FUNDAMENTOS DE LA

ENSEÑANZA Y
APRENDIZAJE EN INGLÉS I
 TEACHING CENTERED vs LEARNING CENTRED

The teacher is who directs the

class. She gives commands, asks
questions and takes decisions
such as choosing the topic.
The students are passive, they
have to repeat and they don’t work
in groups or pairs, there’s no place
to real interaction.
They are not encouraged to pay
attention to their learning process
so they don’t feel in charge of it.
TEACHING CENTERED vs LEARNING CENTERED
The students can give their opinion about
tasks and get resources by their own. The
lesson is based on pupils’ interests.

They work in groups and have the chance

to talk, write, listen.

They reflect on their learning process

because the teacher proposes
metacognitive strategies to achieve it, such
as self-assessment/pair correction.
 METACOGNITIVE AWARENESS
This is the knowledge and self-awareness the students have about their learning
process.
METACOGNITIVE AWARENESS involves 4 strands:

LANGUAGE AWARENESS: Stimulate COGNITIVE AWARENESS: Its main aim is to

children’s curiosity and motivation about help children to understand why and how
language. they’re learning a foreign language at
school.

SOCIAL AWARENESS: This theory states

that people can do more things when CULTURAL AWARENESS: Develop positive
working with others. attitudes to others.
METACOGNITIVE STRATEGIES (Learning strategy)

These strategies are used to stimulate metacognitive awareness, to help students

to feel in charge of their own learning process.

COMPARING: They can compare differences and similarities between English

and their L1.

SELF-ASSESSMENT: They can monitor their performance by identifying weak

and strong points.
SOCIO AFFECTIVE STRATEGIES (Learning strategy)
These are developed by children collaborating in language-learning activities with
others: pair, group work, project work, interviews…

This gives them the opportunity to work independently from the teacher.

For example:

Class monitors: they can be chosen as a teacher’s helper.

Pair-help correction: it encourages group support.

 TPR (total physical response)
The language is presented in a visual, contextualized way.
It involves movement. Children perform physical actions on response to spoken
statements.
They develop their listening skill.
It can be in form of rhymes, songs, stories, etc.
“First me, then you” - “See it, do it” -
TPR
- TPR is based on the assumption that coordination of speech and action will
encourage language learning
-Where is it from? TPR is based upon the way that children learn their mother
tongue. Parents have language body conversations with their children, the parents
instructs and the child physically responds to.
When should I use it? TPR can be used to teach and practice many things
Vocabulary (connected with actions), Tenses (Every morning I clean my teeths);
Classroom Language (open your books), Imperative/ Instructions (stand up,
close your eyes), Storytelling
 AUDIO LINGUAL METHOD
It tends to be teaching centered, it’s carried out with the whole class.

It’s based on behaviourism and structuralism.

The students have to listen and memorize chunks of language.

There’s too much emphasis on memorization, imitation and exercises involving

repetition. They’re not expected to think or produce.
 GRAMMAR TRANSLATION METHOD
Classwork is highly structured with the teacher controlling all activities (teaching
centered)

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.

Grammar explanations and instructions are given in the mother tongue.

It’s based on texts and there’s little or no attempt to teach pronunciation.

It’s practised with comprehension questions and fill in the blank

activities.
 TOPICS, NOTIONS, SITUATIONS & FUNCTIONS
TOPIC: It is the main thematic aspect of the
content to be taught.

Example: CLOTHES

SITUATION: The context in which the topic may

appear in real life situations.

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)

FUNCTION: It’s a kind of communicative

act. Usually involving interaction between
at least 2 people. It’s often written in the
gerund: “Making requests”

It can be binary: needs a response to work

Or unitary: it stands on its own
 SOCIAL INTERACTIONIST VIEW
This view provides high importance on social relationships
specially on the role of adult-child relationships in learning.
It involves the concept of “zone of proximal development”.
This means people can learn more or better with the help of
someone who knows more than them.
It also involves the concept of “scaffolding” this means the
language is suit in a way they can understand it according to
their actual level. Then, in a progressive way, the language
will be harder and harder.
 NATIVIST VIEW
According to this theory, children are
pre-programmed to learn a language, they
are highly sensitive to the linguistic
features of the environment.

They have a kind of internal acquisition

device called “Universal grammar”. This
device allows them to process all
language their hear and produce their own
meanings.
 BEHAVIOURIST VIEW
This view is focused on the creation of habits and the prevention and correction of
errors through positive and negative reinforcements from the teacher.

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.

Why children find school learning so different?

Because they experience it in their own unique way,

involving their real lives out of school.

 INTERLANGUAGE
It’s the system that is in the middle of the starting point when learning a second language
and the effective understanding and knowledge of it. It manages to learn a second
language through different kind of processes such as overgeneralizing rules.
It has 4 characteristics
SYSTEMATIC: Because it has rules.
It’s a system in itself.
UNIQUE: Because everybody has its own
PERMEABLE: Because it’s open to change STARTING
POINT L2
& DYNAMIC: Because it’s constantly changing
 FORMULAIC LANGUAGE
This is the language that is not taught on purpose. It’s the classroom vocabulary
that children memorize and allows them to communicate even with a minimal
linguistic knowledge

For example:

Greetings: Good morning!

Classroom LG: Close the door, please

Asking permission: Can I go to the toilet?

 ACTIVITIES vs TASKS

● Based on specific language items, skills or
strategies
● Controlled, guided practice
● No meaningful end in themselves
● Small degree of freedom and choice
● Not always related to their interests
● Cognitively simple
● Encourage production and creative use of
language
● They’ve got a clear purpose and goal
● Contextualized
● Can be related to pupils’ interests
● Provide independence and choice
● 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)

FOREIGN LANGUAGE: It takes place in

settings where the language plays NO
MAJOR ROLE IN THE COMMUNITY. It’s
primarily learnt in the classroom.
 COMPETENCE VS PERFORMANCE
COMPETENCE: Your knowledge of linguistic rules (grammatical, oral, phonetical,
lexical)

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.

COMMUNICATIVE PERFORMANCE: Same as performance but it also includes

knowing how to communicate according to the context or situation.
 STAGES IN THE LEARNING PROCESS:
1 MEETING NEW LANGUAGE: At this stage the
teacher tries to provide comprehensible input in
an interesting way so pupils involve their
perspective and knowledge of the world. It
involves using: flashcards, blackboard, photos,
videos.
At this stage the teacher introduces the meaning
form and pronunciation of new LG and checks
comprehension.
2 MANIPULATING NEW LANGUAGE: The
teacher helps them to manipulate language
firstly in a controlled way and then in a more
guided one.
3 MAKING LANGUAGE YOUR OWN: Children
use language in a much more free way. They
are worried about getting their meanings across
and understanding others’ meanings.
 APPROACH VS METHOD
It occurs at a theoretical level and is a
series of assumptions and beliefs
about a language learning specified.
A method occurs at practical level, it
is a procedure in which theory is put
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

Logical problem solving

sequencing
Computer games

Classifying

Ranking

Sequencing/ordering
 MULTIPLE INTELLIGENCES
INTERPERSONAL:

Pair work

Group work

Brainstorming

Peer teaching PEER TEACHING

INTERVIEWS
Interviews

Surveys
 MULTIPLE INTELLIGENCES
INTRAPERSONAL:

Learning diaries

Reflection

Creative writing

Project work

Personal goal-setting

“A learner who is good at self-evaluation, who

likes to reflect on their learning proc, who likes
independent learning such as presentations”
 MULTIPLE INTELLIGENCES
SPATIAL:

Shape puzzles

Mind maps

Drawing

Visualizations

Diagrams

Constructing models

Maps and coordinates

Learning from videos/CD’s

 MULTIPLE INTELLIGENCES
BODILY-KINESTHETIC:

TPR

Craftwork

Dancing

Action rhymes, songs, games.

TPR
Physical activities
 MULTIPLE INTELLIGENCES
NATURALISTIC:

“A learner who is good at recognising patterns,

who notices diff and similarities, good at
classifying & organising into groups. This kind of
I enriches the other 7 I.

Classifying

Patterns

Sorting

Nature projects
 KRASHEN: 1) acquisition vs learning hyp

ACQUISITION: LEARNING:

SUBCONSCIOUS PROCESS CONSCIOUS PROCESS, MORE

FORMAL.
 KRASHEN 2: Natural order hyp
We acquired the rules in a predictable order, no matter in which order we teach.

There are 4 stages of interlanguage development:

● RANDOM STAGE: Wild guesses

● EMERGENT/PRE SYSTEMATIC: First vague ideas
● SYSTEMATIC: Some rules are already incorporated but they’re not able to
identify mistakes yet.
● STABILIZATION: Know the rules. Very few mistakes but they are able to
correct them.
 KRASHEN 3: Monitor hyp
Thanks to the learnt knowledge, they can develop a monitor that helps
them to correct, once we know the rules, language mistakes.
There are 3 conditions to develop it:
● TIME
● FOCUS ON FORM
● KNOW THE RULES

And 3 types of monitor:

● OVER USERS (too focus on no making mistakes)
● OPTIMER USERS: There’s a balance. They can make mistakes but are able to correct
them.
● UNDER USERS: No much knowledge of linguistic rules, no able to correct mistakes.
 KRASHEN 4: Comprehensible input hyp
The challenge must be comprehensible to the level of the learner. It mustn't be too
hard nor too easy.
 KRASHEN 5: Affective filters hyp

External factors that can help or impede the acquisition

● 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.