BHINEBI General Introduction

BHINEBI

Bigarren Hezkuntzako Ingelesa Edukinen Bitartez

Inglés a través de Contenidos en Educación Secundaria

Eusko Jaurlaritza. Hezkuntza Saila. Bigarren Hezkuntzako Ingelesa Edukinen Bidez Proiektua 1
2003-04 ikasturtea
BHINEBI General Introduction

Rationale

BHINEBI1 is a project that attempts to implement new teaching resources

as an answer to the demand for innovative methodological and pedagogical
responses to new educative scenarios.

The teaching-learning of a foreign language in present time secondary

schools faces a number of challenges which are significantly new for most
teachers: increasing diversity , need to integrate ICT, multilingualism and
immigration; not to speak of the implications of educating citizens in and
for a globalized information society.

All this calls for an overall revision of the regular practices, the
pedagogical principles, the methodological procedures and even the general
aims. In short, a redesigning of the general approach to teaching foreign
languages.

As the third stage of an overall project running from pre-primary levels all
through primary INGLEGOIZ 4-8 and INEBI 8-12 2, BHINEBI is targetted
at lower secondary levels (E.S.O./D.B.H.). The main finality of these
projects is to provide resources and training in order to improve language
teaching in the school system. In this sense, the creation of innovative
learning sequences and the corresponding methodological training
strategies, constitute the main concern of the BHINEBI project.

A Content-Based approach to teaching and learning second languages has

been adopted both for INEBI and BHINEBI. Most of the principles
assumed for the improvement of language learning outcomes in these
stages of our system are easily incorporated into a content-based general
frame work:
-Learning to use language purposefully: both to communicate at a
personal level and as a tool to learn.
-Becoming familiar and skilful in dealing with authentic text/speech.
-Creating learning processes that focus on abilities development as
well as language acquisition.

1
BHINEBI is an acronym for Bigarren Hezkuntzako Ingelesa Edukinen Bitartez, which translates as
Content-Based English in Secondary Education.
2
INGLEGOIZ Ingelesaren Sarrera Goiztiarra (Infant 4&5-year-olds + Primary 1st &2nd levels) INEBI
Ingelesa Edukinen Bitartez (Primary 3rd to 6th levels).

Eusko Jaurlaritza. Hezkuntza Saila. Bigarren Hezkuntzako Ingelesa Edukinen Bidez Proiektua 2
2003-04 ikasturtea
BHINEBI General Introduction

The content-based teaching-learning approach

The content-based teaching-learning approach provides a very adequate

frame to organise various aspects of this proposal. I helps making the
acquisition of language parallel to that of natural language acquisition and
of concept development.“Content-based instruction is natural language
acquisition” M. Met.
The learners’ motivation to understand their immediate environment goes
hand in hand with learning to communicate about it and this provides the
motivation and channel for effective language learning not only in young
learners but in adults as well.
The main aim of this proposal is precisely to integrate learning, thinking and
meaning together with language. And, nothing seems to be more meaningful
in a school setting than using the language for tasks and subjects that are
inherent to schooling. Moreover, learning language through content allows
for the integration of higher thinking skills, and students learn to
communicate about thoughts, not only words.
Language educators over the years have analysed the different approaches
to integrating language and content coming to the conclusion that there is
not an only model. Myriam Met  has developed a very clarifying schema of
a continuum that shows some possible degrees of integration of language
and content. Seen as a sort of scale, we use it here to indicate the position
of the BHINEBI project.

Content-Based Language Teaching

A continuum of Content and Language Integration
Content- driven Language-driven
Total Partial Subject Subject Language Language
immersion immersion courses courses + classes classes with
Language based on frequent use
classes thematic of content
units language
practice.

Subject driven units for language acquisition

BHINEBI

The general objectives


Currículum Decision-Making in Content-Based Language Learning.

Eusko Jaurlaritza. Hezkuntza Saila. Bigarren Hezkuntzako Ingelesa Edukinen Bidez Proiektua 3
2003-04 ikasturtea
BHINEBI General Introduction

BHINEBI is designed as content driven but orientated to the acquisition

and learning of English. For the students, language is the tool to learn the
content, from the teacher’s point of view, content is the tool to create
language learning processes.

Planning sequences that attempt to integrate content/subject and language

learning, requires specific attention to clear-cut formulation of objectives.
In this document we are establishing the general aims for the four
DBH/ESO levels.

Linguistic Objectives

BHINEBI language objectives reflect the objectives in the DCB, but with
the determination to extend the scope of linguistic abilities and
competence of our students as autonomous users of the language, both for
personal relationship and for their studies.

As a reference we take levels A2/B1 as defined in the European Common

Framework of reference, formulated as user levels 3:

A B C
Basic User Independent User Proficient User

A1 A2 B1 B2 C1 C2
(Breakthrough) (Waystage) (Threshold) (Vantage) (Effective- (Mastery)
______________________ proficiency)
A Common European Framework of Reference, pg 124

See also Tables 7 & 8 in pages 133, 134 in the same document. (Separate
attachment).
We not only aim at leading our students to a fair competence level as users
of the language but also giving them the opportunity to converge with other
European students.
BHINEBI aims to open ways of connecting with The European portfolio of
languages in a natural and easy way.

3
Modern Languages: Learning, Teaching, Assessment. A Common European Framework of Reference . Council of
Europe Council for Cultural Co-opereation: Education Committee . Strasbourg 1998

Eusko Jaurlaritza. Hezkuntza Saila. Bigarren Hezkuntzako Ingelesa Edukinen Bidez Proiektua 4
2003-04 ikasturtea
BHINEBI General Introduction

Content Objectives

In terms of content, the following objectives would be the outlining frame

for specifying the objectives of each unit according to level and subject:

 To become cognitively aware and of their environment as citizens and

develop explicitly positive attitudes.
 To be able to process information about different fields of knowledge
and learn through a foreign language.
 To acquire learning to learn strategies.
 To acquire declarative knowledge about selected topics and subjects
connected to the current Secondary syllabi.

All three types of content: attitudinal, procedural and conceptual are

introduced in a balanced way but the focus, the pace and level of
achievement are not necessarily the same. We may visualize it like:

Attitudinal

Procedural
Conceptual

European dimension & Intercultural dimension

The starting point of these materials is a whole year unit called Europeans.
The title in itself indicates a will to make a very explicit choice as to what
should be the content selected to teach language through this approach.
Apart from all the already mentioned methodological and didactic criteria
for choosing content from the curricular subjects, there is a main leading
purpose to incorporate the European dimension in their learning.
In fact learning in English helps students understand the implication of
having to communicate, learn, and even work in a different language, in a
different country.

Eusko Jaurlaritza. Hezkuntza Saila. Bigarren Hezkuntzako Ingelesa Edukinen Bidez Proiektua 5
2003-04 ikasturtea
BHINEBI General Introduction

In Foreign Language teaching and learning situations the implications of

this European dimension should be self-evident, both for teachers and
students.
Our materials aim at making students more aware of the significance of
the knowledge of the language as a necessary tool to feel fully integrated
as autonomous citizens of the European superstructure.

Educational dimension – Personal development

Guiding Principles

There is nothing as neutral teaching materials or planning, there are a

series of beliefs and assumptions about the teaching-learning process that
lye underneath the materials and guide us through the process. These
beliefs are shared by the vast majority of teachers who day by day
experiment new ways in language learning:

 To learn a language is not only acquiring knowledge and a series of

communicative abilities for human interaction, it is also an educational
process that implies personal growth and the development of a new
identity as a foreign language speaker.

 Motivation to learn a language it does not occur intrinsically, especially

at the beginning of the learning process. I t has to be developed and
triggered as the result of a process.

 The best way of learning a language is through action, it is by doing

things that happen and are meaningful in a real context that we learn.

 We have an holistic approach to language: language is a cumulus of

knowledge, strategies, previous experiences and habits that are set in
motion when completing a language task thus triggering many different
skills at the same time.

 The belief that students must take active part in classroom task
planning thus developing learner autonomy.

Eusko Jaurlaritza. Hezkuntza Saila. Bigarren Hezkuntzako Ingelesa Edukinen Bidez Proiektua 6
2003-04 ikasturtea
BHINEBI General Introduction

 People are different. Teachers and students have different qualities,

working styles, preferences and previous experiences. Diversity is not a
problem; it is a source of enrichment.

We could the say that we want our students to become self – motivated,
self- directed and problem solver learners and thus deriving a sense of
worth and confidence in

ICT Treatment.

The common belief is that the knowledge English widens the possibilities of
access to ICT technologies.
This belief is based on the fact that e great amount of information in the
web is in English.
That is the reason for the inclusion of the information and communication
technologies when preparing the materials for the unit. Students have
already experienced with these modern technologies in other subjects and
are getting to know the possibilities they offer to them now and in the
future.
Some of the tasks can be done with Word Processing according to the
facilities they have got at the school.
CD-ROMs with specific programmes on European Geography are provided
in the bibliography section of the unit and are very useful to get
information and work both on content and on language. Some of the
encyclopaedias and resource books they are going to use give them a
website which provides more and varied information and activities related
to the topic.
The main idea is to develop linguistic abilities together with a more
autonomous use of these tools, that is to say to put our students in a very
explicit “learning by doing” situation.

Eusko Jaurlaritza. Hezkuntza Saila. Bigarren Hezkuntzako Ingelesa Edukinen Bidez Proiektua 7
2003-04 ikasturtea
BHINEBI General Introduction

The learning sequence

Europeans
Secondary 1 Unit 1: Unit 2: Unit 3 :
 Descriptive Europe where we How did Europe come to Famous Europeans
 Acquiring
live be Subject:
learning
habits Subject : Subject: Applied Art and
Geography History sciences

Citizens of the world

Secondary 2 Unit 1: Unit 2: Unit 3:

 Greater Taking care of the Taking care Taking care of others/Our world:
involvement
Earth/Our world: the of citizens
 Acquiring
analytic habits (planet)earth ourselves/Our
Subject: world: life Subject:
Earth Science Subject: Political sciences
Health
Science

Discovering my talents
Secondary 3 Unit1 : Unit 2: Unit 3:
 Self image & Become a writer Become an artist Become a musician
expectations
 Personal
ability, and Subject: Subject: Subject:
interests Applied arts:Literature Applied Arts: Visual Applied Arts: Music
arts and design

Me as a citizen
Secondary 4 Unit 1: Unit 2: Unit 3:
 Self Human beliefs Human thoughts Human deeds
evaluation
Subject: Subject: Subject:
 Social
/professional History of religion Philosophy Political science and
involvement public affairs

Eusko Jaurlaritza. Hezkuntza Saila. Bigarren Hezkuntzako Ingelesa Edukinen Bidez Proiektua 8
2003-04 ikasturtea
BHINEBI General Introduction

Criteria for selecting content

 Content is chosen considering the different curricula of the

ESO/DBH subjects with an emphasis on values acquisition and
attitudinal development.

 Age is very much taken into account both in terms of young

teenagers’ stages of cognitive development and their socio-cultural
interests and likes.

 Although all types of subjects provide opportunities for the

integration of language and content, we have chosen mainly the fields
of Social , Natural Sciences and Applied Arts, understood in their
wider sense: Geography, History, Sociology, Music, Literature, Visual
arts, Technology, Environmental and Health sciences, etc…

 We have not chosen purely Science subjects such as Mathematics,

Physical and Chemical Sciences, not because we do not considered
them for content teaching, but mainly because they represent a
challenge for most of our teachers. Teachers that are going to
implement BHINEBI 12-16 in the classrooms are language teachers
with no formal training in Sciences. Nevertheless some aspects of
those subjects are incorporated cross-curricularly.

Treatment of Content

Eusko Jaurlaritza. Hezkuntza Saila. Bigarren Hezkuntzako Ingelesa Edukinen Bidez Proiektua 9
2003-04 ikasturtea
BHINEBI General Introduction

Content is approached from an experiential starting point as a basis for

developing structured knowledge. This, not only from the point of view of
the subject, but, mainly, in order to be incorporated to overall personal
development.

The units in this proposal constitute a series of activities systematically

sequenced towards a final product which allow for learning processes where
the learners develop: general cognition, declarative knowledge of the topic
or subject, awareness of the value of their learning for their own lives.

Language requirements of Content

Both when selecting particular topics, and when designing the activities to
approach them, language requirements are very carefully taken into
account, because the nature of the content presents different linguistic
requirements regarding the level of linguistic complexity, the language
skills, the availability of input, etc.

These are the main criteria:

 Type of language, i.e. clear and at-hand references in descriptive

language (Geography, Biology). …
 Degree of speech elaboration needed: Some subject required more
elaborated speech both regarding input and output. Here are a few
examples of what we mean:
 Lower degrees of ability do not imply unnatural simplification
of language, meaningless texts or the setting of non-
communicative tasks. For example, listing can be a perfectly
meaningful text in some areas of study related to subjects like
geography, or in connection with some procedural learning like
statistics, They do resemble vocabulary lists are never
communicative.
 Repetition is essential in language acquisition, repetition of
similar statements can be necessary when talking about
geographical facts in different places, but nobody feels it’s a
“drill” on a particular structure.

 Possibilities for multi-skill : varied ways of approaching information,

meaningful interactions, …

Eusko Jaurlaritza. Hezkuntza Saila. Bigarren Hezkuntzako Ingelesa Edukinen Bidez Proiektua 10
2003-04 ikasturtea
BHINEBI General Introduction

 The use of language teaching techniques to develop subject

conceptual learning and thus further enhance language acquisition in a
positive circle of learning :
 reading and listening skills: identifying, selecting,
summarising, classifying, etc.
 speaking and writing skills: procedural language, giving
opinions, telling about, debating, explaining etc…

 Specific content areas need specific language and skills development

needs that will be taken into account during the planning of the unit.
 Special attention to the quantity and quality of the learners outcome.
This means making learners aware of the importance of accuracy,
providing them with tools to improve their language skills and to be more
aware of their own learning processes.

 The use of grammar as a tool to improve communicating abilities and

language accuracy by devising enabling tasks to support the
communicative and subject related conceptual tasks.

Selection of Linguistic Content

Language is approached as a tool for making the learning of the content
possible. By no means are we proposing that language acquisition and
development would be “secondary” targets.
The implication, however, is that the learner is involved in a learning
process in which the strings are driven by content, but the attention is
focussed on linguistic ability.

Criteria for the selection of input

Special attention is given to the quality and amount of input:

Eusko Jaurlaritza. Hezkuntza Saila. Bigarren Hezkuntzako Ingelesa Edukinen Bidez Proiektua 11
2003-04 ikasturtea
BHINEBI General Introduction

 Input must be MEANINGFUL, always, and straightforwardly

connected to the topic. Incorporating all sorts of concrete
references and non-linguistic support (visual, etc.)
 Abundant and varied: from as many sources as possible.
 Holistic: approached from different points of view, at different
levels of treatment and depth. For example: approaching
geographical facts through an atlas, a tourist guide, an information
brochure, a film, a story, a documentary, a magazine, etc.
 Repetitive: but in connection to the demands of the topic not of
language practice.

Output

Learners’ productions must be considered under two complementary scopes,

both essential to language learning and progress:

Process productions

Oral and written productions which belong to the specific tasks or

activities. The role of the teacher here is vital, through interaction,
appropriate scaffolding and process analysis students are guided and
fostered towards the development of communicative ability.
Strategies and tools are provided in the description of the activities mainly
orientated to:

 How to promote use of English in classroom interactions.

 How to provide adequate scaffolding for classroom interactions.
 How to handle occurrence of mother-tongue or school language in
classroom interactions.
 How to deal with mistakes.
 How to integrate spontaneous use of English.

Targeted productions

All final products and some activities’ tasks require production of a

particular “text”, spoken or written. These are designed and structured and
students have to use the language in a more controlled way.

Eusko Jaurlaritza. Hezkuntza Saila. Bigarren Hezkuntzako Ingelesa Edukinen Bidez Proiektua 12
2003-04 ikasturtea
BHINEBI General Introduction

Targeted productions must account for objectives achievement thus

providing grounds for evaluation and assessment.

The Language Agenda

Based on the syllabi of English for the 4 levels of ESO/DBH. Teachers can
consider it as a “checklist” for specific language items.
Alongside the mainstream learning process, intensive practice of particular
grammar items can be incorporated. This can be done by introducing
specific lessons for explaining, reflecting on, practising, etc., some
particular aspects. Other possibility is to offer students exercise sheets
or to have a grammar workbook. CD Rom supported grammars, or grammar
practice materials, are ideal.
A grammar agenda connected with this Content-based learning sequence
will be provided for the different units in each ESO/DBH level.
Intensive grammar practice must be considered as A HELP FOR
LEARNING, NOT A TARGET FOR ASSESSMENT.

Eusko Jaurlaritza. Hezkuntza Saila. Bigarren Hezkuntzako Ingelesa Edukinen Bidez Proiektua 13
2003-04 ikasturtea
 BHINEBI General Introduction

Treatment of Language

It appears that these are the main conditions for effective language
learning :
1. The exposure to a lot of comprehensible language input (Krashen).
2. The processing of that input
3. Comprehensible language output (Swain)
4. Post-task reflection and evaluation
If these are lacking, students only use the language they know and they go
round in circles; this happens when a task does nor create new language
needs or does not provide the students with the necessary tools to deal
with them.
So this could be the way we propose to work with language in BHINEBI

LANGUAGE ACQUISITION
feedback

INPUT PROCESSING OUTPUT

Input, both oral and written,
should be provided thoughout
the unit and it will have to be
relevant to the subject and
language needs of the unit.
Possible sources of input:
Encyclopedias
Newspapers
Magazines
Literature
Tapes and videos
Media:TV, Internet.
Teacher/peers interaction
Processing refers to both
language and content.
This processing involves working
in skills:
Language skills: reading, writing,
listening, speaking and reflection
on grammar points.
General cognitive skills: relating
concepts, recognising codes,
transferring information…
feedback
Oral and written output should
take place all throughout the unit
and is the result of:
Making hypothesis and errors
about the use of language.
A more systematic work on
language
The level of accuracy of the
output will be demanded by the
task itself and by the teacher.

POST-TASK REFLECTION AND EVALUATION

“The implication of this approach is that language is fundamental to learning in school in
general. It is specially important in the form of language skills (listening, speaking, reading
and writing) but also learning skills, cognitive processes and concepts both related to
subjects and to language learning. This should not be the exclusive domain of language
specialists.” (John Clegg)

Eusko Jaurlaritza. Hezkuntza Saila. Bigarren Hezkuntzako Ingelesa Edukinen Bidez Proiektua 14
2003-04 ikasturtea
BHINEBI General Introduction

The Methodological implications

 The learning by using principle: 100% exposure in the English class

 Students active part in the learning process: hands on activities
implying research work and authentic sources/materials.
 Teacher’s role as a guide, individual or group work monitor, … the
“coach” type figure rather than the source of all information.

Recurrent Methodological Strategies

Some recurrent strategies and tools that have been experienced in the
Primary levels have proved very useful not just as mere aids for class-
management aspects, but as basic strategies to develop learners as users
of the language.

The weekly Class Coordinator

It is a development of the HELPER figure in Primary.

By giving each student the responsibility of performing certain tasks and
help carrying out specific routines we are aiming at creating systematic
situations where the individual student will have the opportunity to take
part in a natural classroom interaction.
This is a very productive strategy for balancing teacher-talking
time/student-talking-time.
Examples of the class coordinator’s tasks could be: writing date and lesson
agenda, making announcements if necessary, pooling news from class, etc.

Notebook of English

Based on the diary system developed in Primary.

Agenda, date, class work & notes, comments, homework and individual
assignments + personal dictionary
A4 size notebook
The diary/log-book type of notebook serves some very important purposes:

For the student it is not only a tool to keep record of the learning process
and his/her productions, but a way to develop awareness of the process in

Eusko Jaurlaritza. Hezkuntza Saila. Bigarren Hezkuntzako Ingelesa Edukinen Bidez Proiektua 15
2003-04 ikasturtea
BHINEBI General Introduction

general and of his/her particular progress, learning needs and

achievements.
As a learning tool, it covers in a systematic way, a lot of writing skills
aspects and tasks: note taking, record keeping.
It is also a useful tool for retrieving previous work, production, etc. and
provides an excellent basis for self-evaluation.
For the teacher it provides both possibilities for activity organising
strategies as well as a genuine source of information for process evaluating
and assessing.

Self-Access Stations

Corners in Primary have become a very useful routine both for class
management aspects: activity & materials organization; balancing pace
within different activities or parts of the learning process, and, very
especially, dealing with mixed ability aspects.
For learners, they are valuable tool and strategy to carry out learning
activities by taking their own autonomous decisions.
We propose several possibilities to be developed along with the materials:

 The Literary Station:

-Library: reading, listening
-Writing workshop

 The Numeracy Station:

-All sort of activities related to maths. Using content which is
firmly settled and has been transferred to everyday life and
needs specific practice to verbalize in English.
-Work sheets with games math problems, logic games, etc…

 Pending tasks:
-To allow for individual pace and progress

 Computer

Eusko Jaurlaritza. Hezkuntza Saila. Bigarren Hezkuntzako Ingelesa Edukinen Bidez Proiektua 16
2003-04 ikasturtea
BHINEBI General Introduction

Structure of the Sequence

The learning sequence we propose consists of three units per school year.
Each sequence will be organised around a subject and will encompass a
series of cognitive, communicative and enabling tasks leading the learners
towards the completion of a wide task that will illustrate the new learning
that has taken place during the unit.
The sequence provides:
1. - Clear instructions per activity for the teacher to set the different
tasks.
2. - Appropriate materials:
 Relevant to the topic
 Interesting and motivating
 Good language models
 Suitable for their level of ability and cognitive age
3. - Several outcome proposals taking into account the different skills
involved in the process.
4. - Mixed ability proposals: Allowing for different solutions depending on
the skills and strategies used by the learners.

Structure of the unit

Each unit has a sequence of 9 extended activities leading towards the

completion of a final product in groups and another individual one.
Each activity is presented through a description framework with the
following information:
 Description of the activity: Brief summary of the activity.
 General aim: learning goal related to the task proposed in the activity.
 Procedure: Sequence of steps and tasks required to carry out the
activity.
 Materials. List of materials necessary and complementary to the
completion of the activity and it is organised in a table:

Handouts Classroom reference/school library On- line

Books Multimedia

Eusko Jaurlaritza. Hezkuntza Saila. Bigarren Hezkuntzako Ingelesa Edukinen Bidez Proiektua 17
2003-04 ikasturtea
BHINEBI General Introduction

 Language skills focused: All activities try to integrate the different

skills, but tasks are designed so that each skill can be targeted
specifically at different points in the unit.
 Timing: Approximate indications of the time required per activity.

Appendices are introduced every time a particular activity or proposal

requires additional information. For example in unit 1 we have proposed 4
appendices:

Outline of a unit

General aspects of
the unit:
Objectives
SUBJECT
Content
Map of the unit
Appendices Engagement on the topic and finding
Reading proposal out previous knowledge
Methodological
proposal
Exposure to new learning and setting
learning goals.

Research activities to get and

process information.

Final Product: Individual Production:

Integrating new learning Assessment
and reusing it.

Eusko Jaurlaritza. Hezkuntza Saila. Bigarren Hezkuntzako Ingelesa Edukinen Bidez Proiektua 18
2003-04 ikasturtea
BHINEBI
ANNEX I: The DCB general Foreign Language Objectives for DBH/ESO
DBHko Helburu Orokorrak
1. Pertsonen arteko harremanetako eta
komunikabideetako komunikazioko egoera arruntei
buruz atzerriko hizkuntzan zuzenean adierazitako
ahozko mezuen eta mezu idatzien informazio
orokorra eta datu garrantzitsuenak ulertze
2. Ahozko egoeretan atzerriko hizkuntza modu
egokian erabiltzea, hizkuntz baliabideak nahiz
hizkuntzakoak ez direnak erabiliz ikasleen hurbileko
egoeretan komunikazio egokia lortzeko
3. Ikasleen gaitasun eta interesetara egokitutako
dokumentu idatzi errazak ondo ulertuz irakurtzea,
ezagutzeko eta identifikatzeko estrategiak
kontzienteki erabiliz gurearen desberdinak diren
beste bizimodu batzuei buruzko informazioa lortzeko
eta bizimodu horiek ezagutzeko.
4. Eguneroko bizitzarako baliagarriak izango diren
eta ikasleen behar eta interesekin lotutako testu idatzi
errazak sortzea.
5. Atzerriko hizkuntzak ikaskuntza errazteko
elementu gisa duen funtzionamenduari buruz
hausnarketa egitea, norberaren produkzioak
hobetzeko baliabide gisa.
6. Atzerriko hizkuntzak ezagutzeak beste kultura
batzuetako pertsonekin komunikatzeko eta esparru
desberdinetako nazioarteko harremanetan parte
hartzeko duen garrantzia baloratzea.
7. Ikasitako hizkuntzaren inguru soziokulturalaren
oinarrizko alderdi bereziak ezagutzea beste kultura
batzuk hobeto ulertzeko, errealitatea eta pertsonen
arteko harremanak antolatzeko modu desberdinak
baitira.
8. Atzerriko hizkuntzaren ikaskuntzan aurretik
ikasitako beste hizkuntza batzuetako aurretiazko
esperientzia aplikatzea eta ikaskuntza-prozesuari
buruzko hausnarketa egitea, ikaskuntza
autonomorako estrategiak garatuz.
9. Atzerriko hizkuntzek transmititzen dituzten
kulturen aurrean jarrera irekia eta kritikoa izatea,
gure errealitateari buruz hausnarketa egiteko eta
munduaren eta pertsonen arteko harremanen
ikuspegi hobea izateko, kulturaren konbentzioen eta
arauen balio erlatiboa ulertuz eta elkartasunezko
balioak garatuz.
10. Atzerriko hizkuntzen ikaskuntzari beste
hizkuntzetan aurretik lortu den esperientzia
aplikatzea, eta ikaskuntza prozezuei buruzko gogoeta
egitea ikaskuntza autonomoak berz dituen estrategiak
garatuz.
Eusko Jaurlaritza. Hezkuntza Saila. Bigarren Hezkuntzako Ingelesa Edukinen Bidez Proiektua
2003-04 ikasturtea
General Introduction
Objetivos generales de la ESO
1. Comprender la información global y específica de
mensajes orales y escritos en la lengua extranjera
relativos a diversas situaciones habituales de
comunicación emitidos directamente por hablantes o
por medios de comunicación.
2. Producir mensajes orales y escritos en la lengua
extranjera utilizando, recursos lingüísticos y no
lingüísticos, para conseguir una comunicación fluida y
satisfactoria, mostrando una actitud de respeto e
interés por comprender y hacerse comprender.
3. Leer de forma comprensiva y autónoma textos
escritos de un nivel adecuado a las capacidades e
intereses de los alumnos y alumnas, relacionados con
situaciones de comunicación escolares y
extraescolares, obteniendo informaciones globales y
específicas
4. Utilizar la lectura de textos con finalidades diversas
valorando su importancia como fuente de
información, disfrute, ocio y como medio de acceso a
formas de vida distintas de las propias.
5. Reflexionar en el proceso de aprendizaje, sobre el
funcionamiento del sistema lingüístico en la
comunicación como uno de los medios para mejorar
las producciones propias.
6. Valorar la ayuda que supone el conocimiento de
lenguas extranjeras para comunicarse con personas
que pertenecen a culturas distintas a la nuestra y para
participar en las relaciones internacionales y en otros
ámbitos de la actividad humana.
7. Apreciar la riqueza que suponen las diversas
lenguas y culturas como formas distintas de codificar
la experiencia y de organizar las relaciones
interpersonales.
8. Relacionarse con otras personas atendiendo a las
reglas propias del intercambio comunicativo y
adoptando actitudes de cooperación y tolerancia
9. Mantener una actitud receptiva y crítica hacia la
información procedente de la cultura que las lenguas
extranjeras transmiten para reflexionar sobre la
propia realidad y transformarla.
10. Aplicar al aprendizaje de la lengua extranjera la
experiencia previa en otras lenguas y reflexionar
sobre los procesos de aprendizaje desarrollando las
estrategias propias del aprendizaje autónomo.
19