LESSON 2

PROCEDURES IN THE TEACHING

OF FOREIGN LANGUAGES IN
PRIMARY EDUCATION
 CHARACTERISTICS OF CHILDREN -
AGE
✓ COGNITIVE DEVELOPMENT

✓ ASSUMPTIONS
1. Each stage lays the foundation for the next
2. Everyone goes through the same stages in same order
3. Each stage is qualitatively different, different things, not just quantity.
4. The child is an active learner. Basically they have to do it on their own, they can’t
be told
PIAGET - SUMMARY
PIAGET STAGES - VIDEOS

▪ VIDEO # 1: PRE-OPERATIONS STAGE

▪ http://www.youtube.com/watch?v=GLj0IZFLKvg&feature=related
▪ http://www.youtube.com/watch?v=tYtNk0BotRE&feature=related

▪ VIDEO # 2: CONCRETE OPERATIONS STAGE

▪ http://www.youtube.com/watch?v=gA04ew6Oi9M&feature=related
▪ http://www.youtube.com/watch?v=j4lvQfhuNmg
▪ http://www.youtube.com/watch?v=alZXoALQJr4

▪ VIDEO # 3: FORMAL OPERATIONS STAGE

▪ http://www.youtube.com/watch?v=lw36PpYPPZM&feature=related
COGNITIVE FACTORS – LEARNING
STYLES
DIFFERENT LEARNING
STYLES
▪ To learn: visual, auditory or
kinaesthetic style.
▪ To organize the
information:
field-independent,
analytical or synthetic,
reflective or impulsive, etc.
▪ To elaborate the
information:
communicative, conformist,
critical thinkers,
memorizing learners, etc.

DIFFERENT STRATEGIES
▪Direct strategies: cognitive,
compensation, memory.
▪Indirect strategies:
metacognitive, affective and
social.
AFFECT IN LANGUAGE
LEARNING

Success in language learning depends

“less on materials, techniques and
linguistic analysis and more on what
goes on inside and between the people
in the classroom”
E. STEVICK

“A student who has formed a belief that he

can't learn languages is right, s/he can't...
unless s/he changes this belief”.
JANE ARNOLD
AFFECTIVE FACTORS
MOTIVATION
▪ Intrinsic: associated with better
and long-term learning
▪ Extrinsic: associated with
short-term learning for children.

LEARNING LANGUAGES
MOTIVATION
▪ Integrative motivation: Students
want to learn the language because
they want to get to know the people
who speak that language. They are
also interested in the culture
associated with that language.
▪ Instrumental motivation:
students want to learn a language
because of a practical reason such as
getting a salary bonus or getting into
college
AFFECTIVE FACTORS - PERSONALITY

SELF-ESTEEM AND
SELF-EFFICACY
The learning difference between children with
high or low levels of self-esteem and
self-efficacy is enormous. A student with low
self-expectations will actually have poorer
results: it is what we call the self-fulfilling
prophecy.

PERSONALITY
When dealing with oral communication,
extroversion, risk-taking and empathy can
help learners to develop speaking faster.
AFFECTIVE FACTORS - TEACHER’S
PERSPECTIVES
ESSENTIAL
Teacher motivation and expectations are important too.

ROSSENTHALL´S EXPERIMENT: THE PYGMALION

EFFECT.
Importance of communicating positive expectations and
reinforcing children´s self-esteem.

http://www.youtube.com/watch?v=TRTCG54nLss

"Las expectativas y previsiones de los

profesores sobre la forma en que de
alguna manera se conducirían los
alumnos, determinan precisamente las
conductas que los profesores esperaban."

(Rosenthal y Jacobson)
AFFECTIVE FACTORS - NEGATIVE
COMPONENTS

ANXIETY → seems to be an
inherent factor in language learning.
▪Communicative classes: It implies a
certain amount of anxiety (probably
more so than mechanical grammar
practice), but is absolutely necessary to Learners experience anxiety when
deal with it to promote communicative they feel that they are unable to “be
themselves” when speaking a new
competence. language.
▪Formal instruction: Children start HORWITZ AND COPE
to manifest anxiety when language
learning becomes more formally
instructed and demands
communicative interactions without
preparation.
AFFECTIVE FACTORS - ELIMINATE
ANXIETY
To increase SELF-STEEM AND MOTIVATION and eliminate
ANXIETY, teachers need to:
▪ Provide a safe atmosphere: Deal with errors in a constructive/ positive way
▪ Use a student-centered model: we increase autonomy and self appreciation.
▪ Promote cooperative learning and respect learning styles

▪ Relaxing techniques: breathing, music,

visualizing exs.
▪ Physical activity.
▪ Humour.
▪ Importance of teacher´s verbal and non
verbal messages: make students feel
accepted and appreciated.
▪ Opportunities to reflect upon the learning
process.
MULTIPLE
INTELLIGENCES

THEORY
Every single person is intelligent in a different way, and at least
gifted for three different intelligences.

RESPECT INTELLIGENCE DIVERSITY

Dealing with individual characteristics in the classroom means
showing respect for every single student, no matter their sex,
personality.

LANGUAGE LEARNING
It is not only a cognitive process (age, gender, etc.) such as becoming
skilled at communication and grammar, but also an emotional
experience
MULTIPLE INTELLIGENCES

HOWARD GARDNER
He identifies nine different type of
intelligences
● Mathematical-logical
● Verbal-linguistic
● Musical-rhythmic
● Bodily-kinaesthetic
● Interpersonal
● Intrapersonal
● Visual-spatial
● Naturalist
● Existential
THE GOOD LANGUAGE LEARNER

GOOD LEARNERS
▪ Accurate guessers and think
critically.
▪ Not afraid of making guesses
about unknown words.
▪ Strong device to communicate.
▪ Extrovert.
▪ Seek out practice.
▪ Monitor their own speech and the
speech of others. They think about
correct grammar and sentence
structure when they speak.
▪ Think about the meaning of the
sentences they say and they hear.
FOREIGN LANGUAGE
TEACHING METHODS
TEACHING METHODS

1. The Grammar Translation Method

2. Direct and Natural Methods
3. Structuralist Methods
▪ Audiolingual
▪ Oral Approach
4. Total Physical Response
5. Suggestopedia
6. Communicative Language Teaching
7. Content and Language Integrated learning: CLIL
METHOD # 1: GRAMMAR TRANSLATION
METHOD

▪ Based on translation (accuracy)

▪ Study of literature of the L2
▪ Instruction in L1 (student’s native
language)
▪ Reading and writing (no speaking
or listening)
▪ Vocabulary words lists (English,
Spanish)
▪ The sentence is the basic unit of
teaching
▪ Grammar is taught deductively:
explanation + exercises
METHOD # 1: GRAMMAR TRANSLATION
METHOD

TRANSLATE THIS TEXT INTO SPANISH

Although Mary and Ryan had

bought the house a few years ago,
they realized how important it was
to invest in a successful lifestyle. It
was the right time to think about
moving to a new place where we
would have more opportunities.
GRAMMAR TRANSLATION
METHOD
Europe, 1840’s - 1940’s
BUT
still used

Late 19th century

Opposition in several European countries

Reform Movement
(Germany, England, France,…)

Natural and Direct Method

 METHOD # 2: NATURAL + DIRECT METHOD

Natural way to ACQUIRE / learn a language

Exposure to the language used

in everyday communicative interactions

MAIN GOALS
▪Emphasize the learning of speech (oral)
▪Acquire meaning in environmental context
▪Learn grammar through induction

http://www.youtube.com/watch?v=0RSRevUI7Ls
METHOD # 2: NATURAL + DIRECT METHOD

ADVANTAGES
▪Classroom instruction conducted in L2
▪Vocabulary taught through demonstrations: objects &
pictures
▪Correct pronunciation & grammar emphasized
▪Only everyday vocabulary & sentences taught
▪Oral communication skills graded

DISADVANTAGES
▪Teachers with a high/native level in English
▪A lot of time is wasted to explain a word in English instead
of using L1
METHOD # 3: AUDIOLINGUAL + ORAL APPROACH
ORIGINS
▪Applied linguistics in Great Britain in the 1920’s-1930’s

PRINCIPLES
▪Selection
▪Gradation
▪Presentation based on situations

Mechanical Habit Formation

▪Drills

▪Dialogues about everyday situations

▪Language presented in spoken form
before the written form:
[listening→speaking→reading→writing]
METHOD # 3: AUDIOLINGUAL + ORAL APPROACH
 METHOD # 4: TOTAL PHYSICAL RESPONSE (JAMES
ASHER)

CHARACTERISTICS
▪Coordination of speech and
action.
▪Commands become more
complex as the class progresses.
▪Active participation of students
▪The teacher can know when
instructions are understood
▪Comprehension precedes
production

http://www.youtube.com/watch?v=QzG-oD59Ybw
METHOD # 5: SUGGESTOPEDIA (GEORGI LOZANOV)

CHARACTERISTICS
▪Brain has great unused potential, it can be
exploited through the power of suggestion
▪New material is introduced by the form of
written dialogues
▪Students listen to the dialogue with eyes
closed while classical music is played

http://www.youtube.com/watch?v=mGjJ2LVU4QU
METHOD # 6: COMMUNICATIVE LANGUAGE
TEACHING

“IT IS BASED ON THE IDEA THAT LEARNING A

LANGUAGE SUCCESSFULLY COMES THROUGH
HAVING TO COMMUNICATE.”
METHOD # 6: COMMUNICATIVE LANGUAGE
TEACHING

CHARACTERISTICS
▪Language learned to communicate [Communicative competence].

▪No need for perfect pronunciation: the content of the message is more
relevant than the way in which it has been expressed.
▪Students are considered the central point of the teaching learning
process. The teacher is the organizer.
▪Teaching based on real communication situations connected to students’
experiences.
METHOD # 6: COMMUNICATIVE LANGUAGE
TEACHING

PRINCIPLES [Van Patten’s]

▪Communication principle: Activities that involve real communication
▪Task principle: Activities in which language is used for carrying out
meaningful tasks.
▪Meaningfulness principle: Language that is meaningful to the learner.

THE STUDENT IS NOT JUST

“LEARNING” THE LANGUAGE,
BUT “LIVING” THE LANGUAGE.

CHARACTERISTICS [Communicative competence]

▪Learning to learn: emphasize & improve learning autonomy.
▪individual characteristics: motivation, interests, learning styles, anxiety, etc.
▪Explicit and conscious grammar teaching (pedagogical grammar) within a
communicative approach.
▪Cooperative work: dynamic groupings.
▪Importance of intercultural aspects.
METHOD # 6: COMMUNICATIVE LANGUAGE
TEACHING

If students are struggling to “understand” they will not pay

attention to any form.

GOOD PRACTICE
▪Real language use. Language is
always “as real as possible”.
▪Vocabulary: easy to process (visual,
dynamic).
▪The student is involved as an
individual. Students are
co-responsible of the learning process.
▪Tasks: Pre-task, task, post-task.

▪Exchange of information is needed.

Negotiation of meaning.
▪There is a final result/objective.
METHOD # 7: CONTENT AND LANGUAGE INTEGRATED
LEARNING - CLIL

GROUP PROJECT

,
 OBJECTIVE

Both the content and the

foreign language are
simultaneously enforced as part
of an integrated learning
process
METHOD # 7: CONTENT AND LANGUAGE INTEGRATED
LEARNING - CLIL

CLIL will involves the use of :

• the language of the majority of the students (not
necessarily the L1 of everyone)
• the language being studied

Activities and tasks are carried out in the second or

foreign language.

The emphasis on this approach should be on the

“Integration” part, and thus the knowledge of the L1 is not
diminished, but enforced, whatever that L1 might be (of
particular interest when dealing with groups including
several languages, as is the case with most European
public schools), since its emphasis is on mediation and
intercultural understanding.
METHOD # 7: CONTENT AND LANGUAGE INTEGRATED
LEARNING - CLIL

Broadening of the students

interests and conceptual
development through the use of an
additional language in real
communicative situations.

Levels of proficiency in the Content Subjects will

not be a problem if school policies introduce
gradually CLIL from an early stage.
WHY CLIL?
It provides exposure to a language without
requiring extra time in the curriculum.

The European Council Resolution (1995)

states that:
“...all EU citizens, by the time they
leave compulsory schooling should be
able to speak two languages other than
the mother tongue”.

It allows the language to be a

vehicle for learning, not the object.