This document outlines the key concepts in redefining the teaching of English as a foreign language in Spanish secondary education. It introduces the main idea and lists the four main pillars: the task-based approach, content-based approach, language awareness, and intercultural competence. It then provides definitions and examples of each pillar. The document contrasts the traditional grammar-translation and audiolingual methods with more communicative and learner-centered approaches, and synthesizes how a focus on form can be incorporated within a task-based communicative approach.

12. This​ ​text​ ​starts​ ​by​ ​listing​ ​its​ ​key​ ​words.
1. Presentation​:
● A​ ​​Topic​ ​Paragraph​​ ​introducing​ ​the​ ​main​ ​idea​ ​of​ ​the​ ​essay.​ ​We​ ​can​ ​summarise​ ​it​ ​as:
“Changes​ ​in​ ​the​ ​Teaching​ ​of​ ​English​ ​as​ ​a​ ​Foreign​ ​Language​ ​in​ ​Spanish​ ​Secondary
Education”.
● Paragraph​ ​Developers​​ ​that​ ​explain​ ​the​ ​difficulties​ ​in​ ​carrying​ ​on​ ​learning​ ​and​ ​the
teachers​ ​and​ ​learners´​ ​frustrations.
● A​ ​​Restatement​ ​Paragraph​​ ​suggesting​ ​ideas​ ​for​ ​a​ ​redefinition​ ​of​ ​TEFL​ ​in​ ​Spanish
Secondary​ ​School.
We​ ​can​ ​see​ ​here​ ​list​ ​paragraph.​ ​It​ ​mentions​ ​four​ ​key​ ​concepts,​ ​“four​ ​main​ ​pillars”:
1. The​ ​Task-​ ​Based​ ​Approach.
2. The​ ​Content-​ ​Based​ ​Approach.
3. The​ ​Language​ ​Awareness.
4. The​ ​Intercultural​ ​Competence.
After​ ​the​ ​Presentation,​ ​each​ ​of​ ​these​ ​main​ ​pillars​ ​is​ ​analyzed​ ​by​ ​isolation.
The​ ​​Definition​ ​paragraphs​​ ​brings​ ​the​ ​theoretical​ ​rationales.​ ​They​ ​explain​ ​and​ ​define
concepts.​ ​For​ ​example:
1. “​Task​”,​ ​summarised​ ​by​ ​Nunan:
“A​ ​piece​ ​of​ ​classroom​ ​work​ ​which​ ​involves​ ​learners​ ​in​ ​comprehending,​ ​manipulating,
producing​ ​or​ ​interacting​ ​in​ ​the​ ​target​ ​language​ ​while​ ​their​ ​attention​ ​is​ ​principally
focused​ ​on​ ​meaning​ ​rather​ ​than​ ​on​ ​form”.
2. ​ ​“​Content-​ ​Based​ ​Approach​,​ ​also​ ​called​ ​“Curricular​ ​Integration”​ ​(Jacobs​ ​and​ ​Farrell,
2001:​ ​6-7)​ ​can​ ​be​ ​described​ ​as​ ​that​ ​type​ ​of​ ​instruction​ ​in​ ​which​ ​“,​ ​ESL​ ​teachers
bilingual,​ ​or​ ​foreign​ ​language​ ​teachers​ ​use​ ​academic​ ​texts,​ ​tasks​ ​and​ ​techniques​ ​as
a​ ​vehicle​ ​for​ ​developing​ ​language,​ ​content​ ​and​ ​thinking/​ ​study​ ​skills”​ ​(Crandall​ ​1993:
114)”.
3. “The​ ​term​ ​“​Language​ ​Awareness​”​ ​is​ ​used​ ​here​ ​in​ ​two​ ​senses.​ ​First,​ ​it​ ​refers​ ​to​ ​any
“Pedagogical​ ​effort​ ​which​ ​is​ ​used​ ​to​ ​draw​ ​the​ ​learners´​ ​attention​ ​to​ ​language​ ​form
either​ ​implicitly​ ​or​ ​explicitly”​ ​(Spada​ ​1997,​ ​73).​ ​Second,​ ​it​ ​also​ ​means​ ​the​ ​conscious

13. attention​ ​of​ ​language​ ​learners​ ​towards​ ​language​ ​form​ ​as​ ​a​ ​procedure​ ​to​ ​improve
learning”.
4. “​Formal​ ​Culture​​ ​is​ ​said​ ​to​ ​include​ ​the​ ​history,​ ​the​ ​arts​ ​and​ ​the​ ​great​ ​achievements​ ​of
a​ ​community.​ ​​Deep​ ​Culture​​ ​includes​ ​the​ ​customs​ ​and​ ​the​ ​way​ ​of​ ​life​ ​of​ ​a
community”.
● Example​ ​Paragraphs​:​ ​the​ ​example​ ​sentences​ ​closely​ ​support​ ​the​ ​Topic​ ​sentences.
They​ ​illustrate,​ ​for​ ​example:
1. “Students​ ​do​ ​active​ ​learning​ ​through​ ​experiments,​ ​manipulation,​ ​problem​ ​solving,
etc...”
2. “To​ ​include​ ​a​ ​great​ ​variety​ ​of​ ​examples​ ​and​ ​highlight​ ​them…”
3. “All​ ​students​ ​interact​ ​to​ ​each​ ​other​ ​interchanging​ ​information…”
4. “To​ ​learn​ ​about​ ​other​ ​languages​ ​and​ ​cultures...”
5. “Learners​ ​must​ ​assume​ ​different​ ​roles...”
● Contrast​ ​Paragraphs​:​ ​they​ ​compare​ ​dissimilar​ ​aspects,​ ​which​ ​means​ ​that​ ​they
explain​ ​the​ ​differences.​ ​For​ ​example:
1. “In​ ​Spain​ ​there​ ​is​ ​a​ ​generation​ ​of​ ​teachers​ ​of​ ​English​ ​working​ ​in​ ​the​ ​schools​ ​who
have​ ​learnt​ ​themselves​ ​with​ ​the​ ​methodologies​ ​of​ ​the​ ​60s​ ​and​ ​the​ ​70s,​ ​basically​ ​the
Grammar-​ ​Translation​​ ​and​ ​the​ ​​Audiolingual​​ ​methods...​ ​is​ ​provoking​ ​a​ ​dilemma​ ​in
the​ ​teachers´​ ​minds,​ ​who​ ​would​ ​like​ ​to​ ​use​ ​​Communicative​ ​Activities​​ ​in​ ​a​ ​​Learner-
Centred​ ​curriculum​...“
2. “...serves​ ​to​ ​overcome​ ​the​ ​phenomenon​ ​in​ ​which​ ​students​ ​study​ ​one​ ​subject​ ​in​ ​one
period,​ ​close​ ​their​ ​textbook​ ​and​ ​go​ ​to​ ​another​ ​class,​ ​open​ ​another​ ​textbook​ ​and​ ​study
another​ ​subject.​ ​When​ ​various​ ​subject​ ​areas​ ​are​ ​taught​ ​jointly,​ ​learners​ ​have​ ​more
opportunities​ ​to​ ​see​ ​the​ ​links​ ​between​ ​subject​ ​areas…”
● Synthesis​ ​Paragraphs​:​ ​they​ ​develop​ ​the​ ​Definition​ ​Paragraphs​ ​by​ ​bringing​ ​together
the​ ​appropriate​ ​like​ ​and​ ​unlike​ ​characteristics​ ​of​ ​two​ ​or​ ​more​ ​terms​ ​to​ ​form​ ​a​ ​new
concept.​ ​For​ ​example:
- “It​ ​should​ ​be​ ​noticed​ ​that,​ ​however,​ ​this​ ​paper​ ​does​ ​not​ ​advocate​ ​a​ ​​Grammar-
Based​ ​instruction​.​ ​What​ ​is​ ​being​ ​discussed​ ​here​ ​is​ ​a​ ​​Focus​ ​on​ ​Form​​ ​within​ ​a
Communicative​ ​Task-​ ​Based​ ​Approach​.​ ​“
This​ ​text​ ​has​ ​a​ ​​Conclusion​,​ ​a​ ​​Restatement​ ​Paragraph​​ ​that​ ​summarises​ ​the​ ​previous
topics​ ​and​ ​confirms​ ​the​ ​presented​ ​ideas​ ​as​ ​the​ ​best​ ​pedagogic​ ​options​ ​in​ ​the​ ​introduction.
How​ ​can​ ​this​ ​text​ ​be​ ​classified?
This​ ​is​ ​an​ ​Academic​ ​Prose​ ​with​ ​Formal​ ​style,​ ​its​ ​purpose​ ​is​ ​Informative​ ​and​ ​all​ ​the​ ​stipulated
steps​ ​at​ ​the​ ​Essay​ ​Level​ ​are​ ​fulfilled.​ ​It​ ​uses​ ​the​ ​techniques​ ​of​ ​Comparison,​ ​Contrast​ ​and
Definition.

14. Bibliography
● Trujillo​ ​Sáez,​ ​F.​ ​(2003):​ ​“Elements​ ​for​ ​a​ ​redefinition​ ​of​ ​TEFL​ ​in​ ​Spanish​ ​Secondary
Education”,​ ​en​ ​G.​ ​Luque​ ​Agulló,​ ​A.​ ​Bueno​ ​González,​ ​y​ ​G.​ ​Tejada​ ​Molina​ ​(eds.),​ ​Las
lenguas​ ​en​ ​un​ ​mundo​ ​global,​ ​Jaén:​ ​Universidad​ ​de​ ​Jaén,​ ​101-111.