1. The document analyzes the National Curriculum for Foreign Languages (NAP) produced in Argentina in 2012. 2. The key concept developed by the NAP is a plurilingual and intercultural perspective for teaching foreign languages that considers the specific elements of each language and the sociocultural identity development of children. 3. The NAP is organized in four pathways of varying duration associated with school cycles, allowing flexibility in teaching one or more foreign languages over different cycles and combinations. It focuses on oral comprehension, reading, oral production, writing, language reflection, and intercultural reflection.

1. PRACTICE II, DIDACTICS OF ELT AND PRACTICUM AT PRIMARY SCHOOL LEVEL.
Prof. Adjunto Regular Estela N. Braun
PRACTICAL N°:
ANALYSIS OF NAP for Foreign Languages:
1) When were they produced?
2) What are the purposes of the NAP?(pages 97-98)
3) Read the introduction: Which are key concepts/assumptions developed by the NAP?
4) How were they organized? Why?(page 100)
5) Which are the main axis?
6) Which teaching situations are expected?
7) Recorrido de 3 ciclos. Nivel I de III. focus on EACH OF the different axis. Why do we choose
this sequence for our province?
1. The NAP for foreign languages were produced in 2012
2. Purposes of the NAP:
 Give value to the learning of a foreign language and the knowledge of its culture as an
experience of high formative value that transcends the scope and the school stage and
contributes to citizen education.
 The capacity to distinguish socio-cultural aspects in foreign languages texts, the respect for
the language and the varieties and varieties that are not their own, to revalue their own
language and culture.
 The development of the ability to reflect on language and its functioning in relation to the
specificity of each language, and in particular that of the Spanish or language of schooling.
 The development of diverse strategies to understand and produce texts oral and written in
the language they learn, and that strengthen the work collaborative and cooperative as well
as participatory dialogue.
 Understanding, expression and interaction contextualized and meaningful in the LE they
learn.
 The individual and collective understanding and production of diverse texts, written and oral,
that encourage reflection and the exchange of ideas.
 The implementation and recognition of the value of technological resources available to
students for understanding and production of written and oral texts in a collaborative way.
 Confidence in the possibilities of learning an LE, according to their own rhythms and learning
styles, and the progressive construction of autonomy.
 The recognition of error as constitutive of the learning process.
 The consideration of orality, reading and writing in LE as means for learning and expanding
the cultural universe.
 Participation in teaching spaces where possible articulate the learning of LE and other
curricular areas.

2. 3. The key main concept developed by NAP is the plurilingual and intercultural perspective which is
a LE teaching formative dimension that considers the specific elements of each of the languages
and taking into count the processes of construction of children’s socio-cultural identity.
It also aims to contribute to the teaching of languages in a context in which school recognizes the
role of Spanish as a language of schooling and its different varieties and value the place of the other
languages and maternal cultures different from the Spanish that circulate in Argentina. From this
premise, the NAP of LE privilege both the knowledge of and about languages and language, as well
as the citizens training who respect linguistic and cultural differences favouring attitudes that
promote new ways of being, and being in the world and also be placed in front of the sociocultural
and linguistic diversity.
This perspective of language teaching, then, promotes multidisciplinary approaches and combines
language learning with the ability to reflect and to be critical and at the same time these approaches
coexist in societies with great cultural diversity, that is to say, it encourages active participation in
democratic processes and contributes to education for citizenship and peace.
4. The NAPs are organized in four possible routes of different duration each. These contemplate
different levels of complexity which are associated with cycles of schooling.
The organization has the following characteristics:
a. Takes into count different learning paths according to the moment of education that is taken
as a starting point for teaching. In this sense and as an example, a first level of LE designed
for the First Primary Cycle will take into account the literacy process initial that boys and girls
will be going through at that moment of their schooling and will necessarily present different
characteristics of a first level for students of the Basic Secondary School.
b. It is flexible, insofar as it allows consecutive or simultaneous teaching – with same or different
starting points - of more than one LE, according to what is established by each jurisdiction.
For example, an LE could be addressed in primary education (levels 1 and 2 of the four-cycle
course) and another in secondary education (levels 1 and 2 of the two-cycle course).Two LE
could also be taught in elementary and high school, with same or different starting points.
These or other possibilities of combination will be defined by each jurisdiction.
c. The single level course that starts in the Oriented Cycle of Secondary refers to the knowledge
prioritized for the learning of a second LE, which will be enhanced by knowledge and
reflection about the first LE studied and Spanish. As a strategy to address teaching a LE
throughout a single cycle, two are presented options: work with orality - comprehension and
oral production – or good with reading and writing.
5. The main axis are:
- Axis: in relation to ORAL COMPRENSION
- Axis: in relation to READING
- Axis: in relation to ORAL PRODUCTION
- Axis: in relation to WRITING
- Axis: in relation to the REFLECTION ON THE LANGUAGE THAT IS LEARNED
- Axis: in relation to INTERCULTURAL REFLECTION.
6. Since the teaching of a foreign language in a school context involves knowledge about languages
and language, it is expected that the organization by axis, encourage dialogue and articulation with
the teaching of Spanish as a language of schooling.

3. During Primary and Secondary Education, it is also expected that the school will offer situations of
teaching that promote in the students:
1 Comprehension, expression and contextualized and meaningful interaction in the foreign
language(s) they learn.
2 The collective and individual comprehension and production of diverse texts (written and oral)
that encourage reflection and the exchange of ideas.
3 The development of diverse strategies to understand and produce oral texts and written in
the language(s) they learn.
4 Reflection on language, its operation and use in relation to the specificity of each language
and in particular with Spanish, the language of schooling.
5 Reflection on the own learning processes linked to understanding, interpretation and
production of oral and written texts.
6 Confidence in the possibilities of learning a foreign language in accordance with their own
rhythms and learning styles and the recognition of error as constitutive of the learning
process.
7 The progressive construction of autonomy in the use of the language(s) they learn, in
practices of orality, reading and writing in sociocultural experiences.
8 The critical assessment of technological resources available to students for learning foreign
languages.
9 Recognition of opportunities within and outside the educational setting to use the foreign
language(s) they learn
10 The enjoyment of the learning process of the foreign language(s), of the possibilities of
meaningful communication and the opportunity to open to others worlds.
11 The ability to identify sociocultural aspects in oral and written texts in foreign language and
reflect on the role they play in the production or interpretation of meanings.
12 Respect for languages and their varieties, understanding that people use various ways to
communicate according to their different contexts and groups of belonging.
13 The recognition that orality, reading and writing in LE propitiate learning, a wider social
insertion and the expansion of the cultural universe.
14 The willingness to work cooperatively and collaboratively (inside and outside the school
scope), to present ideas and proposals, to listen and to make shared decisions based on the
available knowledge and experiences, valuing participatory dialogue.
15 The revaluation of their own languages and cultures from the approach to other languages
and cultures.
16 The assessment that learning foreign languages within the framework of a multicultural and
intercultural perspective is an experience of formative value that transcends the stage and
the school environment
7 .