Chapter 1, Leonor Corradi

1. -
PRACTICE II, DIDACTICS OF ELT AND PRACTICUM AT PRIMARY SCHOOL LEVEL. Prof.
Adjunto Regular Estela N. Braun, auxiliar docente Prof. Liliana Monserrat.
A) ANALYSIS OF CHAPTER 1 by Leonor Corradi, book “Hacia una
Didáctica del Inglés para niños en escuelas primarias”.
Questionnaire Chapter 1: Leonor Corradi (ppt)
1. Traditionally, how was the didactics of ELT for YLE viewed?
The didactics of ELT for YLE was viewed from the teaching/learning process,
where the teacher while teaching she/he learned at the same time.
2. What characteristics do good teachers share?
Although a good teacher needs to have a good relationship with his/her students, a
good degree of commitment, among others, the quality of the teacher depends on
how much learning he/she can make the student construct. Therefore, learning has
to start from focusing on how children learn.
3. What learning theories have been influential for teaching YLE?
One of the learning theories that have been influential for teaching YLE is Piaget’s
theory, which explains that children construct knowledge from experiences and
from what they already know.
4. What is the role of theories of L2 development? How are they called?
The theories are called the zone of proximal development (Vygotsky) and
scaffolding (Bruner). The first one explains that what a child can do today with
the teacher’s help, he/she will be able to do on his/her own tomorrow. Whereas the
second one explains what an adult can give to a child so that he/she should
develop and grow.

2. 5. What is the role of the teacher in a principles approach?
The role of the teacher in a principled approach changes, because he/she is not
the centre of the classroom anymore and the one who has all the knowledge.
Instead, the teacher’s role is important to learning because the teachers are the
professionals responsible for creating the opportunities for children to learn, but as
I mentioned before they are not the most important person in class.
6. How should English be viewed within the school curriculum?
Within the school curriculum, English should be viewed as forming part of a
education project that transcends communicative competence to include literacy
and intercultural competence.
7. What areas of language teaching should teachers develop? How do teachers
act as mediators?
The areas of language teaching that teachers should develop are: the social, the
educational and the linguistic areas, each with its own aims. The aims of the social
area are inclusion, acceptance of diversity, socialization and the use of language to
communicate. In the educational area, divided in two cycles, the aims grow
together with learners. The objectives of the first cycle are acceptance of rules,
space management, tidiness habits, organization habits, resolution of problems
and group awareness, whereas the objectives of the second cycle are the use of
resources, awareness of learning and autonomy and independent learning. These
educational objectives form part of teaching and learning of English.
The teacher’s role is central because they are the ones who can mediate between
learners and materials since they know what situations can be important for their
learners.
8. What does the teaching cycle include?
The teaching cycle includes instances of planning and teaching, and a key stage:
reflecting on what happens in class, on how each class helps the students
learning, what relationships are between plans, the aims of the course and what
actually happens in class.
9. Why is critical reflection on practice necessary?
Critical reflection on practice is necessary because students tend to show a more
positive and open attitude towards English and a high level of awareness, which
they can transfer to other learning instances.
10. How can we educate in English? Analyze examples provided.
B) Different age groups in YLE (from TDI).ppt.
PROMPT: Will it be the same to teach children in the first cycle than in
the second? What aspects may account for the differences?

3. It wouldn’t be the same to teach children in the first cycle than in the second,
because in the first one we will be teaching young learners and here we will
need to help them all the time and be aware of the group of children instead
of the learning. On the other hand, in the second cycle we will be teaching
teenagers or adults, so what it is important here is being aware of learning
and of the independent learning.