Didáctica de la Lengua Inglesa (17111)

Tema 5

LEGISLATION, METHODOLOGY &

EVALUATION FOR THE

PRE-PRIMARY EFL CLASSROOM

Grado en Educación Infantil

Facultad de Educación

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Didáctica de la Lengua Inglesa (17111)
Tema 5. Legislation, Methodology and Evaluation for the Pre-Primary EFL Classroom

Index

UNIT 5. Legislation, Methodology and Evaluation for the Pre-Primary EFL Classroom

5.1 Legislation for the Pre-Primary EFL Classroom ………………………………………3

5.1.1 Plurilingual legislation in Pre-Primary Education………………………......….8

5.2 Methodology for the Pre-Primary EFL Classroom ……………………………………12

5.2.1 Total Physical Response (TPR)………………………………………………...13

5.2.2 Content and Language Integrated Learning (CLIL)…………………………..15

5.3 Evaluation in the Pre-Primary EFL Classroom…………………………………………15

Bibliography…………………………………………………………………………………………19

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Tema 5. Legislation, Methodology and Evaluation for the Pre-Primary EFL Classroom

5.1 Legislation for the Pre-Primary Classroom

There is recent legislation in the Valencian Community concerning Pre-Primary Education;

however it is necessary to go back to the Royal Decree of 2008 (DECRETO 38/2008, de 28
de marzo, del Consell) to find the complete curriculum across all areas for students from 4-6
years of age. In the following table, a summary of the most relevant articles (for our
purposes) will be presented.
Table 1. Articles 2 & 3 of the Royal Decree 38/2008
a) Pre-Primary education refers to the stage of education of children from birth to
GENERAL PRINCIPLES

the age of six.

ARTICLE 2.

b) & c) Pre-Primary education is of a voluntary nature (from ages 3-6 it is

free).and its purpose is to contribute to children’s physical, affective, social and
intellectual development.
d) Pre-Primary schools will cooperate closely with parents or guardians to respect
the fundamental responsibility of the children during this stage with them.
a) Get to know their own body and that of others, to understand its capabilities
and to learn to respect differences.
Pre-Primary education will contribute to developing the

b) Observe and explore the family, nature and social environments.

c) Gradually acquire autonomy in their daily activities.
capacities which enable children to:

d) Develop their affective capacities.

ARTICLE 3. OBJECTIVES

e) Relate to others and gradually acquire basic social skills including peaceful
resolution of conflicts.
f) Develop communication skills in different languages and ways of expression.
g) Begin developing logical and mathematical skills, reading and writing skills,
movement, gesture and rhythm.
h) Know of the existence of two languages in the Valencian Community (Spanish
and Valencian), respect both and increase the use of Valencian.
i) Discover the existence of other languages used in the European Union and
begin to learn one of them.
j) Become aware of and appreciate other cultures showing respect.
k) Value art and artistic expression.
l) Discover Information and Communication Technologies (ICTs)

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Tema 5. Legislation, Methodology and Evaluation for the Pre-Primary EFL Classroom

The next Article outlines the three areas that English teachers must work on. There are
specific objectives and contents of the EFL area that are developed in the classroom,
however, as all of the areas are connected, EFL contributes to the other areas as well.

Table 2. Article 4
a) The educational content of Pre-Primary education will be organised into areas
corresponding to the areas of experience and child development and will be
ARTICLE 4. PLANNING AND PEDAGOGIC

carried out through global activities which are meaningful and interesting for the
children.
b) Teaching methods in both cycles will be based on experiences, activities and
play and will be carried out in an environment of affection and trust which will
PRINCIPLES

promote self-esteem and social integration.

c) The Pre-Primary Education Curriculum includes three different areas:
- Knowledge of themselves and personal autonomy
- The Physical, Natural, Social and Cultural Environment
- Languages: Communication and Representation
All three areas are interconnected; this is, although each area has its specific
objectives, contents and assessment criteria, all of them are interrelated and
must be worked together.

ARTICLE 5. PRE-PRIMARY EDUCATION CURRICULUM (4-6 YRS).

The general objectives of the second cycle of Pre-Primary education related to English
language are as follows:

f) Developing communicative abilities in different languages and ways of expression.

i) Discovering the existence of other languages in the frame of the European Union, and
initiating the knowledge of one of them.

j) Knowing and appreciating the cultural manifestations in its environment, showing interest
and respect towards them, as well as discovering and respecting other cultures.

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Tema 5. Legislation, Methodology and Evaluation for the Pre-Primary EFL Classroom

The objectives of each of the three areas of Pre-Primary education related to the English
language are the following:

Table 3. Knowledge of themselves and personal autonomy

Knowledge of themselves and personal autonomy
1. Knowing their own body and its possibilities of action, acquiring in a progressive way a
bigger precision in their gestures and movements.
2. Discovering and using their own motor, sensitive and expressive possibilities, adopting
suitable positions and attitudes to the diverse activities that they develop in their daily life.
3. Acquiring in a progressive way confidence and a right and positive image of themselves
and identifying their characteristics and personal qualities.
4. Respecting the characteristics and qualities of other people, accepting and valuating the
variety of sexes, ethnics, believes or any differentiating characteristic.
5. Acquiring coordination and dynamic control in games, in the execution of daily life tasks
and in the activities that need to use objects with precision, in accordance with their
development.
6. Knowing, showing and explaining their own feelings, emotions and hardships, and
respecting the others.
7. Acquiring a progressive autonomy in their usual activities.
8. Acquiring habits related to well-being, personal security, hygiene and health as well as
order, constancy and organisation related to the diverse tasks.

Table 4: The Physical, Natural, Social and Cultural Environment

The Physical, Natural, Social and Cultural Environment
1. Exploring and observing their familiar, social and natural environment for planning and
organisation of their action in function of the received or perceived information.
2. Valuing the importance of physical, natural, social and cultural environment through the
manifestations of respectful attitudes and the intervention in their care bearing in mind their
possibilities.
3. Knowing and appreciating celebrations, traditions and other cultural manifestations of the
environment they belong to showing respectful attitudes, interest and participation.
4. Discovering the physical, natural, social and cultural elements that enlarge the knowledge
of the world they belong to, through information and communication technologies.

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Tema 5. Legislation, Methodology and Evaluation for the Pre-Primary EFL Classroom

5. Knowing, representing and appointing from the observation, description, manipulation and
game, the objects of daily life with flat geometric shapes: circle, square, rectangle and
triangle; and volume geometric shapes: sphere and cube.
6. Initiating basic numerical skills, the notion of quantity and notion of order of objects.

Table 5. Languages. Communication and Representation

Languages. Communication and Representation
1. Discovering through different languages their own body and their possibilities of
expression and communication.
2. Knowing the different languages and using techniques in order to develop their
imagination and creativity.

The contents of the three areas where English can be used in the Pre-Primary classroom are
shown below:

1. Body and their own image.

2. Game and movement.
Knowledge of themselves and personal autonomy 3. Activity and daily life.
4. Personal care and health.

1. Physical environment: elements, relations and

The Physical, Natural, Social and measurements
Cultural Environment: 2. Approach to nature
3. Culture and life in society.

The area of Languages: Communication and Representation has two main content areas:

1. Languages and speakers, and 2. Verbal language.

The contents that make up this block related with Foreign Language are listed below:

2.1. Listen, talk and converse

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Tema 5. Legislation, Methodology and Evaluation for the Pre-Primary EFL Classroom

l) The progressive discovery of new lexicon and new and genuine grammatical structures,
intonation and pronunciation.

m) The comprehension of global ideas in oral texts in daily classroom situations and when
people are talking about known and predictable topics.

n) The progressive knowledge of the function of oral language with curiosity and interest in
their differentiable aspects regard to co-official languages.

o) Interest in participating in oral interactions in routines and habitual communicative

situations.

2.2. Approximation to written language

s) Discovery and identification of different textual barriers in foreign language.

2.3. Approximation to literature

l) Hear and comprehension of global sense of tales, both traditional and contemporaries, with
visual and facial support, as fountain of pleasure and learning.

m) Hear, memorise and recite, as individual and in group, of some texts of poetic, cultural or
author traditional nature, worked first with non-verbal linguistics resources, to enjoy the
feelings that rhythm, rhyme and the beauty of words produce.

3. Language as learning instrument:

k) Utilization of information and communication technologies to increase the vocabulary and

the expressions and to enjoy the games of languages.

4. Audiovisual language and information and communication technologies (ICT).

5. Artistic language

6. Musical language

7. Corporal language

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Didáctica de la Lengua Inglesa (17111)
Tema 5. Legislation, Methodology and Evaluation for the Pre-Primary EFL Classroom

5.1 1 Plurilingual Legislation in Pre-Primary Education

The debate on language learning at an early age is increasingly inclined towards the
acceptance of the benefits it brings to the student in many areas, not necessarily just
linguistics. Álvarez Díez (2010) points out that "when more than one language is known, it is
easier to learn a new language." That's why language is used as a transfer of language skills
to another learning experience (p. 254). In research by Cenoz and Jessner (2000a and
2000b), learning English as a third language presents its own characteristics. One of the
most important is the positive attitude of the students towards learning this language.
Research shows that this positive attitude is maintained in time and can encourage the
student's motivation. According to Corpas (2013), another benefit is the good academic
results collected in his study of students who continue studying English in later years
however, English is only one of three languages that is used in the Pre-Primary curriculum.
For this reason, in studies such as those of Cocoll (2012 and 2013), the need to develop a
multilingual competence is discussed. Therefore, it is important to comment on the
implications of multilingualism and plurilingualism.

In the Introduction, Part I of Decree the 9/2017, emphasis is placed on the definition of the
concept multilingual: "Multilingualism refers to the personal, social or school circumstance in
which three or more languages are acquired and used in an integrated manner, establishing
a "Observable Determined Interaction" (p. 4874). The benefits are detailed in Part II,
indicating that "personal multilingualism extends the formative horizon of the citizens,
multiplies personal and collective relationships and offers possibilities of individual and
professional growth" (p. 4876). There are authors, such as Della Chiesa (2012:40), who point
out that in fact, many people are among idealized representations, and that they move within
a continuum between languages and cultures according to their evolution in life.

In Pre-Primary education, plurilingualism has already been a reality for the last ten years
following the Decree 38/2008, where English is identified as one of the vehicular languages
that can be used in the classroom. In the first provision, point two, it is stipulated that "the
multilingual education programme in the second cycle of child education will involve the
introduction of the English language from the level of 4 years, through an integrated
methodological and didactic treatment…singular of this program." (p. 765052). English,
therefore, was incorporated into 30-minute sessions for a total of one hour or an hour and a
half each week.

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Tema 5. Legislation, Methodology and Evaluation for the Pre-Primary EFL Classroom

A year later, another step forward was given with the order of May 19, 2009, in which a
multilingual experimental program was established in the Valencian Community in six
centres designated by the Conselleria. Article 1 notes that this order is "the regulation of a
model of educational intervention that enables the simultaneous mastery of Valencian,
Spanish and English by the students participating in this experimental program, with the
ultimate aim of improving their communicative competence, to promote the cohesion of the
teaching-learning of the languages "(p. 23872). In this program there were two possibilities.
In the first, 80% of the school hours were in English, 10% in Valencian and 10% in Castilian.
In the second, the curriculum was taught using the three languages with a distribution of 33%
in each language.

The publication of Decree 9/2017, of 27 of January, by the Consell by which establishes the
Valencian Educational linguistic model has brought new changes in the use of English. There
is a new distribution of the three languages (Spanish, Valencian and English) at the Pre-
Primary education level as vehicular languages. Depending on the level chosen by the
school, English is incorporated as one of three languages. The use of methodology by
projects, or any other globalized approach as indicated by the decree, must follow the
proportion of languages per level. Article 10 describes the six levels of the Dynamic
Multilingual Education Program (PEPD) detailed in the following table for Pre-Primary
education.
Table 6. Levels of the PEPD
English will be incorporated a minimum of 2 hours and a maximum of 4
Basic level 1 hours of the curriculum, b) the rest of the globalized contents will be taught
in Valencian - 4 hours. The rest of the time will be in Spanish.
English will be incorporated a minimum of 2 hours and a maximum of 4
Basic level 2 hours of the curriculum, b) the rest of the globalized contents will be taught
in Valencian: 4 hours in 3 years, and 6 hours in 4 and 5 years. The rest of
the time will be in Spanish.
English will be incorporated a minimum of 2 hours and a maximum of 4
Intermediate hours of the curriculum b) the rest of the globalized contents of the second
level 1 cycle, will be taught in Valencian 8 hours. The rest of the time in Spanish.
English will be incorporated a minimum of 2 hours and a maximum of 4
Intermediate hours of the curriculum, b) the rest of the globalized contents will be taught

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Didáctica de la Lengua Inglesa (17111)
Tema 5. Legislation, Methodology and Evaluation for the Pre-Primary EFL Classroom

level 2 in Valencian: 9 hours in 3 years and, between 8 hours and 9 hours in 4 and
5 years. The rest of the time in Spanish.
English will be incorporated a minimum of 2 hours and a maximum of 4
hours of the curriculum, b) of the rest of the globalized contents will be
Advanced taught in Spanish: 4 hours at all levels, and in Valencian, the rest of hours.
levels 1 & 2 (c) The centres with students mostly non-Valencian speakers may defer the
incorporation of Spanish as an area until the first grade of primary education
and apply the integrated treatment of language and contents (CLIL), in
accordance with the methodology of second languages.

This decree is on “hold” at the moment, however, many schools are applying this decree in
the academic year 2017-18 in 3 year old Pre-Primary classrooms. So, what exactly does that
mean for us as English language teachers? In Tema 1, classroom language that is often
used in routines and the classroom was presented. This language is part of the six areas that
are very important in the development of English as a foreign language at the Pre-Primary
stage. Here is a complete list of these areas: a) personal functions, b) interpersonal
functions, c) strategic-referential functions, d) reference functions, e) poetic-imaginative
functions, f) metalinguistic functions and classroom language. The tables below (adapted
from Granell, 2006) list these areas with a practical example of what type of language
students should be able to use and/or (at least) understand in English.

Table 7. Examples of what students should be able to use and/or understand.

Personal functions (16 functions)
Ask and say their name I’m Pau. / What’s your name?
Ask and say their birth date. December 3rd. / When is your birthday?
Ask and say their age. I’m five. / How old are you?
Express /ask about the sensations they I can’t see. / It’s cold here. / My arm hurts / Does
feel / physical state. your arm hurt?
Express esteem She’s my best friend.
Express happiness I’m happy! / Are you happy?
Express boredom Are you bored?
Express an apology Sorry! / Say you are sorry.
Express refusal No! I don’t like it. / Don’t you like…..?

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Tema 5. Legislation, Methodology and Evaluation for the Pre-Primary EFL Classroom

Express anger I’m mad! / Why are you angry?

Express indifference
Express surprise
Express an opinion / personal taste
Express approval / disapproval
Express fear
Express adequacy/correctness
It’s ok. / Do you mind?
Wow! / Are you surprised?
It’s my favourite! I want / like……./ Do you
like….?
That’s bad. / That’s good
I’m afraid. / Are you scared?
The box is too big.

Table 8. Examples of what students should be able to use and/or understand.

Interpersonal functions (9 functions)
Ask / say face-to-face Yes? / What do you want?
Sorry…. / Excuse me….
Ask for someone Is this Peter?
Speak on the phone Hello? / Who is this?
Greetings Good morning / Hello / Merry Christmas / Bye-
bye / See you tomorrow.
Congratulate Happy birthday!
Say thanks Thank you.
Invite Do you want a candy?
Ask for and give excuses I didn’t understand.
Requests Wait for me.

Table 9. Examples of what students should be able to use and/or understand.

Strategic-referential functions (5 functions)
Give or ask for instructions or advice Where does this go?/ Where are the books?
Drink your water now, please. / Colour the
animal in red, please.
Ask for permission Can I go to the bathroom?
Give orders Close the window, please.
Warn Be careful!
Prohibit Don’t jump / shout, please.

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Didáctica de la Lengua Inglesa (17111)
Tema 5. Legislation, Methodology and Evaluation for the Pre-Primary EFL Classroom

Table 10. Examples of what students should be able to use and/or understand.
Reference functions (6 functions)
Ask and say the time / time of day What time is it? / It’s morning.
Ask and say the date / season Is today Monday? / It’s Summer!
Ask about place/position/whereabouts… Where is my chair? Where is the teacher?
Ask about / say the weather Is it sunny? It’s raining.
Narrate simple events I saw a movie.
Simple descriptions of people / things The red table……/ the big boy……

Table 11. Examples of what students should be able to use and/or understand.
Poetic-imaginative functions (2 functions)
Expressions that rhyme Yummy yummy for my tummy!
Poetic expressions I can sing a rainbow…..

Table 12. Examples of what students should be able to use and/or understand.
Metalinguistic functions and classroom language
Resolution of communication problems What? /Why? / I don’t understand
Some more examples of classroom I want to play / colour/ sit / drink ….
language Turn around / Sit down / Clap your hands….
Pay attention / 1, 2, 3 Look at me….

5.2 Methodology for the Pre-Primary EFL classroom

According to the resolution of 3 of February 2017 of the Directorate General of Education

Policy, instructions for the application of the Program of Dynamic Multilingual Education and
the development of the Linguistic Project of Center (PLC) for the year 2017-2018, there are
some approaches that need to be taken into account regarding methodology: a global
approach to the teaching and vehicular use of all languages requires multilingual approaches
in line with the proposal of the Council of Europe through the common European framework
of reference for languages, especially integrated multilingual approaches: the integrated
treatment of languages (TIL) and the integrated treatment of languages and the contents of
non-linguistic areas (CLIL). The common communicative approach for all languages implies

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Didáctica de la Lengua Inglesa (17111)
Tema 5. Legislation, Methodology and Evaluation for the Pre-Primary EFL Classroom

the attention to the whole of communicative complexity and a differentiated methodological

treatment that contemplates the specific characteristics of each language (p. 5128).

5.2.1 Total Physical Response

Originally developed by James Asher, an American professor of psychology, in the 1960s,

Total Physical Response (TPR) is based on the theory that the memory is enhanced through
association with physical movement. It is also closely associated with theories of mother
tongue language acquisition in very young children, where they respond physically to
parental commands, such as "Pick it up" and "Put it down". TPR as an approach to teaching
a second language is based, first and foremost, on listening and this is linked to physical
actions which are designed to reinforce comprehension of particular basic items.

A typical TPR activity might contain instructions such as "Walk to the door", "Open the door",
"Sit down" and "Give Maria your dictionary". The students are required to carry out the
instructions by physically performing the activities. Given a supportive classroom
environment, there is little doubt that such activities can be both motivating and fun, and it is
also likely that with even a fairly limited amount of repetition basic instructions such as these
could be assimilated by the learners, even if they were unable to reproduce them accurately
themselves

5.2.2 CLIL - Defining Features

According to Ioannou-Georgiou and Pavlou (2011) in Guidelines for CLIL Implementation in

Primary and Pre-primary Education, one of the essential features of CLIL involves the
principle of being based on an integrated approach where language learning is included in
content classes such as: arts and crafts, music, physical education etc. So, while the target
language is used to facilitate content understanding, students are also developing their use
of the foreign language. At the same time, within this CLIL dual-focussed perspective,
content from subjects may be also explored in language lessons focusing, for instance, on
vocabulary, subject specific discourse, etc. In this way, students understanding of content
areas are enhanced as they experience lessons focussed on language development. In a
global CLIL model ‘both language and content are conceptualised on a continuum without an
implied preference for either’ (Coyle 2007: 543). The CLIL model in practice will also depend
on factors such as children’s age, level, schedule, context of instruction, teachers’ training
and expertise on CLIL, language command, etc.

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Didáctica de la Lengua Inglesa (17111)
Tema 5. Legislation, Methodology and Evaluation for the Pre-Primary EFL Classroom

A second defining feature is the recognition that CLIL has its origin in European contexts
where socio-linguistic and political settings are widely heterogeneous. In fact, CLIL relates to
any language, age and educational level from pre-primary, primary, secondary, higher to
vocational and professional learning. In this sense, CLIL responds to the EU lifelong learning
programme proposal for all citizens where multilingualism and multiculturalism is thought to
promote integration, understanding and mobility among Europeans.

The third distinguishing characteristic of CLIL is that it is an approach which promotes the
development of learning skills: social, cultural, cognitive, linguistic, academic, etc. The
acquisition of these learning skills facilitates achievements in content and language as well
(cf. Mehisto et al. 2008: 11-12).

CLIL is a broad and flexible approach to content and language learning which responds to a
very wide range of situational, contextual and educational needs and demands. The following
five interrelated principles or dimensions reflect these core elements (cf. Marsh 2002).

1. CONTENT entails the progression in knowledge, skills and understanding related to

specific elements of a defined curriculum. It provides opportunities to study content through
different perspectives, which can lead to achieving a deeper understanding of the subject.
Using the target language through CLIL may help learners to understand the subject and its
core terminology.

2. LANGUAGE. The focus is on using language to learn while learning to use language. A
key factor in CLIL is an emphasis on communication and interaction, which improves overall
target language competence and develops oral communication skills. In fact, this is one of
the most common reasons, both historically and more recently, for the introduction and
growing recognition of the benefits of CLIL. Target language competence may be improved
to a very high level of fluency through high exposure to CLIL as well as other forms of
language learning. This means that methods have to be used which lead to a high degree of
interaction within the class. CLIL can also promote in-depth awareness of both mother
tongue and target language. This focus is often linked to showing inter-relationships which
may exist between the first and additional language. Yet, it is worth bearing in mind that high
exposure to L2 for very young learners should be highly sensitive to development of the first
language. CLIL, hence, can help develop positive plurilingual interests and attitudes towards
languages distinct from the mother tongue.

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Tema 5. Legislation, Methodology and Evaluation for the Pre-Primary EFL Classroom

3. LEARNING entails development of thinking skills which link the formation of abstract and
concrete concepts, language and understanding. CLIL implementation can offer application
and delivery of diverse learning methods that can lead to new opportunities for implementing
individual teaching and learning styles and strategies. In fact, CLIL provides alternative ways
of approaching language learning, that can reduce student exclusion and may serve
mainstream learners well. Even though CLIL favours diversity of methods and forms of
classroom practice, a common feature of many CLIL methodologies is the synergy which
results from the juxtaposition of the communication orientation of language learning, the
interest in content, and the interaction which takes place within the classroom..

4. CULTURE. The exposure to alternative perspectives and views helps build intercultural
knowledge, awareness and understanding. This helps introduce children to a wider cultural
context thus enhancing their participation in a European society.

5. TRANSNATIONAL ENVIRONMENT.

CLIL prepares children for internationalization and for European integration since it facilitates
access to global communication and international certification. This environment may also
enhance the profile of the school implementing CLIL where the learner’s long-term interests
may receive added attention than in more traditional educational systems or settings. The
above principles help define CLIL and its essential characteristics and should be present in
any CLIL programme.

5.3 Evaluation in the Pre-Primary EFL Classroom

In Article 6 of the Decree 38/2008, the general guidelines for evaluation are listed:

6.1. The evaluation will be global, continuous and formative. The direct and systematic
observation will constitute the principal technique of the evaluation process.

6.2. Teachers will evaluate the teaching and learning process, their own educative practice
and the development of the capacities of each child.

6.3. Teachers will exercise tutorial action and they will inform the families about the
educational development of the pupils.

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Didáctica de la Lengua Inglesa (17111)
Tema 5. Legislation, Methodology and Evaluation for the Pre-Primary EFL Classroom

The assessment criteria of each of the 3 areas of Pre-Primary education related to the
English language are the following:

Knowledge of themselves and personal autonomy

1. Using the body as instrument of relation with the word and as a vehicle for discover the
learning objects through the perception and sensation.
2. Applying some basic attitudes for the coexistence in the human interrelations that have
repercussions on an adjustment of the own corporal image.
3. Looking after the body and applying the corporal hygiene, promoting habits and attitudes
that help supporting a suitable mental and physical health.
4. Giving sample of personal knowledge in the construction of identity and in the belonging
to a social group, showing feelings and rules of social relation.

The Physical, Natural, Social and Cultural Environment

1. Acting on objects, discriminating them, grouping them, classifying them and ordering
them between similarities and differences, quantifying and ordering collections, making
numeric reasoning in daily tasks and in the resolutions of simple problems.
2. Using the knowledge of physical, natural, social and cultural environment as the frame in
which the learning objects they interacted with are situated, and applying respectful attitudes
and care towards the nature, society and culture.
3. Knowing human groups that form the society where they take part, applying social rules
of respect and affection in the relations with themselves.

Languages: Communication and Representation

7. Initiating in the oral use of a foreign language in order to communicate in activities in the
classroom, and to show interest and satisfaction when taking part in these communicative
exchanges.

In many cases, rubrics are used for direct observation in the classroom. A rubric consists of
four elements: a) the aspects of the learning process to be evaluated; b) a definition or
clarification of the aspect to be assessed; c) a scale of values to grade each dimension; d)
descriptors for each level of execution or performance.

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Here is an example:

Criteria for evaluation Not adequate Adequate Very adequate Excellent

6. To relate the meaning of words in foreign language In playful situations In playful In playful situations In playful situations
with images. of use of the situations of use of use of the of use of the
foreign language, of the foreign foreign language, foreign language,
The criterion to appreciate the ability of students to
the student language, the the student the student easily
relate and use the vocabulary worked associating it
establishes, with student establishes, establishes
with flash-cards and real objects is proposed. It is a
much difficulty, establishes, with without difficulty, connections,
matter of proving the familiarity of the foreign language
connections, some difficulty, connections, through flash-cards
that children are acquiring. Above all, spontaneous
through flash-cards connections, through flash-cards and real life objects
participation and proper pronunciation will be assessed.
and real life objects through flash- and real life objects between the words
To do this, it is recommended to emphasize the
between the words cards and real life between the words heard and the
successes rather than the mistakes. In order to
heard and the objects between heard and the objects
motivate children and to help them memorize the words
objects the words heard objects represented.
more easily it will be convenient to repeat them in
represented. and the objects represented.
different contexts and tones of voice (cheerful, sad,
represented.
angry, astonished ...)

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The European Language Portfolio

There are documents that allow students to begin to register their language learning. One of
these is the European Language Portfolio. The initial aim of the Portfolio at the stage of 3 to
7 years is for students to become aware of the existence of other languages and value the
possibility to learn to communicate in some of these languages. This document is available
at: http://www.ceice.gva.es/documents/162640785/162670731/guia_infantil.pdf/aa37ea9d-
7902-4b38-afb6-a8fba6528101

Bibliography

Álvarez Diez, M. V. (2010). El inglés mejor a edades tempranas. Pedagogía Magna 5. pp.
251-256.

Cenoz, J. & Jessner U. (Eds). (2000a). English in Europe: The Acquisiton of a Third
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