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This document discusses key theories and approaches to language teaching and learning. It summarizes Vygotsky and Bruner's theories that meaningful instruction and scaffolding can help children learn and develop. It also outlines the creation of Plurilingual Schools in Buenos Aires based on social, educational, and linguistic pillars. The goals of the schools grow with learners across two cycles, with a focus on language acquisition in the first cycle and awareness of how English works in the second cycle. An interactive approach using meaningful materials and teacher mediation aims to help students solve problems and develop across four language levels. Teachers are encouraged to be critical and students show more positive attitudes towards English.
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Leonor corradi 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.
- 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.