ENSEÑANZA DEL INGLÉS COMO LENGUA EXTRANJERA

Jaime Falcó Verdú – UNED ELCHE

UNIT 1 – DEVELOPING THE ENGLISH CURRICULUM

1.-WHO SPEAKS ENGLISH? (P.1)

-Braj Kachru, three circles: INNER (national language; USA, UK, Australia), OUTER (long history of English use;
India, Singapore), EXPANDING (English is a dominant foreign language; China, Sweden, Turkey, Argentina).
-Varieties: Not only from different countries but also into the national regions of a single country.

2.-WHO LEARNS ENGLISH, AND WHICH VARIETY DO THEY LEARN (P.4)

-Distinction btw:
-English as a Second Language (ESL)
-Often immigrants to an English-speaking country.
-English as a Foreign Language (EFL)
-Students in their own country.

3.-GENERAL ENGLISH AND ESP (P.5)

-English for Specific Purposes (ESP)
-English for Science and Technology (EST)
-English for Academic Purposes (EAP)

4.-CONTENT-BASED LANGUAGE TEACHING AND CLIL (P.7)

-Content-based language teaching (CBLT):
-Margaret Ann Snow: CBLT comes in many forms, at its most content-driven. It is likely to include total
immersion.
-Various results suggest a high rate of achievement.
-Content and language integrate learning (CLIL):
-European variant of CBLT, mixes the teaching of content and language, so students learn both: the content and
the specific language they need to express the content.
-The choice of language defining characteristic of CLIL.
-Some language in CLIL is content-obligatory language: you have to learn it if you want to talk about the
content.
-CLIL is not just concerned with content also identify three other Cs:
-Communication (student be able to communicate content)
-Cognition (Students need to develop their thinking skills)
-Culture (understand their own culture through comparison with other behavioral norms).
-In the area of cognition, CLIL practitioners refer to HOTS (Higher Order Thinking Skills) and LOTS (Lower Order
Thinking Skills).
-CLIL is not used in all schools bcs it demands a very special kind of teacher.

5.-WHO TEACHES EGLISH? (P.9)

-Native-English-Speaker Teachers (NESTs)
-Non-Native-English-Speaker Teachers (NNESTs)
-Adrian Holliday: native-speakerism, the belief that “native speaker” teachers represent a “Western culture”.
-People still seem to believe that NESTs are the ideal.

6.-DESCRIBING THE ENGLISH LANGUAGE (P.14)

6.1.-APPROPRIACY AND REGISTER (P.17)
-When we attempt to achieve a communicative purpose, we choose the language form to use depending on:
-Setting (different in offices from the way we do in a café).
-Participants (people involved in the exchange).
-Gender (men or women).
-Channel (Spoken, written).
-Topic (that affects our lexical and grammatical choices).
-Tone (formality or informality. Politeness or impoliteness).
6.2.-DISCOURSE ORGANISATION (P.18)
-Coherence: text in the right order and makes sense.
-Cohesion: Gender, number. Correct use of anaphoric reference (pronouns), etc. Tense agreement. Ellipsis.
-Grice, 1975. Cooperative principle:
-Participants make their contribution as informative as required.

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 ENSEÑANZA DEL INGLÉS COMO LENGUA EXTRANJERA
Jaime Falcó Verdú – UNED ELCHE
UNIT 2 – APPROACHES METHODS AND ASSESSMENT IN THE ENGLISH CLASSROOM

1.-POPULAR METHODOLOGY (P.54)

1.1.-APPROACH, METHOD, PROCEDURE, TECHNIQUE (P.54)
-Approach:
-Theories about the nature of language and language learning.
-Provide the reasons for doing thing in the classroom.
-An approach offers a model of competence.
-An approach describes how people acquire their knowledge of the language.
-Method:
-Practical realization of an approach. Include various procedures and techniques.
-Procedure:
-Ordered sequence of techniques.
-Technique:
-A common technique when using video or film material (called; silent viewing).
1.2.-THREE AND A HALF METHODS (P.55)
-Grammar-translation:
-Sentences have to be translated form target language (L2) back to students first language (L1).
-The direct method:
-At the end of 19th.
-Translation was abandoned in favour of the teacher and students speaking together.
-Audioligualism:
-Popular in 1920s and 1930s, especially in USA.
-Use the stimulus-response-reinforcement model.
-Relied heavily on drills.
-A British variant of audiolingualism. Oral-sustitution approach.
-Spoken language had primacy.
-Nothing should be said before it was heard.
-Nothing should be read or written before it was spoken.
1.3.-COMMUNICATIVE LANGUAGE TEACHING (CTL) (P.57)
-One of the principal strands of CLT was shift away from a focus on how language was formed (grammar, vocabulary,
etc.) to an emphasis on what the language was used for.
-If “language is communication” the student should be involved in meaning-focused communicative tasks so that
“language learning will take care of itself”.
-Communicative activities:
-Seen as a polar opposite of traditional procedures, such as explicit language teaching.
-Students had a desire to communicate.
-Used as a term to describe the philosophy which stress the communicative nature of language, rather than as a
precise description of a method.
-“Traditional” and more communicative teaching are both alive and well.
-Carol Griffths: more useful to view “traditional” methods as a complementary to “communicative approaches”.
-Zoltán Dörnyei: “principled communicative approach”. “Offer learners ample opportunities to participate in
genuine L2 interaction”.
-CLT now situated: meaning-focused approach to language use which can include explicit focus on language study
where it is most needed and appropriate.
1.4.-TEACHING “UNPLLUGGED” (P.59)
-Scott Thornbury: Return to a materials- and technology-free classrooms where language emerges as teachers and
students engage in dialogic relationship.
-Dogme ELT. Features:
-Conversational driven. Interactive. Not only btw the student, but also the students and the teacher.
-Materials-light. Teachers respond to their students’ needs and interests.
-Focused on emergent language. Teachers work with learner language, and view learner errors as learning
opportunities.
-Critics to Dogme principles:
-it favours native-speaking teachers.
-Difficult in a large class.
-Syllabus are necessary organising constructs and materials such as coursebooks.

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 ENSEÑANZA DEL INGLÉS COMO LENGUA EXTRANJERA
Jaime Falcó Verdú – UNED ELCHE
UNIT 3– TRANSFORMING THE CURRICULUM INTO LANGUAGE ACTIVITIES

1.-TEACHING LANGUAGE SKILLS (P.297)

-Four skills: reading, writing, speaking and listening.
-Two types: Receptive skills (reading and listening) and Productive skills (writing and speaking)
1.1.-SKILLS TOGETHER (P.297)
-Eli Hinkel: In meaningful communication, people employ incremental language skills not in isolation but in tandem.
1.1.1.-INPUT AND OUTPUT (P.298)
-What we say or write is heavily influenced by what we hear and see.
1.1.2.-INTEGRATING SKILL (P.298)
-Speaking as a preparation and stimulus: Ask our students to discuss a topic as a way of activating their schema
or engaging them in a topic that they are going to read or hear about.
-Texts and models: Genre focused task. Written and spoken texts are a vital way of providing models for them to
follow.
-Texts as a preparation or stimulus: Much language production work grows out of the texts that students see or
hear.
-Integrated tasks: Our students to listening to something asked to prepare a spoken summary.
1.1.3.-LANGUAGE SKILLS, LANGUAGE CONSTRUCTION (P.299)
-Language skills, precursor of various aspects of language construction.
-Students look at texts and discover facts about language for themselves.
1.1.4.-TOP-DOWN AND BOTTOM-UP (P.302)
-Top-down processing: Reader or listener gets a general view of the reading. That allows then to have the
appropriated expectations of what they are going to come across.
-Bottom-up processing: Reader or listener focus on individual words, phrases or cohesive devices. Achieves
understanding by stringing this detailed elements together to build up a whole.
We need with low-level students to concentrate on word and sound recognition and the
connections btw sound and spelling.
1.2.-RECEPTIVE SKILLS (P.302)
1.2.1.-A PROCEDURE FOR TEACHING RECEPTIVE SKILLS
-Type 1 tasks: The student reads or listens for some general understanding or response.
-Type 2 tasks: We get the students to look at the text in more detail.
-Starting with Type 1 tasks and going to Type 2 works allow the students to get a feel for what they are seen or
hearing.
-Lead-in: We engage the student with the topic of the reading and we try to activate their schema. Our schema is
the background knowledge we have of the world.
-Comprehension/response task: The student is ready to read/listen some kind of a task.
-Reading/listening: The students read or listen to the text in order to complete the task that has been set.
-Text-related task: Teachers set a text-related task immediately after this Type 1 task has been completed. A text-
related task is any kind of follow-up activity.
1.2.2.-THE LANGUAGE ISSUE
-Websites can help us to determine the difficult of any text. (www.texalyser.net, www.lextutor.ca)
-Stephen Krashen: comprehensible input aids language acquisition. Incomprehensible input probably demotivate
the students.
-Specific ways of addressing the problem:
-Pre-teaching vocabulary.
-Extensive reading and listening.
-Extensive (reading or listening at length, often for pleasure and in a leisure way).
-Intensive (reading or listening more concentrated, less relaxed).
-Extensive has a number of benefits for the development of a student’s language.
-Richard Day and Julian Bamford goals:
-Enabling students to read without constantly stopping.
-Providing an increased word recognition.
-Echoed by the benefits of extensive listening: The more language they acquire the better they get at
listening activities in general.
-Authenticity.
-It is when students come into contact with “real” language that they have to work hardest to understand.
-Authentic material is language where no concessions are made to foreign speakers (in real life).
-Authentic material can be demotivating for students since they will not understand it.