foreign languages in the curriculum is constituted by
the procedures to achieve an oral and written communicative competence, as
well as acknowledging the social significance of the language.
The Common European Framework, defines the various stages of development
of communicative competence in a particular language. A communicative
activity requires the use of specific oral and written language, use of resources
and communication strategies, linguistic and non-language, relevant to the
context in which it takes place. Also, learning a foreign language has to help
develop positive attitudes and receptiveness towards other languages and
cultures, while at the same time helping them to understand and appreciate
their own language or languages.
The contents have been grouped into blocks: oral language, written language,
the constituent elements of the linguistic system, its operations and relations,
and social and cultural dimension of foreign language.
Block 1: Listening, talking and conversing.
Block 2: Reading and writing.
Block 3: Knowledge of language:
- Linguistic knowledge
- Reflection on learning.
Block 4: intercultural awareness and socio-cultural aspects,
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Prof. Komorowska
Objectives
1. Listen and understand varied verbal interactions.
2. Express them-selves orally and interact in routine situations, using verbal and
nonverbal procedures.
3. Writing texts with different purposes on various topics previously treated in
the classroom.
4. Comprehensive reading of a variety of texts, related to their experiences and
interests.
5. Learning to use all available sources with progressive autonomy, including
new technologies for information and to communicate messages in the foreign
language.
6. Assess the foreign language and languages in general as a means of
communication and understanding between people of different cultures and as
a learning tool for different contents.
7. Express a receptive attitude and confidence when learning and using the
target language.
8. Use previous knowledge and experience with other languages for the quick,
efficient and independent acquisition of the foreign language.
9. Identify phonetic aspects, rhythm, accent and intonation.
First cycle
Contents
Block 1: Listening, talking and conversing.
Understanding and use of the expressions related to habits and routines.
Listening and understanding simple messages from different e-media software.
Production of oral texts based on materials covered in class i.e. active
participation in classroom routines, plays, songs, recitations, and dramas.
Oral interaction in real or simulated situations through verbal and nonverbal
responses.
Development of basic strategies to support comprehension and oral expression.
Playing in groups simple oral texts, as a playful literary (poems, songs, stories
...).
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Appreciate the foreign language as a tool for communication.
Attitude of cooperation and respect in situations of shared learning.
Attitude of appreciation and respect for the rules governing oral interaction
(turns of speech, voice volume and pace).
Block 2: Reading and writing.
Reading words, phrases and simple sentences.
Initiation into the use of reading strategies.
Writing words and sentences previously known from oral interactions, and
reading afterwards.
Oral production of different texts from simple models, using well-known phrases
and sentences.
Introduction to the use of educational software to read and write simple
messages.
Interest in the accuracy and correct presentation of written texts.
Interest in writing as a means of expression and as a way to communicate
experiences.
Block 3: Knowledge of language:
- Linguistic knowledge.
Use of basic phonetic aspects of rhythm, accent and intonation.
Using basic shapes and structures for oral interactions.
Recognition and use of vocabulary and expressions used in personal and social
relationships.
Association for spelling, pronunciation and meaning.
Getting to use the basic strategies of text production.
Using the foreign language in various situations.
- Reflection on learning.
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Use skills and procedures such as repetition, memorization, word association
with visual aids, gestural elements and observation models for the acquisition of
basic vocabulary and language structures.
Progressive use of media graphics for consulting, and utilizing communication
via information technologies.
Build confidence in the ability to learn a foreign language.
Block 4. Socio-cultural and intercultural awareness.
Recognition and learning of basic forms of social relationship in a foreign
language.
Receptive attitude towards people who speak another language and have a
different culture than ours.
Evaluation Criteria
1. To participate in oral interactions on very familiar topics in communicative
situations easily predictable.
2. To capture the overall picture and identify some specific elements in oral
texts, using linguistic and non-linguistic elements from the context.
3. To read and identify simple words and phrases previously presented on
familiar topics and interest.
4. To Write words, phrases and familiar expressions from models with a specific
purpose.
5. To recognize and reproduce sound aspects, rhythm, accentuation and
intonation of expressions that appear in normal communicative contexts.
6. To use basic strategies for learning to learn such as asking for help. Also,
support communication with gestures, use of visual dictionaries and identify
some personal issues to help themselves to learn efficiently.
7. To use communications technologies and information for learning how to
learn.
8. To show interest and curiosity in learning a foreign language and to
recognize linguistic diversity as an enriching experience.
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Prof. Komorowska
Second cycle
Contents
Block 1: Listening, talking and conversing.
Listening and comprehension of spoken messages with various levels of
complexity.
Production of oral texts based on materials covered in class i.e. active
participation in classroom routines, plays, songs, recitations, drama.
Oral interaction in real or simulated situations giving verbal and nonverbal
responses.
Development of basic strategies to support comprehension and oral expression.
Favourable attitude to overcome the difficulties that typically arise in the
communication.
Creation of simple oral texts, as a playful literary (poems, songs, stories ...).
Appreciation of the foreign language as a tool to communicate.
Development cooperation and respect strategies that facilitate oral interactions.
Attitude of appreciation and respect for the rules governing oral interaction
(turns of speech, voice volume and pace).
Block 2. Reading and writing.
Reading and comprehension of different texts on paper and digital.
Using guided reading strategies, identifying the most important information,
deducing the meaning of words and expressions when they are not known.
Reading and writing own texts of everyday situations.
Production of simple written texts, as a literary entertainment.
Initiation into the use of basic strategies of text production.
Use of e-media to read, write, compile and transmit information.
Interest in the accuracy and presentation of written texts.
Interest in writing as a mean of expression and communication of experiences,
organization of living and as a tool for learning.
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Prof. Komorowska
Block 3. Knowledge of language.
- Linguistic knowledge.
Use and identification of phonetic aspects of rhythm, accent and intonation.
Recognition and use of vocabulary, shapes and basic characteristic of the
foreign language previously used.
Knowledge of vocabulary, shapes and structures by establishing similarities and
differences with equivalents in other languages present in the environment to
improve comprehension and expression.
Association of spelling, pronunciation and meaning from written and oral models
with materials which were already covered in class.
Introduction to knowledge and use of the basic strategies of text production
from highly structured models.
- Reflection on learning:
Use skills and procedures such as repetition, memorization, word association,
for the acquisition of new vocabulary, shapes, structures and uses of language.
Reflection on own learning and acceptance of error as part of the process.
Progressive use of media graphics for consulting and of the potential of
communication and information technologies.
Confidence in the ability to learn a foreign language.
Block 4. Socio-cultural and intercultural awareness.
Interest in knowing about foreign people, their culture, and of the country(s)
where the language is spoken.
Knowledge of the similarities and differences in customs between the countries
that speak the foreign language and Spain. This includes the understanding of
and daily use of basic forms of social relationship in the other country.
Receptive attitude towards people who speak another language and have a
different culture than our own.
Using the foreign language as a mean of social relationship.
Valuation of their own culture through knowledge and appreciation of other
cultures.
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Prof. Komorowska
Evaluation Criteria
1. To participate in oral interactions about familiar topics in predictable
situations of communication.
2. To catch the overall meaning, and identify specific information in oral texts on
familiar an meaningful topics.
3. To read and understand the overall meaning and specific information from
simple texts.
4. To write meaningful sentences and short texts in school and everyday
situations.
5. To use forms and structures of the foreign language including sound, rhythm,
intonation and stress in different contexts of communication significantly.
6. To use some strategies for learning how to learn, skills such as inquiry,
communication with gestures, using visual and bilingual dictionaries, retrieve,
search and gather information.
7. To use communications and information technologies for learning how to
learn.
8. To appreciate the foreign language as a communication tool with other
people and show curiosity and interest to people who speak the foreign
language.
9. To identify some aspects of everyday life in countries where people speak a
foreign language and compare them with our own.
Third cycle
Contents
Block 1: Listening, speaking and conversing.
Listening and comprehension of spoken messages with various degrees of
complexity.
Production of oral texts with progressive autonomy, efficiency and complexity.
Oral interaction in real or simulated situations with progressive autonomy,
efficiency and complexity.
Development of basic strategies to support comprehension and oral expression.
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Prof. Komorowska
Willingness to overcome difficulties that typically arise in the communication,
using non-linguistic and linguistic resources.
Creation of simple oral texts, as a playful literary (poems, proverbs, songs,
stories ...), reusing formulas and expressions of these texts.
Appreciation of the foreign language as a tool for communication.
Develop cooperation and respect strategies that facilitate oral interactions in
groups.
Attitude of appreciation and respect for the rules governing oral interaction
(turns of speech, voice volume and pace).
Block 2. Reading and writing
Reading and comprehending different texts on paper and digital format.
Using progressively independent reading strategies: identifying the most
important information, deducing the meaning of unknown words and
expressions, rereading, consulting dictionaries or other media on paper or
digital.
Reading and writing texts of their own about everyday social situations.
Composition of their own texts in different communicative situations,
progressively more extensive and rich in vocabulary and structures.
Production of simple written texts, as a playful literary (poems, proverbs, songs,
stories ...), reusing formulas and expressions of these texts.
Use of basic strategies of text production: the target audience, what it is meant
and how to organize the text, preparing the draft revision of the text.
Use of information and communication technology to produce texts and
presentations.
Interest in the accuracy and presentation of written texts.
Interest in writing texts as a means of expression and communication of
experiences and as a learning tool.
Block 3. Knowledge of language.
- Linguistic knowledge.
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Accurate pronunciation, rhythm, intonation and appropriate stress.
Functional and progressively autonomous use of some basic characteristic of
the foreign language previously used.
Increase vocabulary, shapes and structures by establishing similarities and
differences with equivalents in other languages in the environment.
Association of spelling, pronunciation and meaning from written and oral
models.
Using the basic strategies of text production that complement the linguistic
contents learned in the classroom work from models.
Interest in using the foreign language correctly in various situations with
progressive extensions according to the accuracy and the adequacy of the
expressions.
- Reflection on learning:
Use skills and procedures for the acquisition of new vocabulary, structures and
forms of language.
Reflection on own learning, work organization, acceptance of error as part of
the learning process, self-correction and self-assessment.
Progressive use of media graphics for consulting and of the potential of
communication and information technologies.
Confidence in the ability to learn a foreign language and appreciation of
cooperative work.
Block 4. Socio-cultural and intercultural awareness.
Appreciation of the foreign language or other languages as a means of
communication. Encourage interaction with partners and colleagues from other
countries.
Knowledge of customs and daily use of forms of social relations characteristic of
countries where people speak a foreign language
Receptive and positive attitude towards people who speak another languages
and have a different cultures than our own.
Interest in establishing contacts and communicate with foreign language
speakers through e-media technologies.
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Increase and extend the use of foreign language(s) as a mean of social
relationship.
Valuation of their own culture through knowledge and appreciation of other
cultures.
Evaluation Criteria
1. To establish everyday conversations on familiar topics in predictable
situations of communication.
2. To catch the overall meaning and identify specific information in vary oral
texts cast in different situations of communication.
3. To read and locate explicit information and make direct inferences
understanding texts on various topics of interest.
4. To prepare written response taking into account the addressee, the text type
and purpose, both in paper and digital.
5. To use basic shapes and structures characteristic of the foreign language
including aspects of rhythm, accent and intonation.
6. To use some strategies for learning how to learn such as asking questions to
obtain information, seek clarification, using bilingual dictionaries.
7. To use communications and information technologies for learning how to
learn and communicate.
8. To appreciate the foreign language as a communication tool with other
people, as a learning tool and show curiosity and interest to people who speak
the foreign language.
9. To identify some traits, customs and traditions of the countries where people
speak the foreign language.
Methodological and evaluation guidelines
Any teaching approach in this subject must take into account at least three
factors:
1. First, social and personal characteristics of students in primary education and
the development of their skills and interests through a stage in which children
experience significant cognitive and lipid changes.
2. Secondly, it should raise the teaching and learning process based on the
language level of our students at the beginning of the stage, the presence of
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language in social and educational context and the possibilities of extending the
learning process outside school, because of the presence or absence in the
environment of the foreign language.
3. Thirdly, we must consider the differential characteristics of the foreign
language that is taught. Adjustments will be made by raising or lowering levels
of specific activities as well as implementing various approaches to learning the
language. Opportunities should be planned for students to transfer the
knowledge that they have already attained, and apply it to the new language.
The guidelines are as follow:
- Real and continuous use of language in the classroom.
- Recreation communication contexts.
- Acquisition of linguistic through the use of oral and written.
- Promote socio-cultural dimension of language.
- Creating a motivational and emotional climate.
Guidelines for Evaluation
The teacher will evaluate the results of students work as well as their response
and interest during the learning process. In addition to materials and activities.
observation is the key instrument for assessing student development. This is to
track on an ongoing basis, where each sample of speech or written work
provides information on the progress of the students. This observation of the
process will improve and adapt teaching approaches, the proposed activities
and materials used.
Also boys and girls, from the beginning of the stage, will be involved in the
assessment. They must be aware from the very beginning of its goals, its
progress and the process of continued education. In this sense, they can work
on the European Language Portfolio (ELP), which includes activities of
reflection on all these aspects.
We will try to prepare them for what they are expected to be: citizens of the
twenty-first century.
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ANNEX III SCHEDULE FOR PRIMARY SCHOOL STAGE
First cycle
Subjects
Hours
week
Second cycle
per Hours
week
per
Third cycle
Hours per week
8 and 9 Y.O.
10
Y.O.
11
Y.O.
Natural, social and cultural
4
Knowledge
4
4
4
Art education
3
2,5
2
2
Physical education
3
2,5
2
2
6 and 7 Y.O.
Citizenship
and
Rights education
Human
2
Spanish language
5
4
4
5
Foreign language
2
3
3
3
Math
4
5
4
5
Religion *
1,5
1,5
1,5
1,5
Break time
2,5
2,5
2,5
2,5
Total
25
25
25
25
* As set out in the second additional provision of this order, the students who do
not attend class of Religion will receive due attention from the educational
centres.
ENGLISH LANGUAGE IN INFANT SCHOOL
-
3 Y.O.  1 hour a week
-
4 Y.O.  1 hour and a half a week (in 3 sessions of 30 min.)
-
5 Y.O.  1 hour and a half a week (in 30 sessions of 30 min.)
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Prof. Komorowska
2. Personal analysis of the language courses I
had in Spain
I learned English language trough two different ways. The first one was trough
the formal - official educational program (National educational system) and the
second, but no less important, extracurricular optional courses.
In the previous chapter we saw the structure of the educational law as it is
nowadays called L.O.E (Ley Orgánica de Educación). This new educational law
was released in 2006 and carries out significant changes.
Since I was born in 1977 my studies were affected by another educational law
called L.G.E. (Ley General de Educación), which included E.G.B. (Educación
General Básica) for primary school, and B.U.P. (Bachillerato Unificado
Polivalente) for secondary and bachelor school.
Chronological releases for educational laws in Spain:
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1970 L.G.E. (Ley General de Educación)
1990 L.O.G.S.E. (Ley Orgánica de Ordenación General del Sistema
Educativo)
2006 L.O.E. (Ley Orgánica de Educación)
Now let’s analyze the regular and extracurricular ways of learning English
language.
2.1 Formal – official education – L.G.E.
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Aims
I ignore the aims of the L.G.E law because it’s outdated and has been
replaced by the L.O.E educational law. Because the L.G.E. is no longer in
use, it’s difficult to find information about it. But comparing them with the
aims of the actual law I can figure out that those aims had to do much more
with writing and reading rather than speaking and listening.
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Syllabus
First of all I must say that foreign language in those years didn’t really mean
“English language”; the French language was much more common than
English in the beginning. Later on the English language became more
popular. Only schools, and not the students, could decide what languages
would be taught.
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Prof. Komorowska
I was lucky enough to apply at school where English was taught as the
foreign language.
One of the inconveniences was that English language began to be taught at
a very late age when we were 11 – 12 years old.
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Teaching styles and strategies
Teaching styles and strategies were so old-fashion and too traditional. There
was no motivation coming from teachers, no visual or audio support.
Most of the time explanations were presented through a direct style; few indirect
or guided discovering methods were used.
Teachers had low qualifications, and their presentations were poorly executed.
No additional support was provided for children with special needs.
Teachers didn’t adapt to the different learning levels into the class so children
had to adapt to the unique level of the class. Those with educational needs, with
a different learning rhythm or any other difficulties were not given another
chance and were left behind. Due to this only those with no educational or
social problems were successful under that educational system, so an unfair
selection was implemented for every course. Only those who reached the aims
would move to the next course, those who didn’t reach the aims would repeat
course with no curricular adaptations for the following year so they were
practically condemned to fail again.
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Classroom management
Teachers would sit on their desk and present a speech about any given topic to
be taught. Instead of engaging the students, they would give some explanations
on the old creepy blackboard. They would require students to do some
exercises following the deductive method and assign homework.
Often times the system was too strict and rigid. Students would work on their
desks, no pair or group work was carried out. I don’t even remember singing or
playing.
Almost all of the interaction carried out was teacher – student(s), few student(s)
– teacher or student(s) – student(s) interaction were presented.
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Assessment
Although a rigid system was in place for assessing student progress; the
teaching assessment was almost non-existent.
Regarding learning assessment I remember having only written exams, I had no
reading, speaking or listening examinations during my primary stage although I
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was evaluated in writing, reading, speaking and listening during my secondary
and bachelor stage. This was the main difference between primary and
secondary school.
I suppose that observation assessment was also used by teachers as another
instrument for assessment. In my opinion it is so subjective, especially in little
villages like the one I grew up in, because in most cases the marks given were
depended on the “families affairs”.
2.2 Extracurricular education.
At the same time that I started to learn English language trough the formal
education, I started to attend English language extracurricular courses.
The courses were not offered at the school, they were offered by the regional
council as summer camps where English language were taught 4 hours a day
during one month long by English native teachers. This summer camps were
held in different town in my region (Castilla la Mancha – Spain)
After English classes plenty of playful activities were offered as well such as
swimming pool, sports competitions, art-craft activities, night parties, excursions
etc.
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Aims
For sure aims in these courses had much more to do with speaking, listening
and communicative approach rather than those of the formal education (reading
and writing).
And as English language classes were held into a “summer camp”, aims
regarding entertainment would also be included for the English lessons and not
only for the leisure activities after class.
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Syllabus
In my opinion, the syllabus was much more organized in this program as
opposed to the formal education.
The first day we arrived at the camp we had to fulfil a written and oral exam for
the teachers to check our English level and set us in level groups.
Writing, reading, speaking, listening and communicative activities were planned
for every day. Individual, pair and group work were also planned, and what is
more important, all this activities were run in an amusing way trough games,
songs, quizzes etc.
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Teaching styles and strategies
Inductive methodology was more used than deductive, so student’s participation
trying to find out the rule or the pattern was much more effective than in formal
education.
Teachers selection had a lot to do with this because during the five consecutive
years that I attended this summer camps, all teachers I had were so
“uncommon”, unique and singular (with the best connotation). These particular
traits allowed them to provide us with motivating and amusing tasks that we
really enjoyed, and because of that, I learnt (without studying) really good
English.
-
Classroom management
The number of students in class was so short (20 maximum), controlling and
monitoring students was not difficult and I’d say almost unnecessary because
we all really enjoyed every minute in class so we all collaborate to run a very
pleasant atmosphere in class.
A lot of visual and media support accompanied the explanations. A great
selection of individual, pair and group work were chosen by teachers. Even
outdoor activities such us gymkhanas took place during class time.
Teachers checked our improvement though a discreet monitoring so we didn’t
realize that we were been assessed.
-
Assessment
We had an initial exam to check our starting English level.
Observation and discreet assessment during the whole course.
A final exam with mark.
This assessment included writing, reading, listening, speaking and
conversational tests.
I attended this summer camps during five consecutive years until I was eighteen
that that was the maximum age to apply for this summer camps.
At the age of eighteen I applied for other English language summer camps held
by the same regional council but in this case for adults. This took place in an
English town called Salisbury and it was also for one month.
Aims, syllabus, teaching strategies, classroom management and assessment
had practically the same structure as those for the summer camps in my region.
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3. Conclusions
I learnt English language much more, much better and in an easier way through
the extracurricular courses than trough the formal education.
Luckily, nowadays the formal educational system has changed and teachers
are much more prepared, instructed and experienced.
Teachers are using new strategies and approaches to improve their teaching
skills. English lessons are much more amusing and motivating, plenty of
additional support is provided along with the teacher and students’ handbook.
Many formative courses are offered to English teachers every year.
Also extracurricular education in English language is still running and being
successful but now there is not such difference comparing it with the formal
education that was 15 years ago.
Despite these improvements in formal education, I think that we should
implement English lessons with the support of an English native speaker at
least once a week in order to gain accurate pronunciation skills.
More grants for English language courses abroad for both teachers and
students would also be necessary in my opinion.
Our formal education has improved a lot in the last 5 to 10 years but it needs to
improve much more if we are to reach the average in English competency level
in Europe.
We’ll see the outcome in twenty years time.
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