SECRETARÍA DE EDUCACIÓN UNIVERSIDAD AUTÓNOMA DE ZACATECAS UNIDAD ACADÉMICA DE ESTUDIOS DE LAS

DEL ESTADO DE ZACATECAS “FRANCISCO GARCÍA SALINAS” HUMANIDADES

PROGRAMA DE DOCTORADO EN CIENCIAS
HUMANÍSTICAS Y EDUCATIVAS

THESIS PROGRESS REPORT

NEPBE’S APPROACH AND PLANNING

(with the 3 types of content: doing, knowing and being)

 
 PhD (Candidate): JOSÉ LUIS MARTÍNEZ BARRAGÁN

Thesis director: PhD. ELENA ANATOLIEVNA ZHIZHKO

 
ZACATECAS, ZAC., OCTOBER 2013
Thesis Abstract
Title:
English teaching practice and the implementation
of educational policies. A study at “Jose Ma. Rodriguez”
secondary school, Guadalupe, Zacatecas

Synthesis:
It talks about the English teaching practice having NEPBE as the
main frame of reference. So it explores how teachers
implement this particular policy in the classroom. It is a case
of study placed at Jose Ma. Rodriguez secondary school.
What’s approach and what’s
method?
 Approach
 (Anthony, 1963) set of correlative assumptions dealing
with the nature of language and the nature of language
teaching and learning…It states a point of view, a
philosophy.
 (D’amore, 2013) It is the epistemological stand, the
"philosophy" behind teaching
 Method
 (Anthony, 1963) is an overall plan for the orderly
presentation of language material … based upon, the
selected approach
 (D’amore, 2013) It is the way the approach is put into
action in the class.
What is NEPBE’s approach?
 Historical-Cultural, Sociocultural (from it’s English
translation) or Vygotskian approach.
 Post communicative, flexible, less dogmatic, more
eclectic.
 Emphasis on social practice of the language
What are the main principles of the
Approach?
 It is a theory developed by Vygotsky
 It is a variation of the cognitive constructivism (Psych.
Jean Piaget, theory of ages and stages)

 It emphasizes the collaborative nature of learning

 Learning is related to the social context where it
happens
 Cognitive functions (different ways of perceiving and judging the world,
"thinking", "feeling", "sensing" and "intuition“) are originated as product

of social interaction
 Language and culture are the frame of reference to
experiment, communicate and understand reality.
Methodology in FLT as a science
 Approaches (Pulido, 2005) :
 Behavioral

 Behavioral and psychological current. It’s main feature is the

relationship between stimulus-response-reinforcement.
 Interactive

 Based on humanistic psychological current. An important

feature is the change of center from the content towards the
student. The methods emphasize the affective-volitional (will).
 Mentalist

 It is based on the cognitive psychological tendency. The

cognitive approach and the communicative approach are
successful examples of the pedagogical conceptions taken to
the field of teaching LE.
 Socio cultural
What is the method used by the
approach? (Zhizhko, 2011)

 Experiential and discovery learning

 Task based learning
 Project based learning
 Cooperative learning
 Collaborative learning
 Direct or natural, natural comparative, comparative, combined
 Grammatical and translation, textual translation
 Active assimilation, assimilative-practical, assimilative-
comparative, syntactic models
 Communicative, communicative-active, intensive, at a
distance.
How does the approach impact in
language learning?
 It refers to teaching in general, including the
teaching of foreign languages.
 It refers to personal development by the means provided by a
specific subject or course, such as teaching FL.
 The ultimate goal of the socio cultural approach is not to
communicate. Its goal is to promote values, critical attitudes,
judgments, etc., to develop a better person.
 In teaching, the teacher should motivate the student, without
imposing, to reach its maximum potential and become the
best individual.
 The teacher uses different teaching methods. The cultural
historical approach does not presuppose the use of a certain
method.
What are the main
concepts of NEPBE?
 Social practice of language, it’s a guideline of
interaction with texts. It’s oriented towards a communicative objective
connected to the cultural situation
 Specific competencies, it’s a complex articulated configuration of the
social learning environments, to preserve language function in social life,
it has 3 components: doing, knowing and being.
 The contents:
 Doing with the language, puts knowledge of the language (TL) into
practice in real communicative contexts. (use)
 Knowing about the language, reflection on the concepts, properties,
characteristics and linguistic elements of the language with the purpose of
being consciously aware of its use. (grammar)
 Being with the language, sets aspects related to multiculturalism and
diversity of language; besides the attitudes and values implicated in oral
and written interactions between individuals. (human development-values
related)
 Social environment, compensates the absence of English. Creates
opportunities to practice in social life:
 Familiar and community, approach language through familiar

situations to gain confidence

 Academic and educational, strategies to learn and study in

formal and academic situations

 Literary and ludic, approach literary situations by means of

reading, writing and oral interactions

 Expected learning (achievements)
 Product, The vehicle through which the learning process is
activated. It represents a communicative situation that should
integrate the three types of content and it is a way to develop a
specific competence
Why integrating the three types of
comntent: Doing, Knowing and Being
 Teachers tend to focus more on “knowing about the
language” (grammar) than integrating the three of
them.
 Integration has to do with the general purpose of
the approach… “ the development of the
individual”.
 Students are a whole and not just a part. So
developing only form leaves out aspects such as
humanity and socialization (learning through interaction with others
and developing ones social skills).
What is there to be considered on
the lesson plan?
 Approach and method
 Social Practice
 Specific Competency
 Social Learning Environment
 Content: doing, knowing and being
 Stage of Product
 Purpose of Class
 Achievements
 Didactic Strategies of Class
 Class: size, level, characteristics, etc
 Time
 Sequence of Activities
 Materials
 Assessment
Planning sequence
 1. Select the block that is going to be planned.
 2. Identify the social learning environment and the specific competency.
 3. Select the language product that is going to be developed.
 4. Check the achievements.
 5. Identify which contents are pertinent to the language product.
 6. Determine the number of weeks needed to achieve the specific competency through the
development of the product.
 7. Identify the most relevant characteristics and needs of my group.
 8. Identify where my students are at the beginning of this teaching sequence and where I want
them to get to by the end of it.
 9. Divide the steps of the product into stages: opening, development and closing.
 10. Determine moments of assessment.
 11. Decide which contents need to be worked on in each stage and how they are articulated.
 12. Select/design the learning activities for each stage.
 13. Determine assessment instruments.
Present your plan
1st Grade
Unit 1
 Lesson plan format
Week 1 Achievement ACTIVITIES TO DEVELOP CONTENTS Time Product

Day Predict general Doing with the language Acting-out a

1 meaning from Understand the general meaning and main ideas. dialogue
words and • Activate previous knowledge.
expressions Activity: make up a list of words they know in English. Then share it with the 15 min
(Transparent group on the board. Indiv.
words)
knowing with the language
• Similarities and differences between the mother tongue and English language.
Activity: point similar word to Spanish.
• Acoustic features: tone, intonation and pronunciation. 15 min
Activity: say the words for students to listen and identify pronunciation (difference group
between the two languages)

Being with the language

• Foster confidence within interpersonal relationships.
Activity: present a dialogue (full of cognates) to make them aware that transparent
words are similar in writing, pronunciation and meaning in both languages. So they 15 min
already know some vocab. Pairs
Doing with the language
• Recognize the behavior of speakers and listeners that support the
meaning construction.
Activity: find out who are the speakers and what they are trying to communicate, as
well as the context (place, time, relationship, etc)
Bibliografía
 ZHIZHKO, Elena, “Enseñanza de lenguas extranjeras. Enfoque vygotskiano”, Mexico, UAZ,
2011, 116 p.
 PULIDO, Arturo, “ Las tendencias contemporáneas de la enseñanza de lenguas extranjeras”,
cuba, ISP, 2005, 7 p.
 D’AMORE, Ana María, “Entrevista: enfoque y metodo”, Mexico, UAZ, 2013.
 EDWARD, Anthony, “Approach, Method and Technique”, at
http://www.sala.org.br/index.php/artigos/615-approach-method-and-technique
 SEP, “Programa nacional de inglés en educación básica, segunda lengua: inglés. Programas
de estudio 2011, ciclo 4: 1°, 2° y 3° de Secundaria”, en http://www.pnieb.net/inicio.html .
 SEP, “Programa nacional de inglés en educación básica, segunda lengua: inglés. Fundamentos
curriculares: preescolar, primaria y secundaria”, en http://www.pnieb.net/inicio.html .