2. Assessment System
• Pre-Assessment
• LSRW
• Observations while students work on activities and solve
problems with peers.
• Observer takes notes and records student´s performance
on how language is used to communicate.
• Two domains of language
• Comprehension (listening and pre-reading)
• Production (speaking and pre-writing).
• Language Performance vs Language proficiency
• Language Acquisition
3. Common European
Framework A1
• Can understand and use familiar everyday expressions
and very basic phrases aimed at the satisfaction of needs
of a concrete type.
• Can introduce him/herself and others and can ask and
answer questions about personal details such as where
he/she lives, people he/she knows and things he/she has.
• Can interact in a simple way provided the other person
talks slowly and clearly and is prepared to help.
4. Common European
Framework A2
• Can understand sentences and frequently used expressions
related to areas of most immediate relevance (e.g. very basic
personal and family information, shopping, local geography,
employment).
• Can communicate in simple and routine tasks requiring a
simple and direct exchange of information on familiar and
routine matters.
• Can describe in simple terms aspects of his/her background,
immediate environment and matters in areas of immediate
need.
5. Needs Analysis
Herbolich
Target Needs Learning Needs
Objective Subjective How are we going to get from starting
Neccessities HW, CW, Destination point to destination?
text, IBO 1. New to student
Lacks Social Skills Starting 2. Related to student
Study habits point 3. Attainment of new lexis
Motivation 4. Would it operate
5. Enjoyable and test
?
Wants
6. Analysis
Target Analysis Learning Analysis
• Why is language hended? • Why are learners here?
• How will language be used? • How do learners learn?
• What will content areas be? • What resources are
• Who will learners use language available?
with? • Who are the learners?
• Where will language be used?
• When will language be used?
7. TESOL Standards
• Goal 1, Standard 1
– To use English to communicate in social settings: Students will use English
to participate in social interactions
• Goal 2, Standard 1
– To use English to achieve academically in all content areas: Students will
use English to interact in the classroom
• Goal 3, Standard 2
– To use English in socially and culturally appropriate ways: Students will use
nonverbal communication appropriate to audience, purpose, and setting
• Goal 3, Standard 3
– To use English in socially and culturally appropriate ways: Students will use
appropriate learning strategies to extend their sociolinguistic and socio-
cultural competence
8. Language Acquisition vs
Language Learning
Teacher LL Student LA
• Grammar rules • Oral “natural” communication
for teachers – Classroom talk
proficiency – Teacher talk
• Not – Play talk
communicative • Pre-reading
• Direct • Vocabulary
instruction • Pre-Writing
• Talk about • Grammar at this age students are
knowledge vs unaware of rules
communication
9. Comprehensible Input/Output
Stephen Krashen
Input Output
• Hearing and • Practice language at
understanding messages competency level
slightly above the current • Cooperative learning:
English language level. – Educator or peers adapt or modify
• Educators must provide language to listeneer´s needs
new material that builds – Speakers check on understanding
off the learner´s prior the listener and viceversa
knowledge. – Peers help new learners of English
to negotiate meaning
• Would you be able to – Feedback and correction are non-
learn Japanese by sitting judgemental and immediate
in a Japanese classroom?
10. Cognitive Science
Language Acquisition
• Modularity Do children learn language using a "mental organ," some of
whose principles of organization are not shared with other cognitive
systems such as perception, motor control, and reasoning (Chomsky,
1975, 1991; Fodor, 1983)? Or is language acquisition just another problem
to be solved by general intelligence, in this case, the problem of how to
communicate with other humans over the auditory channel (Putnam,
1971; Bates, 1989)?
• Human Uniqueness combinatorial rule system
• Language and Thought Language acquisition, then, would be learning to
think, not just learning to talk. Cognitive psychology has shown that
people think not just in words but in images
• Learning and Innateness The mind consisted of sensorimotor abilities plus
a few simple laws of learning governing gradual changes in an organism's
behavioral repertoire.
11. What can we learn from Finldan’s
success school reform?
• Teaching learning system
• Well designed and connected
• Well-prepared teachers
• High quality curriculum
• Materials and assessments
• The system as a whole learn and improve.
12. • First among
– OECD Organization for Economic Cooperation and
Development
– PISA (Program for International Student
Assessment)international test for 15 year olds in
language, math and science
• A model of modern
– Equity
– Quality
– Partipation
13. • 99% completer compulsory education
• 90% complete upper education
• 2/3 enroll in universities o polytechnics
• 50% of Finnish adults participate in adult
education.
• 98% covered by government
• Curriculum reform 1980’s
14. Strategies
• Educated teachers
• Systematic methods
• Autonomy
• Thinking curriculum
• Core principles:
– Resources for those who need them most
– High standards and support for special needs
– Qualified teachers
– Evaluation of education
– Balancing decentralization and centralization
15. • Meet students needs
• Thoughtful guidance about goals
• Creativity in the cause of common, equitable
outcomes
• Competent professionals craft best learning
conditions for all students
• Rather than standardizing instruction and test to
improve student learning which turns to failure.
• Innovation and problem-solving
• High stakes of accountability
16. Interacciones
• Aprendices Orientados a la actividad, son
aprendices que altamente competentes y de éxito.
• Aprendices Fantasmas, rara vez inicia una
conversación.
• Aprendices Sociales, su prioridad es socializar.
• Aprendices dependientes, dependen del educador o
de algún compañero de clase.
• Aprendices aislados, son alumnos que se apartan de
los demás
17. Competencia de interacción
• Conocer la etiqueta de la interacción de la clase, levantar la
mano para poder participar, reglas claras para ir al baño, etc.
• Conocer las reglas para los trabajos individuales y
colaborativos, por ejemplo turnarse, compartir, permanecer
sentados cuando trabajan con pintura, goma, tijeras, etc.
• Conocer cuando preguntar y contestar una pregunta, esto se
maneja según cada criterio de la maestra. Por ejemplo, hay
maestras que se valen de la preguntas para enlazar el
aprendizaje de ese momento. Otras, continúan con la clase
sin responder porque interrumpen la explicación.
18. Competencia de interacción
• Conocer cómo y cuándo recibir asistencia o
retroalimentación al completar una actividad, los aprendices
buscan la manera de solucionar su problema.
• Conocer las reglas apropiadas para presentar su
conocimiento, esto se refiere a si el alumno desea compartir
o no su trabajo frente a los demás. Otros alumnos por su
timidez prefieren no compartir sus trabajos públicamente o
aquellos que no siguieron las consignas, que en pocas
ocasiones desean repetir la actividad correctamente.
19. Reflexión
• Calificaciones vs Aprendizaje
• Metodología
– Whole Language
– Communicative Approach
• Motores fríos
• Leche con chocolate
