Madrid, D. y McLaren, N. (eds.) (2004): TEFL in Primary Education. Granada: Editorial Universidad de Granada, ISBN 84-338-3202-6 Depósito Legal: GR./1.703-2004, 588 pages.
Publishers’ e-mail: [email protected] http://www.editorialugr.com/
CONTENTS
ACKNOWLEDGEMENTS ………
INTRODUCTION TO FL TEACHER EDUCATION IN THE EUROPEAN CONTEXT..
Daniel Madrid (Faculty of Education, University of Granada) Neil McLaren (Faculty of Arts, University of Granada)
Chapter 1
EPISTEMOLOGY OF FOREIGN LANGUAGE DIDACTICS ……….
Daniel Madrid (Faculty of Education, University of Granada) Stephen P. Hughes (Juan XXIII School, Granada)
1. INTRODUCTION ……….
2. EPISTEMOLOGY OF FOREIGN LANGUAGE DIDACTICS ………..
2.1. Introduction to the field of knowledge of FLD/FLT ………
3. EPISTEMOLOGICAL ORIGINS OF FLT ………..
3.1. Epistemic origins of Language Didactics from General Didactics ………
3.2. Epistemological origins of Foreign Language Didactics from General Linguistics ..
3.3. Interdisciplinary origins of FLT ………..…
4. NEW EPISTEMOLOGICAL LEVELS IN FLD/FLT ………..
4.1. Level 1: foundational sciences ………
4.2. Level 2: mediating sciences ……….
4.3. Level 3: Classroom intervention ……….
5. SUMMARY ………
5.1. Relationship between the teaching programme and the epistemological framework of FLD/FLT ………..
6. FURTHER READING ……….
7. TASKS FOR PAPERS ……….
Chapter 2 LANGUAGE LEARNING AND ACQUISITION .
THEORIES AND METHODS OF TEACHING AND LEARNING. ………
Mª Elena Gómez Parra (Faculty of Education, University of Córdoba) Antonio R. Roldán Tapia (Polytechnic School, University of Córdoba)
1. INTRODUCTION ………..
2. LANGUAGE LEARNING AND ACQUISITION ………
Learning vs. Acquisition ………
Language Learning and Language Teaching ………
Learning Theories ………
3. THEORIES AND METHODS OF TEACHING AND LEARNING ……….
Terminology ………..
History of Theories and Methods ………..
4. THE CONTENT-BASED APPROACH AND BILINGUALISM IN
MONOLINGUAL SETTINGS. ………..
Content-based instruction (CBI) ……….
Bilingualism in monolingual settings ……….
5. SUMMARY ……….
6. FURTHER READING ……….
7. TASKS FOR PAPERS ………..
Chapter 3
INDIVIDUAL CHARACTERISTICS OF PRIMARY SCHOOL CHILDREN Fernando D. Rubio Alcalá (Faculty Humanities and Education, University of Huelva) Pascual Pérez-Paredes (Faculty of Humanities and Education, University of Murcia) Gloria Luque Agulló (Faculty of Humanities, University of Jaén)
1. INTRODUCTION 2. AGE
2.1. Maturational constraints: critical or sensitive periods 2.2. Areas affected by maturational constraints
2.3. Reasons for age related differences 2.4. Conclusions. Pedagogical implications 3. SEX
3.1. Sex-related differences and L2 learning 3.2. Conclusions. Pedagogical implications 4. COGNITIVE FACTORS
4.1. Learning styles 4.2. Learning strategies 5. AFFECTIVE FACTORS
5.1. Motivation 5.2. Anxiety 5.3. Self-esteem
5.4. Self-efficacy and attribution 6. PERSONALITY FACTORS
6.1. Extroversion 6.2. Risk-taking 6.3. Empathy 6.4. Inhibition
6.5. Tolerance of ambiguity
6.6. Conclusions and pedagogical implications on personality factors 7. MULTIPLE INTELLIGENCES
8. THE GOOD LANGUAGE LEARNER 9. SUMMARY
10. FURTHER READING 11. TASKS FOR PAPERS
Chapter 4 THE FOREIGN LANGUAGE CURRICULUM Neil McLaren (Faculty of Arts, University of Granada) Daniel Madrid (Faculty of Education, University of Granada) 1. CURRICULUM AND SYLLABUS
2. FACTORS AFFECTING THE FL CURRICULUM 3 . CURRICULAR STAGES
3.1. Curriculum planning 3.2. Determining aims
3.3. Programme preparation
3.4. Classroom implementation
3.5. Evaluation
4. PRODUCT-ORIENTED SYLLABUSES 4.1. The structural-grammatical syllabus 4.2. The notional-functional syllabus 4.3. Critique of product-oriented syllabuses 5. PROCESS-ORIENTED SYLLABUSES
5.1. Task-based syllabuses 5.2. The natural approach
5.3. Criticizing the process-oriented syllabuses
6. GENERAL PRINCIPLES FOR THE FOREIGN LANGUAGE CURRICULUM 6. 1. The Common European Framework
6. 2. The Spanish context
6. ANALYZING NEEDS AND ESTABLISHING GOALS 6.1. Aims and objectives for Primary Education 8. THE PLURIDIMENSIONAL SYLLABUS
8.1 The language syllabus
8.2. The sociolinguistic, pragmatic and discourse syllabus 8.3 The sociocultural syllabus
8.4. The cross-curricular syllabus 8.5 The procedural syllabus 8.6. Importance of attitudes 8.7. Learning to learn
9. APPLYING THE MULTIDIMENSIONAL SYLLABUS 10. LESSON PLANNING
10.1. Examples of teaching and learning activities 11. GUIDELINES FOR THE CLASSROOM
10.1 Adapting the FL syllabus
10.2 Integrating the components of a multidimensional syllabus 10.3 Negotiating the FL syllabus and promoting autonomous learning 10.4 Oral and written communication
10.5 Classroom interaction
10.6 Variety of didactic procedures and learning tasks 12. EVALUATION
13. SUMMARY
14. FURTHER READING 15. TASKS FOR PAPERS
Chapter 5 ORAL COMMUNICATION AND INTERACTION
Gabriel Tejada Molina and María Luisa Pérez Cañado (Faculty of Humanities and Education, University of Jaén)
1. INTRODUCTION
2. ORAL COMMUNICATION AND INTERACTION
2.1. Teaching oral communication within a curricular design for beginners 2.2. The basic communicative code built on lexical phrases
2.3. A generative communicative competence in FL acquisition
2.4. From simple interactions to more complex dialogues for the development of social and conative functions
2.5. Different roles according to different skills
2.6. Visual context, gestures, drawings and body language.
2.7. The use of the mother tongue as a compensating strategy 2.8. The expressive function: Here I am.
2.9. Early descriptions and oral sentence structure.
3. DEVELOPING LISTENING COMPREHENSION 3.1. From the listening skill to understanding oral messages 3.2. Listening as a complex, active, and participative process 3.3. Teaching listening with comprehension: Basic points 4. TEACHING ORAL SKILLS THROUGH SONGS
4.1 Advantages 4.2. Research support
4.3. Pedagogical recommendations for the exploitation of songs 5. THE TEACHING AND LEARNING OF SPELLING
5.1. Introduction
5.2. Explicit or implicit spelling instruction?
5.3. Spelling instruction through awareness-raising
5.4. Rules, patterns, and spelling layers: towards a multidimensional approach to spelling instruction
5.5. The dual-route model to spelling acquisition 5.6. Spelling strategies
5.7. Integration within the broader language arts curriculum 5.8. Time
5.9. Variety and games 6. SUMMARY
7. FURTHER READING 8. TASKS FOR PAPERS
Chapter 6 READING
María de los Ángeles Jiménez Jiménez and Raúl Ruiz Cecilia (Faculty of Education and Humanities of Melilla, University of Granada) 1. INTRODUCTION
2. DEFINITION OF READING 2.1. What is reading?
2.2. Reasons for reading and text selection
2.3. Types of knowledge needed to make sense of the text 3. CHARACTERISTICS OF WRITTEN LANGUAGE
4. APPROACHES TO READING IN A FOREIGN/SECOND LANGUAGE 4.1. Bottom-up process
4.2. Top-down process 4.3. Interactive process
5. COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES:
THE READING SKILL
6. STYLES OF READING APPLICABLE TO THE READING CLASS 6.1. Reading aloud
6.2. Silent Reading
7. AN EXTENSIVE READING PROGRAM FOR CHILDREN
7.1. Goals for an extensive reading program 7.2. Types of texts
7.3. Materials
7.4. Chart for keeping track of student’s readings 8. TASKS TO DEVELOP READING SKILLS
8.1. Tasks before reading 8.2. Tasks during reading 8.3. Tasks after reading 9. SUMMARY
10. FURTHER READING 11. TASKS FOR PAPERS
Chapter 7 WRITING IN A FOREIGN LANGUAGE
Lucía Cancelas and Laura Howard (Faculty of Education, University of Cádiz)
1. INTRODUCTION
2. WHAT DO WE MEAN WHEN WE REFER TO WRITING?
3. SPECIFIC SKILLS ATTACHED TO WRITING Graphical or Visual Skills
Grammatical Skills
Expressive or Stylistic Skills Rhetorical Skills
Organisational Skills.
4. THE RELATIONSHIP BETWEEN THE FOUR SKILLS The order in which the skills are taught
Integrated Skills
Integrating Reading and Writing Integrating Speaking and Writing Integrating Listening and Writing
5. DIFFERENCES BETWEEN WRITTEN AND SPOKEN DISCOURSE 6. HOW DO YOU FEEL ABOUT WRITING ENGLISH?
7. THE WRITING PROCESS What do people write?
Who for? The audience Why? The purpose
8. APPROACHES TO THE TEACHING OF WRITING The Controlled-to-Free Approach
The Free-Writing Approach The Paragraph-Pattern Approach
The Grammar-Syntax-Organisation Approach The Communicative Approach.
The Process Approach to Writing The Eclectic Approach
9. IMPORTANCE OF WRITING IN TEFL
10. TOWARDS A METHODOLOGY FOR THE TEACHING OF WRITING:
FAMILIARIZATION, CONTROLLED WRITING, GUIDED WRITING AND FREE WRITING
11. TEACHING WRITING TO CHILDREN Demands of the Spanish Education Authorities
Supporting the Young Learner Teaching Aids
The Use of Individual, Pair and Group Techniques Writing Activities at Elementary Levels.
12. SOME SUGGESTIONS ON MARKING WRITING General Considerations on the Correction of Written Text Teacher Correction /Peer Correction/Self Correction.
Checklists and Lists of Symbols 13. SUMMARY
14. FURTHER READING.
15. TASKS FOR PAPERS
Chapter 8 DEVELOPING LINGUISTIC COMPETENCE
Macarena Navarro and Eulalia Pablo (Faculty of Education, University of Seville)
1. INTRODUCTION 2. VOCABULARY
2.1. Types of words and vocabulary items 2.2. Active and passive vocabulary 2.3. Steps in teaching vocabulary 2.4. Resources for teaching meaning 2.5. When to teach new words 2.6. Memorizing words 2.7. Study techniques 2.8. Vocabulary activities 3. GRAMMAR
3.1. Grammar and grammatical competence 3.2. Teaching Grammar
3.3. Resources
3.4. Grammar activities 4. PRONUNCIATION 4.1. Sounds
4.2. Model activities 4.3. Stress and rhythm 4.4. Activities 4.5. Intonation.
4.6. Intonation patterns 4.7. Activities
5. SPELLING 5.1. Spelling
5.2. Types of activities 5.3. Activities
6. EVALUATION AND CLASSROOM RESEARCH 7. SUMMARY
8. FURTHER READING 9. TASKS FOR PAPERS
Chapter 9
SOCIOLINGUISTIC AND PRAGMATIC COMPETENCES
Manuel Megías and Carmen Santamaría (Faculty of Arts, University of Alcalá de Henares) 1. INTRODUCTION
2. THE COMMUNICATIVE APPROACH 2.1. The origins of the communicative approach
2.2. The functional-notional syllabus 2.3. Communicative language teaching
3. SOCIOLINGUISTIC AND PRAGMATIC COMPETENCES 4. COMMUNICATIVE ACTIVITIES: IN THE FL CLASSROOM 5. SUMMARY
6. FURTHER READING 7. TASKS FOR PAPERS
Chapter 10
INTERCULTURAL COMPETENCE AND THE EUROPEAN DIMENSION José Manuel Vez (Faculty of Education, University of Santiago de Compostela) Manuel González Piñeiro (Faculty of Education, University of Vigo)
‘Janua Linguarum’-Foreign Language Observatory (ICE-USC)
1.INTRODUCTION
2.THE EUROPEAN DIMENSION THROUGH FOREIGN LANGUAGE LEARNING
2.1. The work of the Language Policy Division of the Council of Europe 2.2. Developing a "citoyenneté Européenne" through foreign language learning 3.LANGUAGE AND CULTURE
3.1. The Sapir-Whorf hypothesis 3.2. The extension of meaning 3.3. Cultural differences
3.4. High- and low-context cultures
3.5. The cultural significance of non-verbal behaviour 4.PLURILINGUALISM AND SOCIAL IDENTITY
4.1. Plurilingualism and European education 4.2. The social identity perspective
5.INTERCULTURAL COMPETENCE
5.1. The nature of intercultural competence 5.2. The components of intercultural competence 5.3. Developing intercultural competence
6.INTERCULTURAL FOREIGN LANGUAGE EDUCATION
6.1. Curricular objectives 6.2. Teacher education 6.3. The roles of the teacher
6.4. The teachers’ professional profile 6.5. Classroom activities
6.6. Assessment and evaluation 7.SUMMARY
8.FURTHER READING
9. TASKS FOR PAPERS
Chapter 11
DISCOURSE COMPETENCE IN THE EFL CLASSROOM
Cristina Pérez Valverde and Jesús Muros (Faculty of Education, University of Granada) 1. INTRODUCTION
2. DISCOURSE COMPETENCE
2.1. Definition of discourse competence
2.2. Context
2.3. Cohesion
2.4. Coherence
2.5. Bottom-up and top-down processing
2.6. Sentence-based approaches and discourse-based approaches in language teaching
3. FICTIONAL TEXTS AND NARRATIVES FOR CHILDREN
3.1. Stories and the development of general competences (Common European Framework)
3.2. Selecting texts for young learners 3.3. Storytelling
4. POETRY
4.1. Limericks
4.2. Nursery rhymes
4.3. Working with nursery rhymes in the ELT classroom 5. SONGS
5.1. Working with songs in the ELT classroom 5.2. Working with the language in songs 5.3. Sociocultural aspects
5.4. Values, intercultural awareness and existential competence 5.6. Developing skills and procedures
6. SUMMARY 7. FURTHER READING 8. TASKS FOR PAPERS
Chapter 12
MATERIALS AND RESOURCES FOR ELT
Fernando Trujillo, Julio Torrecillas and Carlos Salvadores (Faculty of Education and Humanities of Ceuta, University of Granada)
1. THE OLD, THE NEW, THE NEWEST: AN INTRODUCTION TO MATERIALS AND RESOURCES FOR LANGUAGE TEACHING.
2. TRADITIONAL RESOURCES 2.1. The blackboard.
2.2. Visual aids: realia, flashcards, wall charts and posters.
2.3. The textbook.
2.4. Hand-made materials 3. AUDIO AND VISUAL RESOURCES
3.1. The OHP 3.2. The audio player
3.3. The video player and the video camera
4. ICT FOR THE TEACHING OF ENGLISH: DEFINITION 4.1. Building the physical setting: An ICT classroom 4.2. The Internet
4.3. ICT for the teaching of languages 5. SUMMARY
6. FURTHER READING 7. TASKS FOR PAPERS
Chapter 13 EVALUATION
Daniel Madrid (Faculty of Education, University of Granada)
Mª Luisa Pérez Cañado (Faculty of Humanities and Education, University of Jaén)
1. INTRODUCTION
2. EVALUATION AND ASSESSMENT 2.1. Product-oriented approaches 2.2. Process-oriented approaches 2.3. Internal and external evaluation 2.4. Evaluation as decision-making 3. TYPES OF EVALUATION
3.1. Formative, summative, initial and final evaluation 3.2. Summative evaluation
3.3. Process and product evaluation 3.4. Quantitative and qualitative evaluation 4. THE NATURE OF LANGUAGE PROFICIENCY
4.1. The unitary approach to language proficiency 4.2. Multidimensional concept of proficiency 5. TESTS
6. TYPES OF TESTS 6.1. Aptitude tests
6.2. Achievement and progress tests 6.3. Diagnostic and placement tests 6.4. Standardised tests
7. TESTING REQUIREMENTS 7.1. Reliability
7.2. Validity 7.3. Authenticity
7.4. Interactive characteristics 7.5. Social and educational impact 7.6. Practicality
8. TESTING THE STUDENT’S COMMUNICATIVE ABILITY 9. CHARACTERISTICS OF TEST ITEMS
9.1. Communicative items 9.2. The task-based approach
10. DEMANDS OF THE SPANISH EDUCATIONAL ADMINISTRATION 10.1. Evaluation of concepts and principles
10.2. Evaluation of procedures 10.3. Evaluation of attitudes 11. EVALUATION TECHNIQUES
11.1. Some constraints
11.2. Evaluating the language curriculum 11.3. Evaluating the teacher’s performance 11.4. Evaluating materials
11.5. The student’s self-evaluation 11.6. Evaluating attitudes and motivation 11.7. Continuous assessment techniques
12. EVALUATION THROUGH ACHIEVEMENT TESTS
12.1. Evaluating oral communication 12.2. Evaluating written communication 13. ANALYSING THE SCORES
14. GRADING THE STUDENTS 15. SUMMARY
16. FURTHER READING 17. TASKS FOR PAPERS
Chapter 14 CLASSROOM MANAGEMENT
Mª Elvira Barrios Espinosa and Jorge García Mata (Faculty of Education, University of Malaga)
1. INTRODUCTION
2. CLASS MANAGEMENT: FOCUS ON INFORMATION 2.1. Classroom language
2.2. Non-verbal communication in the classroom
2.3. Sequencing language work in the classroom: Presentation, Practice and Production
2.4. Giving instructions
2.5. Giving feedback to children
3. CLASS MANAGEMENT: FOCUS ON THE GROUP 3.1. Grouping children in the EFL primary classroom 3.2. Dealing with learner misbehaviour
4. CLASS MANAGEMENT: FOCUS ON THE CONTEXT 4.1. The teacher's role in promoting a positive learning environment 4.2. The physical setting
5. SUMMARY
6. FURTHER READING 7. TASKS FOR PAPERS
Chapter 15 CLASSROOM RESEARCH
José Luis Ortega Martín and Javier Villoria Prieto (Faculty of Education, University of Granada)
1. INTRODUCTION 2. RESEARCH
2.1. Types of Research
3. APPROACHES TO EDUCATIONAL RESEARCH 4. TEACHER AS A RESEARCHER
4.1. The reflective teacher 5. THE PROCESS OF RESEARCH
5.1. Planning the research project
5.2. Data
5.3. Summary, interpretation and suggestions for further research 6. SUMMARY
7. FURTHER READING 8. TASKS FOR PAPERS
