SlideShare a Scribd company logo
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.
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.
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 .

More Related Content

What's hot

12 english (ix xii) e
12 english (ix xii) e12 english (ix xii) e
12 english (ix xii) e
Pugazhenthi Viswasam
 
Mother Tongue Based - Multilingual Education (MTB-MLE) in Philippines
Mother Tongue Based - Multilingual Education (MTB-MLE) in PhilippinesMother Tongue Based - Multilingual Education (MTB-MLE) in Philippines
Mother Tongue Based - Multilingual Education (MTB-MLE) in Philippines
DåLé Rǝnomǝron
 
The Roadmap to Philippine Multiliteracy
The Roadmap to Philippine MultiliteracyThe Roadmap to Philippine Multiliteracy
The Roadmap to Philippine Multiliteracy
Dina Ocampo
 
Module 1 ppt 1 K 12 framework
Module 1 ppt 1 K 12 frameworkModule 1 ppt 1 K 12 framework
Module 1 ppt 1 K 12 framework
RASBorja
 
English
EnglishEnglish
English
franz_20
 
3 ea52d01
3 ea52d013 ea52d01
T.S.Eliot's extraordinary journey of faith
T.S.Eliot's  extraordinary journey of faithT.S.Eliot's  extraordinary journey of faith
T.S.Eliot's extraordinary journey of faith
fksvzudr
 
Curriculum guide grade 8
Curriculum guide grade 8Curriculum guide grade 8
Curriculum guide grade 8
Jivanee Abril
 
K12 english - dec 19, 2012
K12   english - dec 19, 2012K12   english - dec 19, 2012
K12 english - dec 19, 2012
Rizalina Alvarez
 
EUFICCS at EAIE 2014 Prague
EUFICCS at EAIE 2014 PragueEUFICCS at EAIE 2014 Prague
EUFICCS at EAIE 2014 Prague
Siena Italian Studies
 
Mtbmle implications for_policy
Mtbmle implications for_policyMtbmle implications for_policy
Mtbmle implications for_policy
rhea1111
 
Unesco prediction on the extinction of igbo language in 2025 analyzing
Unesco prediction on the extinction of igbo language in 2025 analyzingUnesco prediction on the extinction of igbo language in 2025 analyzing
Unesco prediction on the extinction of igbo language in 2025 analyzing
Alexander Decker
 
Practical 3 how to teach english respecting our identity. angela lopez, sola...
Practical 3  how to teach english respecting our identity. angela lopez, sola...Practical 3  how to teach english respecting our identity. angela lopez, sola...
Practical 3 how to teach english respecting our identity. angela lopez, sola...
SolCortese1
 
Session 7 bridging among 14 domains
Session 7 bridging among 14 domainsSession 7 bridging among 14 domains
Session 7 bridging among 14 domains
Rogelio Gonia
 
ENGLISH k - 12 Curriculum Guide
ENGLISH k - 12 Curriculum GuideENGLISH k - 12 Curriculum Guide
ENGLISH k - 12 Curriculum Guide
Jessa Irinco Cerbito
 
01 national-curriculum-guidelines-efl-agosto-2014
01 national-curriculum-guidelines-efl-agosto-201401 national-curriculum-guidelines-efl-agosto-2014
01 national-curriculum-guidelines-efl-agosto-2014
Esther Aguilar
 
Investigating the Integration of Culture Teaching in Foreign Language Classro...
Investigating the Integration of Culture Teaching in Foreign Language Classro...Investigating the Integration of Culture Teaching in Foreign Language Classro...
Investigating the Integration of Culture Teaching in Foreign Language Classro...
The Annual International Conference on Languages, Linguistics, Translation and Literature
 
21reasons 141014230103-conversion-gate01
21reasons 141014230103-conversion-gate0121reasons 141014230103-conversion-gate01
21reasons 141014230103-conversion-gate01
MOLOMO MOLATELO JUVENTUS
 
English cg grade 1 10 july 2015
English cg grade 1 10 july 2015English cg grade 1 10 july 2015
English cg grade 1 10 july 2015
Mildred Matugas
 

What's hot (19)

12 english (ix xii) e
12 english (ix xii) e12 english (ix xii) e
12 english (ix xii) e
 
Mother Tongue Based - Multilingual Education (MTB-MLE) in Philippines
Mother Tongue Based - Multilingual Education (MTB-MLE) in PhilippinesMother Tongue Based - Multilingual Education (MTB-MLE) in Philippines
Mother Tongue Based - Multilingual Education (MTB-MLE) in Philippines
 
The Roadmap to Philippine Multiliteracy
The Roadmap to Philippine MultiliteracyThe Roadmap to Philippine Multiliteracy
The Roadmap to Philippine Multiliteracy
 
Module 1 ppt 1 K 12 framework
Module 1 ppt 1 K 12 frameworkModule 1 ppt 1 K 12 framework
Module 1 ppt 1 K 12 framework
 
English
EnglishEnglish
English
 
3 ea52d01
3 ea52d013 ea52d01
3 ea52d01
 
T.S.Eliot's extraordinary journey of faith
T.S.Eliot's  extraordinary journey of faithT.S.Eliot's  extraordinary journey of faith
T.S.Eliot's extraordinary journey of faith
 
Curriculum guide grade 8
Curriculum guide grade 8Curriculum guide grade 8
Curriculum guide grade 8
 
K12 english - dec 19, 2012
K12   english - dec 19, 2012K12   english - dec 19, 2012
K12 english - dec 19, 2012
 
EUFICCS at EAIE 2014 Prague
EUFICCS at EAIE 2014 PragueEUFICCS at EAIE 2014 Prague
EUFICCS at EAIE 2014 Prague
 
Mtbmle implications for_policy
Mtbmle implications for_policyMtbmle implications for_policy
Mtbmle implications for_policy
 
Unesco prediction on the extinction of igbo language in 2025 analyzing
Unesco prediction on the extinction of igbo language in 2025 analyzingUnesco prediction on the extinction of igbo language in 2025 analyzing
Unesco prediction on the extinction of igbo language in 2025 analyzing
 
Practical 3 how to teach english respecting our identity. angela lopez, sola...
Practical 3  how to teach english respecting our identity. angela lopez, sola...Practical 3  how to teach english respecting our identity. angela lopez, sola...
Practical 3 how to teach english respecting our identity. angela lopez, sola...
 
Session 7 bridging among 14 domains
Session 7 bridging among 14 domainsSession 7 bridging among 14 domains
Session 7 bridging among 14 domains
 
ENGLISH k - 12 Curriculum Guide
ENGLISH k - 12 Curriculum GuideENGLISH k - 12 Curriculum Guide
ENGLISH k - 12 Curriculum Guide
 
01 national-curriculum-guidelines-efl-agosto-2014
01 national-curriculum-guidelines-efl-agosto-201401 national-curriculum-guidelines-efl-agosto-2014
01 national-curriculum-guidelines-efl-agosto-2014
 
Investigating the Integration of Culture Teaching in Foreign Language Classro...
Investigating the Integration of Culture Teaching in Foreign Language Classro...Investigating the Integration of Culture Teaching in Foreign Language Classro...
Investigating the Integration of Culture Teaching in Foreign Language Classro...
 
21reasons 141014230103-conversion-gate01
21reasons 141014230103-conversion-gate0121reasons 141014230103-conversion-gate01
21reasons 141014230103-conversion-gate01
 
English cg grade 1 10 july 2015
English cg grade 1 10 july 2015English cg grade 1 10 july 2015
English cg grade 1 10 july 2015
 

Similar to nap

MATATAG ENGLISH CURRICULUM GUIDE -G4-and-7.pdf
MATATAG ENGLISH CURRICULUM GUIDE -G4-and-7.pdfMATATAG ENGLISH CURRICULUM GUIDE -G4-and-7.pdf
MATATAG ENGLISH CURRICULUM GUIDE -G4-and-7.pdf
AiCabungcal
 
English CG 2023.pdf
English CG 2023.pdfEnglish CG 2023.pdf
English CG 2023.pdf
ALLYSSAMAE2
 
English as a foreing language
English as a foreing languageEnglish as a foreing language
English as a foreing language
JOHANSEBASTIAN75
 
Bec competency
Bec competencyBec competency
Bec competency
Sarahdiv Orbita
 
FINAL MATATAG Reading and Literacy CG 2023 G1.pdf
FINAL MATATAG Reading and Literacy CG 2023 G1.pdfFINAL MATATAG Reading and Literacy CG 2023 G1.pdf
FINAL MATATAG Reading and Literacy CG 2023 G1.pdf
analynponting1
 
Intercultural english teacher for the global village 2
Intercultural english teacher for the global village 2Intercultural english teacher for the global village 2
Intercultural english teacher for the global village 2
sparky32
 
Intercultural english teacher for the global village 2
Intercultural english teacher for the global village 2Intercultural english teacher for the global village 2
Intercultural english teacher for the global village 2
The Mackay School
 
Ppp20
Ppp20Ppp20
Chapter 1 bilingual advantage
Chapter 1 bilingual advantageChapter 1 bilingual advantage
Chapter 1 bilingual advantage
Diane Rodriguez
 
FINAL MATATAG English CG 2023 Grades 2-10 (withAppendices).pdf
FINAL MATATAG English CG 2023 Grades 2-10 (withAppendices).pdfFINAL MATATAG English CG 2023 Grades 2-10 (withAppendices).pdf
FINAL MATATAG English CG 2023 Grades 2-10 (withAppendices).pdf
ziromemae17
 
Malla curricular de inglés primero y segundo grado
Malla curricular de inglés primero y segundo gradoMalla curricular de inglés primero y segundo grado
Malla curricular de inglés primero y segundo grado
BlancaNubiaMercadoVi
 
Culture teaching
Culture teachingCulture teaching
Culture teaching
Magdy Aly
 
05 english (i viii) d
05 english (i viii) d05 english (i viii) d
05 english (i viii) d
Pugazhenthi Viswasam
 
Mother tongue based multilingual education
Mother tongue based multilingual educationMother tongue based multilingual education
Mother tongue based multilingual education
beedivb
 
Teaching english young learners
Teaching english young learnersTeaching english young learners
Teaching english young learners
Tarık İnce
 
English cg 2016 version (1)
English cg 2016 version (1)English cg 2016 version (1)
English cg 2016 version (1)
Jill Fuentes
 
Online ESL Specialist Certification Program.pdf
Online ESL Specialist Certification Program.pdfOnline ESL Specialist Certification Program.pdf
Online ESL Specialist Certification Program.pdf
simplisagetechnologi
 
Multilingual
MultilingualMultilingual
Multilingual
sgur1212
 
Kj8vno2gsdun5boznpfq signature-f67c4a54f39b4763811f8048de6d3a2e9ad5854d37c554...
Kj8vno2gsdun5boznpfq signature-f67c4a54f39b4763811f8048de6d3a2e9ad5854d37c554...Kj8vno2gsdun5boznpfq signature-f67c4a54f39b4763811f8048de6d3a2e9ad5854d37c554...
Kj8vno2gsdun5boznpfq signature-f67c4a54f39b4763811f8048de6d3a2e9ad5854d37c554...
keviin roldan
 
Englis book level 4 students and teachers 2015- 2016
Englis book   level 4 students and teachers 2015- 2016Englis book   level 4 students and teachers 2015- 2016
Englis book level 4 students and teachers 2015- 2016
Escuela Superior Politécnica del Litoral
 

Similar to nap (20)

MATATAG ENGLISH CURRICULUM GUIDE -G4-and-7.pdf
MATATAG ENGLISH CURRICULUM GUIDE -G4-and-7.pdfMATATAG ENGLISH CURRICULUM GUIDE -G4-and-7.pdf
MATATAG ENGLISH CURRICULUM GUIDE -G4-and-7.pdf
 
English CG 2023.pdf
English CG 2023.pdfEnglish CG 2023.pdf
English CG 2023.pdf
 
English as a foreing language
English as a foreing languageEnglish as a foreing language
English as a foreing language
 
Bec competency
Bec competencyBec competency
Bec competency
 
FINAL MATATAG Reading and Literacy CG 2023 G1.pdf
FINAL MATATAG Reading and Literacy CG 2023 G1.pdfFINAL MATATAG Reading and Literacy CG 2023 G1.pdf
FINAL MATATAG Reading and Literacy CG 2023 G1.pdf
 
Intercultural english teacher for the global village 2
Intercultural english teacher for the global village 2Intercultural english teacher for the global village 2
Intercultural english teacher for the global village 2
 
Intercultural english teacher for the global village 2
Intercultural english teacher for the global village 2Intercultural english teacher for the global village 2
Intercultural english teacher for the global village 2
 
Ppp20
Ppp20Ppp20
Ppp20
 
Chapter 1 bilingual advantage
Chapter 1 bilingual advantageChapter 1 bilingual advantage
Chapter 1 bilingual advantage
 
FINAL MATATAG English CG 2023 Grades 2-10 (withAppendices).pdf
FINAL MATATAG English CG 2023 Grades 2-10 (withAppendices).pdfFINAL MATATAG English CG 2023 Grades 2-10 (withAppendices).pdf
FINAL MATATAG English CG 2023 Grades 2-10 (withAppendices).pdf
 
Malla curricular de inglés primero y segundo grado
Malla curricular de inglés primero y segundo gradoMalla curricular de inglés primero y segundo grado
Malla curricular de inglés primero y segundo grado
 
Culture teaching
Culture teachingCulture teaching
Culture teaching
 
05 english (i viii) d
05 english (i viii) d05 english (i viii) d
05 english (i viii) d
 
Mother tongue based multilingual education
Mother tongue based multilingual educationMother tongue based multilingual education
Mother tongue based multilingual education
 
Teaching english young learners
Teaching english young learnersTeaching english young learners
Teaching english young learners
 
English cg 2016 version (1)
English cg 2016 version (1)English cg 2016 version (1)
English cg 2016 version (1)
 
Online ESL Specialist Certification Program.pdf
Online ESL Specialist Certification Program.pdfOnline ESL Specialist Certification Program.pdf
Online ESL Specialist Certification Program.pdf
 
Multilingual
MultilingualMultilingual
Multilingual
 
Kj8vno2gsdun5boznpfq signature-f67c4a54f39b4763811f8048de6d3a2e9ad5854d37c554...
Kj8vno2gsdun5boznpfq signature-f67c4a54f39b4763811f8048de6d3a2e9ad5854d37c554...Kj8vno2gsdun5boznpfq signature-f67c4a54f39b4763811f8048de6d3a2e9ad5854d37c554...
Kj8vno2gsdun5boznpfq signature-f67c4a54f39b4763811f8048de6d3a2e9ad5854d37c554...
 
Englis book level 4 students and teachers 2015- 2016
Englis book   level 4 students and teachers 2015- 2016Englis book   level 4 students and teachers 2015- 2016
Englis book level 4 students and teachers 2015- 2016
 

More from pauly_86

Cbi, tbl and participatory app.
Cbi, tbl and participatory app.Cbi, tbl and participatory app.
Cbi, tbl and participatory app.
pauly_86
 
Trace match and colour
Trace match and colourTrace match and colour
Trace match and colour
pauly_86
 
Practice paper 15. assesing young learners.
Practice paper 15. assesing young learners.Practice paper 15. assesing young learners.
Practice paper 15. assesing young learners.
pauly_86
 
Practice paper 12 clil
Practice paper 12  clilPractice paper 12  clil
Practice paper 12 clil
pauly_86
 
Practice ii sugatra mitra questions
Practice ii sugatra mitra questionsPractice ii sugatra mitra questions
Practice ii sugatra mitra questions
pauly_86
 
Practice ii practical 3
Practice ii practical 3Practice ii practical 3
Practice ii practical 3
pauly_86
 
Practice ii lesson plan senses
Practice ii lesson plan sensesPractice ii lesson plan senses
Practice ii lesson plan senses
pauly_86
 
Practice ii lesson plan 5 class 7 and 8
Practice ii lesson plan 5 class 7 and 8Practice ii lesson plan 5 class 7 and 8
Practice ii lesson plan 5 class 7 and 8
pauly_86
 
Practice cover
Practice coverPractice cover
Practice cover
pauly_86
 
Practical n 7 practice ii
Practical n 7 practice iiPractical n 7 practice ii
Practical n 7 practice ii
pauly_86
 
Feedback on observation folder
Feedback on observation folderFeedback on observation folder
Feedback on observation folder
pauly_86
 
Clil class senses
Clil class sensesClil class senses
Clil class senses
pauly_86
 
Lesson plan 1 and 2
Lesson plan 1 and 2Lesson plan 1 and 2
Lesson plan 1 and 2
pauly_86
 
Planning creatively ppt
Planning creatively pptPlanning creatively ppt
Planning creatively ppt
pauly_86
 

More from pauly_86 (14)

Cbi, tbl and participatory app.
Cbi, tbl and participatory app.Cbi, tbl and participatory app.
Cbi, tbl and participatory app.
 
Trace match and colour
Trace match and colourTrace match and colour
Trace match and colour
 
Practice paper 15. assesing young learners.
Practice paper 15. assesing young learners.Practice paper 15. assesing young learners.
Practice paper 15. assesing young learners.
 
Practice paper 12 clil
Practice paper 12  clilPractice paper 12  clil
Practice paper 12 clil
 
Practice ii sugatra mitra questions
Practice ii sugatra mitra questionsPractice ii sugatra mitra questions
Practice ii sugatra mitra questions
 
Practice ii practical 3
Practice ii practical 3Practice ii practical 3
Practice ii practical 3
 
Practice ii lesson plan senses
Practice ii lesson plan sensesPractice ii lesson plan senses
Practice ii lesson plan senses
 
Practice ii lesson plan 5 class 7 and 8
Practice ii lesson plan 5 class 7 and 8Practice ii lesson plan 5 class 7 and 8
Practice ii lesson plan 5 class 7 and 8
 
Practice cover
Practice coverPractice cover
Practice cover
 
Practical n 7 practice ii
Practical n 7 practice iiPractical n 7 practice ii
Practical n 7 practice ii
 
Feedback on observation folder
Feedback on observation folderFeedback on observation folder
Feedback on observation folder
 
Clil class senses
Clil class sensesClil class senses
Clil class senses
 
Lesson plan 1 and 2
Lesson plan 1 and 2Lesson plan 1 and 2
Lesson plan 1 and 2
 
Planning creatively ppt
Planning creatively pptPlanning creatively ppt
Planning creatively ppt
 

Recently uploaded

A Visual Guide to 1 Samuel | A Tale of Two Hearts
A Visual Guide to 1 Samuel | A Tale of Two HeartsA Visual Guide to 1 Samuel | A Tale of Two Hearts
A Visual Guide to 1 Samuel | A Tale of Two Hearts
Steve Thomason
 
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
MysoreMuleSoftMeetup
 
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
imrankhan141184
 
HYPERTENSION - SLIDE SHARE PRESENTATION.
HYPERTENSION - SLIDE SHARE PRESENTATION.HYPERTENSION - SLIDE SHARE PRESENTATION.
HYPERTENSION - SLIDE SHARE PRESENTATION.
deepaannamalai16
 
Présentationvvvvvvvvvvvvvvvvvvvvvvvvvvvv2.pptx
Présentationvvvvvvvvvvvvvvvvvvvvvvvvvvvv2.pptxPrésentationvvvvvvvvvvvvvvvvvvvvvvvvvvvv2.pptx
Présentationvvvvvvvvvvvvvvvvvvvvvvvvvvvv2.pptx
siemaillard
 
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A  Nation In the Making 1872 - 1900 SML.pptLevel 3 NCEA - NZ: A  Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Henry Hollis
 
Stack Memory Organization of 8086 Microprocessor
Stack Memory Organization of 8086 MicroprocessorStack Memory Organization of 8086 Microprocessor
Stack Memory Organization of 8086 Microprocessor
JomonJoseph58
 
Educational Technology in the Health Sciences
Educational Technology in the Health SciencesEducational Technology in the Health Sciences
Educational Technology in the Health Sciences
Iris Thiele Isip-Tan
 
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
Nguyen Thanh Tu Collection
 
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
National Information Standards Organization (NISO)
 
Pharmaceutics Pharmaceuticals best of brub
Pharmaceutics Pharmaceuticals best of brubPharmaceutics Pharmaceuticals best of brub
Pharmaceutics Pharmaceuticals best of brub
danielkiash986
 
Benner "Expanding Pathways to Publishing Careers"
Benner "Expanding Pathways to Publishing Careers"Benner "Expanding Pathways to Publishing Careers"
Benner "Expanding Pathways to Publishing Careers"
National Information Standards Organization (NISO)
 
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit InnovationLeveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
TechSoup
 
Standardized tool for Intelligence test.
Standardized tool for Intelligence test.Standardized tool for Intelligence test.
Standardized tool for Intelligence test.
deepaannamalai16
 
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 InventoryHow to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
Celine George
 
Wound healing PPT
Wound healing PPTWound healing PPT
Wound healing PPT
Jyoti Chand
 
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptxChapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Denish Jangid
 
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
GeorgeMilliken2
 
How Barcodes Can Be Leveraged Within Odoo 17
How Barcodes Can Be Leveraged Within Odoo 17How Barcodes Can Be Leveraged Within Odoo 17
How Barcodes Can Be Leveraged Within Odoo 17
Celine George
 
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptxNEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
iammrhaywood
 

Recently uploaded (20)

A Visual Guide to 1 Samuel | A Tale of Two Hearts
A Visual Guide to 1 Samuel | A Tale of Two HeartsA Visual Guide to 1 Samuel | A Tale of Two Hearts
A Visual Guide to 1 Samuel | A Tale of Two Hearts
 
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
 
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
 
HYPERTENSION - SLIDE SHARE PRESENTATION.
HYPERTENSION - SLIDE SHARE PRESENTATION.HYPERTENSION - SLIDE SHARE PRESENTATION.
HYPERTENSION - SLIDE SHARE PRESENTATION.
 
Présentationvvvvvvvvvvvvvvvvvvvvvvvvvvvv2.pptx
Présentationvvvvvvvvvvvvvvvvvvvvvvvvvvvv2.pptxPrésentationvvvvvvvvvvvvvvvvvvvvvvvvvvvv2.pptx
Présentationvvvvvvvvvvvvvvvvvvvvvvvvvvvv2.pptx
 
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A  Nation In the Making 1872 - 1900 SML.pptLevel 3 NCEA - NZ: A  Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
 
Stack Memory Organization of 8086 Microprocessor
Stack Memory Organization of 8086 MicroprocessorStack Memory Organization of 8086 Microprocessor
Stack Memory Organization of 8086 Microprocessor
 
Educational Technology in the Health Sciences
Educational Technology in the Health SciencesEducational Technology in the Health Sciences
Educational Technology in the Health Sciences
 
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
 
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
 
Pharmaceutics Pharmaceuticals best of brub
Pharmaceutics Pharmaceuticals best of brubPharmaceutics Pharmaceuticals best of brub
Pharmaceutics Pharmaceuticals best of brub
 
Benner "Expanding Pathways to Publishing Careers"
Benner "Expanding Pathways to Publishing Careers"Benner "Expanding Pathways to Publishing Careers"
Benner "Expanding Pathways to Publishing Careers"
 
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit InnovationLeveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
 
Standardized tool for Intelligence test.
Standardized tool for Intelligence test.Standardized tool for Intelligence test.
Standardized tool for Intelligence test.
 
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 InventoryHow to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
 
Wound healing PPT
Wound healing PPTWound healing PPT
Wound healing PPT
 
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptxChapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
 
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
 
How Barcodes Can Be Leveraged Within Odoo 17
How Barcodes Can Be Leveraged Within Odoo 17How Barcodes Can Be Leveraged Within Odoo 17
How Barcodes Can Be Leveraged Within Odoo 17
 
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptxNEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
 

nap

  • 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 .