Complementos P2

Second part

EU language goal

For all children to be taught 2 FL in school early on

The council of Europe

An international organization separate from the EU that promotes cooperation in Europe with culture and human rights

The language policy division (of the Council)

In france, development of language education policies focused on disadvantaged and migrant students

European Centre for Modern Languages (Council)

In Austria, create language policies with innovative approaches

Principles of european language education policy

Individual (equality of opportunity for all EU citizens to develop lang) and institutional (promote adequate and coherent teaching policies)

Aims of European Language Education Policy

Plurilingualism (communicative ability in a number of languages), linguistic diversity (all EU languages valuable), mutual understanding (intercultural communication and acceptance of differences), democratic citizenship (participation), and social cohesion (equal opportunity)

Insturments of European language education policy

The White Book of Teaching and Learning (issues), 1999 Year of languages (awareness), Language edu policy profiles (council), Guide for development of language edu policies in Europe (develop profile and proposal), Guide for development and implementation of curricula for plurilingual education (at people in charge of curriculum), European Language portfolio, and CEFR

European language portfolio

Document for language learners to reflect on what learned, record skills, stays, etc. and self-assessment. Biography (history), passport (competencies), and Dossier (materials to document)

Common European Framework of reference for Languages (CEFR)

1993-1996 published in 2001. Promote transparency and coherence between learning and teaching in the EU. Coincided with change from grammar translation method to functional notional and communicative approaches

CEFR parts

Descriptive scheme (common basis and terminology for syllabus, curriculum, guidelines, textbook, etc.) and scales of proficiency (degree of skill in use) using descriptors of specifications (can do statements)

Characteristics of CEFR

Comprehensive (full range of skill), transparent (clearly explicit), coherent (no internal contradictions), multi-purpose, flexible/nondogmatic, open, dynamic (evolving)

CEFR approach

Action-oriented individuals are social agents with tasks to accomplish using cognitive and emotional resources

CEFR criteria

Context free (adults or kids), based on theories of language competence (theoretical but user friendly), objectively-determined skills (based on theories), number of levels adequate to show progress. Intuitive, qualitative, and quantitative methods

CEFR levels

Breakthrough (A1), waystage(A2), threshold (B1), vantage (B2), effective operational proficiency (C1), mastery (C2)

A1 CEFR

Lowest identifiable generative language proficiency level, interact in a simple way, initiate and respond to simple statements of immediate need, below A1 is ask, tell day time, date, basic greetings, yes/no, etc.

A2 CEFR

Descriptors with social functions like greeting people, social exchanges, questions about free time, invitations, plans and meetings, transactions, directions (strong A2 is face to face convos, routine exchanges, basic themes, everyday situations, monologues)

B1 CEFR

Visitor to foreign country who can interact and communicate messages in many contexts and cope flexibly with problems in everyday life. Strong B1 can explain problems and concrete info, do how-to

B2 CEFR

Breaks with progression so far. Effective arguments, opinions, views, reasons, negotiation, speculate, discuss, more than hold your own POV, adjust to changes, initiate discourse, language awareness, self-correct. Strong B2 is cooperative strategies, give feedback, more coherence, negotiate, persuade

C1 CEFR

Good access to a broad range of language, fluent and effortless expression, borad lexicon, smooth flow, discourse functions

C2 CEFR

Not a native speaker or near that but a higher degree of precision. Can use modification devices, idiomatic phrases, connotative meaning, restructure seamlessly

Examinations with CEFR

Specification (coverage of CEFR categories), standardisation (consistent interpretation of CEFR levels), and empirical validation (check that results match levels)

Bilingual education

Usually political, migratory reasons. Started in 3000 BC Akkadians conquered sumerians

Bilingual education aims

Assimilate individual or groups to mainstream society, unify a multilingual society, enable people to communicate, provide marketable langauge skills, preserve ethnic and religious identities, reconcile and mediate between linguistic and political communities, spread colonial languages, strengthen elite groups and privilege, give equal status in law to two nonequal languages, deepen understanding of language and culture

Mainstream education

Monolingulal. Minority student using majority langauge in class. Assimilate, subtractive, monolingual aims

Segregationist education

Monolingual form of language. Minority student minority language (forced), apartheid aim, monlingual

Transitional bilingual education

Minority student, minority to majority language. Assimilate, subtractive, relatively monolinguistic

Mainstream with foreign language teaching

Language majority, majority language with L2 in lessons, limited enrichment, limited bilingualism

Separatist teaching

Language minority with minority language by choice, detached, autonomy aims, limited bilingualism

Immersion teaching

Strong bilingualism with langauge majoritym, bilingual emphasis on L2, pluralism, enrichment, additive, bilingual and biliteracy

Maintenance/Heritage

Language minority, bilingual with L1 emphasis, maintenence pluralism and bilingual and biliteracy

Two/way or dual teaching

Mixed language minority and majority with minority and majority teaching and maintenence pluralism. Bilingual with focus on biliteracy

Mainstream bilingual teaching

Language majority, two majority languages, pluralism, bilingualism

Bilingualism in the US

Mid 19th century english schools with German, dual language edu. 20th century immigration pushed to say only English edu. Mid 20th century civil rights and bilingual schools for Cubans (National education association).

Bilingual education act US

1968 federal funds for minority language students to do transitional bilingual education

1970 USA supreme court

No mainstreaming

1980"‘s USA policies

Favored mainstreaming, submersion and bilingual education was nearly eliminated in CA in 1998

No Child Left Behind 2001

Eliminated the bilingual education act, focused only on learning English

Canada English policies

Montreal immersion program 1965 successful to acquire English and French. Good student attitude, teachers were bilinguals, emphasis on curriculum. But this was a wealthy area, social beneficts and not much economic diversity played a role.

Europe bilingual education

Luxembourg and Malta in the 19th century; maintenenece programs in 1940’s and 50’s in Germany, Hungary, NL, poland, slovakia, slovenia, wales

CLIL history

1994 content and integrated learning promoted by the European Council and European Comission. Action plan from 2004-2006 favored CLIL

4 objectives of CLIL

Socioeconomic use of English (jobs and status), socio-cultural objectives (tolerance and respect), linguistic objectives (improve communication skills), and educational objectives (develop subject-based knowledge and skill

Coyle 1999 4 C’s

Linked and dependent on eachother; content, cognition, communication, and culture

Coyle cognition

Knoweldge acquired through interaction with others. Bloom’s taxonomy and 2001 adaptation. Lower order thinking skills to higher order thinking skills formed with group activities, cooperation, and problem solving and questioning

Coyle communication

Triptych approach language of learning (needs to access skills and concepts), for learning (to take part in class activities), and through learning (to express what they have learned)

Coyle culture

Present in content, cognition, and language and creates connections and understanding and skill.

Basic interpersonal communication skills

Linguistic abilities in everyday convo not specific to expertise

Cognitive Academic Language Proficiency

Competence regarding understanding and use of academic language and how it differs from everyday language.

Linguistic growth and academic growth supported by context

Context embedded to context reduced (irreg verb list) or cognitively undemanding to demanding. Should move from undemanding and embedded to embedded and demanding, to demanding and reduced. Barely using undemanding and reduced

Strengths of CLIL

Positive reprecussions in students in confiedence, competence, awareness of mother tongue, cognitive flexibility, improved risk taking and problem solving, study skills and concentration, higher student/teacher expectations. Works best for average level students

Weaknesses of CLIL

People worry students won’t achieve curricular standards, that weaker students will fail, lack of commitment to using foreign language in class undermines, lack of trained teachers

CLIL programs in Europe

2012 only 4 countries don’t use it (Denmark, Greece, Iceland, Turkey). Others have pilot programs. Most teach content subject in foreign language at primary and secondary levels (social, natural, arts, PE in secondary)

CLIL in Spain

1996 bilingual program of British Council and MECD with center model (implement bilingual education in entire school) and project model (specific bilingual projects presented by schools)

Curriculum

Regulates elements that determine the teaching and learning process at the educational level. Objectives (outcomes), competences (skills to apply), contents (concepts, skills, attitudes), methodology (teaching dynamics), evaluation criteria

Levels of curriculum

Psychology (development), pedagogy (principles), epistemological (intrinsic subjectiva and areas with different POV), sociological (social or political conditions)

Level 1 of curriculum

Final design of curriculum and regulations of autonomous communities. Agents are ministerio de educacion y autonomous communities

Level 2 of curriculum

School masters and heads of departments and teachers, agree on a proyecto curricular del centro (interpret legistlation into daily life of school)

Level 3 of curriculum

Teachers: progromación del aula for daily work, credits. Each credit includes: intro, contents concepts procedures and attitudes, objectives, activities, asses criteria, timing, orientaciones for diversity, refrences and bibiliography, resources, materials

Epistemological and methodological level for FL curriculum European council 4 objectives

Make lifelong learning and mobility a reality, improve quality and efficiency of education and training (all citizens can acquire key compenncies and all levels of edu are made attractive), promote equality and social cohesion and active citizenship (for employability and cultural dialogue), and enhance creativity and innovation and entreprenuership with function of knowledge triangle (education, research, and innovation)

Spanish method of curriculum: constructivist

Concepts are needed to create new knowledge, analyse the input, formulate a hypothesis, and with inherent natural resources

Teachers focus on (curriculum):

Previous knowledge, knowledge students have of own learning process, types of contents to be introduced, materials needed, motivation of students and affective and emotional framework, communicative acts to introduce in class

Order ECD 2015 Annex II

Teachers are facilitators who make problem solving tasks and attend to diversity of students, all methodologies must take into account initial competence, keep motivation high with support, activities like real-life situations, methodologies based on cooperative learning, project-based learning highly recommendable bc natural way to work competencies, teachers should use portfolio, design own materials, work in teams with methodological didactic practices

Competence

Combination of knoweldge, skills, attitudes appropriate to context, needed for personal fulfillment, development, active citizenship, social inclusion, and employement (recommendation of EU Parliment and Council)

Competences in secondary ed

Comm in mother tongue, comm in FL, math science and tech competence, digital competence, learning to learn, social and civic competence, sense of initiative and entreprenuership, cultural awareness and expression

Competences overlap

All are imporant and have themes of critical thinking, creativity, initative, problem solving, risk assessment, decision, management of feelings.

Communication in FL

Shares skills of developing the mother tongue and adds mediation and intercultural undesrtanding and proficiency in the 4 dimensions. Language depends on needs, vocabulary and grammar, and social conventions, communicative to initiate, sustain, conclude convos, and work with texts.

Cultural awareness and expression competence

Includes all arts, music, media and performing and visual arts and awareness of EU cultural heritage, a basic knowledge of pop culture, major cultural works, appreciation and expression of pov and opinions, develop creative skills to translate to professional contexts

Linguistic competences

Lifelong learning objectives to gain multiple literacies and socialization depends on this: good or bad management of discourses (includes school library use)

Rules of coexistence lingusitic competence

Respect active citizenship, develop critical attitudes, respect human rights, dialogue as a tool for conflict resolution, positive attitude towards curiosity

Linguistic competence four components

Linguistic (lexical, grammatical, semantic, phonological, otrographic, ortoepic (correct pronunciation from written form)). Pragmatic (discourse, sociolinguistic with adequate input and output and social context and pragmatic with communicative funcions and way of interaction and discourse text function and genres), and sociocultural, and strategic (help learner overcome difficultuies in communicative acts)

Adapting curriculum to programme method

Follow concrete guidelines and standards corresponding to vision on educatoin, linguistics, and psychology

Curriculum approach

References theory that backs activities linked to class activities (Functional theory of language)

Curriculum design

Defines contents and role of the teacher

Curriculum procedure

Concrete techniques used in class and reveal the approach

Before using a curriculum a teacher should consider

Theory, approach it follows (communicative in EU), objectives that follow the approach, activities that make it possible, role of students and teachers

Diversity in the curriculum

A misunderstood concept thought to just be about students with special needs but really about all students. Achieved through different types of activities, diverse groupings, diverse materials

Evaluation

Should happen through process of learning. Agents are teachers, self-assessment, and external (EVAU). TEchniques (objective testing/observation) and insturments (test, exercises) vary. What will be evaluated and check elements in program (eval criteria, description of eval, assess schedule, reference to tools)

Teaching approaches: transmission approach

Students passively receive information and there is a one-way flow of info and basic skills. Students are empty vessels to be filled and students are products (planets revolving around teachers)

Teaching approaches interactive approach

More important in learning, student-centered, learning environment is co-constructed by students and teachers and problem solving activities

Teacher centered classes

Goals are to cover the discipline, orgnaization by the course catalogue, compulsory topics, focus on listening and reading, grades, delivery of info is through lecturesand assignments are for exams, teachers are gatekeepers, sage on the stage, those who can learn willS

Student based learning

Students learn how to solve problems, communication and literacy skills, cohesive program, master learning objectives, construct knowledge by learning new info, cognitive and social act of learning, student engagement, grades mean mastery of objectives and the teacher is the designer of the environment

Actions to transform classes

Model thinking and process skills, know wwhere want students to be cognitively (tasks not too hard or easy), develop questions for growth (display questions “what is the meaning of chilly” or referential questions "that teacher doesn’t know answer to), visual tools to connect info, group learning strategies, non threatening envionrments

Teacher roles: may change from one activity to the next

Controller (charge of class), assessor (feedback), corrector (offers linguistic error correction while asserting lang learning competence), organizer (organizes students to work), prompter (prompts to proceed), resource (if difficulties), participant, tutor, observer

Teacher as mediator

Helps students become autonomous and take control of learning to become independent thinkers. Done by exposing students to interesting facts, helping define complex phenomenon, use backgrounds to relate to new content and knowledge, multisensory activities, tasks with different learning styles, options for students to test their own learning

Negotiation of meaning in teacher interactions

Teacher exercises power by using teacher talk, the three turn pattern of IRF (initial, reply, feedback) dominated by teachers but last move can also be called follow-up and teacher can expand student output

Dialogic practices

Pair or group work, debates, brainstorming, open up to student initiated interactions

What can teachers do to support students in responses

Speak more slowly, use pauses, change pronunciation, modify vocabulary, grammar, or discours, repetition and answer own questions (all of this is teacher talk)

Feedback and error treatment teachers

Can encourage or supress student speaking. Corrective feedback is any indication that use is incorrect. Negative tells students directly or indirectly that is incorrect, positive provides learners with models of correct use. Explicit is an explanation of the grammar use, implicit is confirmation checks or repetitions or recasts, confused looks

Corrective feedback theoretical claims output hypothesis

Swain 1985 comprehensible input is not enough on its own to improve language acquisition, need output for language development and modified output could come from feedback

Corrective feedback theoretical claims interaction hypothesis

Long 1983 interactional modification makes iput comprenhensible and comprehensible input promotes acquisition. Interactional modification promotes acquisition

Feedback moves Lyster and Ranta 2007

Explicit correction, recasts (implicity reforms utterance), elicitation (elicits a reformulation directly), metalinguistic clues (gives info related to form it), clarification requests (more successful than recasts ex. I don’t understand), repetitionP

Problems with teacher feedback

Inconsistent, ambiguous, ineffective, and many teachers use unsystematic appracohes

Best types of teacher correction

Self-correction and direct/over corrective feedback

Uptake

A student’s utterance that immediately follows a teacher’s feedback

Strategies for teacher feedback

Adknowledge correct answers, indicate incorrect, praise, expand and modify student answers, repeate, summarize, redirect, ask students to repeat, ask to self correct, explain why wrong, ask another students to correct error, gesture to indicate error

Reducing student errors

Break instruction into smaller steps, give explicit demonstrationes of skills, mix demos with questions to check understanding, give teacher monitored practice before individual work, provide pre-corrections by giving warnings, give independent practice to point of overlearning, reteach if necessary

Body language in teachers

Non verbal language is 50% of daily communication. Volume, speed, tone, gestures, facial expressions, and eye contact all count;. They have intuitional features, communicative features (relaxed environment), and suggestive features (help students guess by using imagination). Smiling is almost magical.

Individual student features that impact learning

age, aptitude, cognitive style, motivation, and personality (other authors say other things)

Critical period of language learning

Cognitive conditions and brain has plasticity, this makes it optimal while later we have a decline in biological predisposition to get the new linguistic codes.

Lennenberg brain damage

Loss of L1 so a sensitive period is up to puberty and after our brain has two separate specialized cognitive functions (lateralization) and our abilities are reduced

Krashen brain develpment age 5

By age 5 our brain is already similiar to that of adults