Traditional methods understand that memorizing rules from a grammar book affords applying these rules and that applying the rules results in better language use. Interaction theory, on the other hand, considers learning as a product of social interaction. Learning is the result of internalizing knowledge that has been built in collaboration in contextualized social activities in cultural environments. Building linguistic knowledge is a process from the social to the individual, from that which is unconscious to that which is conscious.
B2 Can express himself/herself clearly and without much sign of having to restrict what s/he wants to say.
B2 has a sufficient range of language to be able to give clear descriptions, express viewpoints and develop arguments without much conspicuous searching for words, using some complex sentence forms to do so.
Reflect on the way the English language works in its formal aspects at communication level, and use this reflection as an element which favours the students’ own productions.
Use autonomous foreign language learning strategies –worked out from previous experience of the languages students already know-, and from reflection about their own learning processes (language learner’s diary).
To produce oral and written messages in English, appropriate to the different communicative situations, using different strategies which allow a satisfactory communication.
Definition: A learner’s/teacher’s diary is an account of a second language experience as recorded in a first-person-journal. The central characteristic is that it is introspective: the diarist studies his/her own teaching or learning. S/he can report on affective factors, language learning strategies and his/her own perceptions, facets of the language learning experience which are normally hidden or largely innacessible to an external observer.
What differences are there between children and adults?
Have you done pairwork and group work before? What are the benefits?
What is the teacher’s role? Facilitator, organizer, etc.
El M EC R (Marco Europeo Común de Referencia) (2001)
The Common European Framework provides a Common basis for the elaboration of language syllabuses, currículo guidelines, examinations, textbooks, etc. across Europe. It describes what language learners have to learn to do in order to use a language for communication and what knowledge and skills they have to develop so as to be able to act effectively. The description also covers the cultural context in which language is set. The Framework also defines levels of proficiency which allow learners’ progress to be measured at each stage of learning and on a life-long basis.
Language competence is broken down into separate components. Communication calls upon the whole human being. As a social agent, each individual forms relationships with a widening cluster of overlapping social groups, which together define identity. In an intercultural approach, it is a central objective of language education to promote the favourable development of the learner’s whole personality and sense of identity in response to the enriching experience of otherness in language and culture.