presentation

1. Vanina Fernández Alvarado, Florencia Pérez and
Aimé Huarte

2. • Bond created between the teacher and the
learners.
• Personal characteristics
• Degree of commitment
• How much learning the teacher can help learners
construct
Teaching has to start from learning, from focusing
on how children learn

4. • Children actively construct knowledge from experience
and from what they already know.
• The role of language in child’s development did not form
part of his theory.
• His ideas influenced teachers’ beliefs about children
learning.

5. Vygotsky Bruner
Similarities Meaningful instructions help
children learn and develop
Differences An adult or a
more able peer
could help a child
to develop his or
her potential by
giving him/her
support.
(Zone of
proximal
A cognitive
support that an
adult or a more
able peer can
give to a child so
that he/she
should develop
and grow.
(Scaffolding)

7. TEACHE
R
NEEDS
TO BE
INFORME
D ABOUT
HOW A
CHILD
ACQUIRES
LANGUAGE
HOW
LEARNING
DEVELOPS
IN A CHILD
TO FACILITATE HIS/HER
LEARNING
NOT IN
THE
CENTER
PRINCIPLED
APPROACH
NEW FINDINGS IN PEDAGOGY
AND SECOND LANGUAGE
ACQUISITION
DYNAMIC AND OPEN TO A
TEACHER’S CONSTRUCTED
EXPERIENCE

8. • The field of English Language
Teaching (ELT) moved from teaching
ABOUT the language to TEACHING
the language.
• Main aim: to develop communicative
competence in learners

9. English as an instrumental value to
construct and understand meanings
English should not be seen as a subject
within a curriculum but as forming part
of a much wider educational project

10. • 2001, Buenos Aires, creation of Plurilingual
Schools based on three pillars:
• Social
• Educational
• Linguistic
SOCIAL
EDUCATION
AL

11. • Inclusion
• Acceptance of diversity
• Socialization
• The use of language to communicate

12. • Divided into two cycles, the aims grow together with
learners
FIRST CYCLE SECOND CYCLE
Acceptance of rules
Space management
Tidiness habits
Organization habits
Conflict resolution
Group awareness
Use of resources
Awareness of learning and
autonomy
Independent learning

13. • Learners awareness of how English works and
the main purpose of language ( tool which helps
construct and understand meanings)
• First cycle: teachers provide with opportunities
for children to acquire the language.
• Second cycle: elements are incorporated to help
learners become aware of how English works.

14. INTERACTI
ON
MATERIALS
(MEANINGF
UL)
TEACHERS
(AS
MEDIATORS)
STUDENTS
(SOLVE THE
SITUATION
PRESENTED
FOUR LEVELS
TEXTUAL
SYNTACTIC
PHONEMIC
PRAGMATIC
TRIAD OF
EDUCATION

15. • Teachers are more critical about what they do
inside the classroom
• Students show a more positive and open attitude
towards English and a high level of awareness
which they can transfer to other learning
instances.