This document discusses relevant factors for teaching English as a foreign language to primary students, including learning styles, affective factors, multiple intelligences, and the role of the teacher. It addresses that students have different cognitive factors, affective traits, personalities, levels of motivation, anxiety and self-esteem that impact language learning. Teachers must understand these individual differences and create a safe environment to increase self-confidence and engagement while reducing anxiety. The document also explores Howard Gardner's theory of multiple intelligences and the traits of good language learners. Finally, it outlines the six main roles of the English teacher in a primary classroom.
Applied linguistics (doing being applied linguists: the important of experience)Lina Karuniawati
APPLIED LINGUISTICS
DOING BEING APPLIED LINGUISTS: THE IMPORTANT OF EXPERIENCE
- 7 Case Studies in Applied Linguists:
1. Language-programme Evaluation
2. Literacy Acquisition
3. Pedagogical Grammar
4. Workplace Communication
5. Language and Identity
6. Assessing English as a Lingua Franca
7. Critical Pedagogy
Role and importance of language in the curriculumAbu Bashar
The language is always believed to play a central role in learning. No matter what the subject area, students assimilate new concepts when they listen, talk, read and write about what they are learning. Speaking and writing reflects the thinking process that is taking place. Students learn in language, therefore if their language is weak, so is their learning.
Applied linguistics (doing being applied linguists: the important of experience)Lina Karuniawati
APPLIED LINGUISTICS
DOING BEING APPLIED LINGUISTS: THE IMPORTANT OF EXPERIENCE
- 7 Case Studies in Applied Linguists:
1. Language-programme Evaluation
2. Literacy Acquisition
3. Pedagogical Grammar
4. Workplace Communication
5. Language and Identity
6. Assessing English as a Lingua Franca
7. Critical Pedagogy
Role and importance of language in the curriculumAbu Bashar
The language is always believed to play a central role in learning. No matter what the subject area, students assimilate new concepts when they listen, talk, read and write about what they are learning. Speaking and writing reflects the thinking process that is taking place. Students learn in language, therefore if their language is weak, so is their learning.
This is my presentation in TESOL 109 (Language Material Preparation and Evaluation. It includes a discussion of what a skills-based syllbus is, its advantages and disadvantages, an ennumeration of the different microskills for each macroskill, a sample skills-based English language program.
The Nature of Approaches and Methods in Language LearningImtiaz Ahmad
Language Learning Process:
◼ Language learning is an active process that begins at birth and continues throughout
life. When a child learns a first language, we may say that the child learns the
language under natural conditions.
◼ Such a learning situation generally differs greatly from artificial ones, with the most
common one used in second language learning being the school classroom.
◼ A second language can be learned under natural conditions. For example, children
who are taken to live in foreign countries may learn a second language without
formal instructions by associating with speakers of the foreign language, e.g.
playmates, and household personnel.
◼ Students learn language as they use it to communicate their thoughts, feelings, and
experiences, establish relationships with family members and friends, and strive to
make sense and order of their world. Language Learning Methodology:
◼ Methodology informs teachers about different ways to organize teaching
practices. There are three levels of organization at the level of
methodology, namely, approach, method, and technique.
◼ In language teaching, in the general area of teaching methodology, people
talk about approaches, methods, and techniques.
◼ Language teaching involves approaches that lead to methods, methods
that are broken down into procedures, and procedures that are a collection
of techniques.
◼ Understanding how these concepts interrelate can help a teacher to know
the reasons behind their choices in how they choose to teach. Here I will
differentiate these three terms; approach, method, and technique in a
simple way.Approach:
◼ An approach is a way of looking at teaching and learning. Underlying any language
teaching approach is a theoretical view of what language is, and of how it can be
learnt. It gives rise to methods, the way of teaching something, which use classroom
activities or techniques to help learners to learn.
◼ An approach refers to the general assumptions about what language is and about
how learning a language occurs. It is a theory about language learning or even
a philosophy of how people learn in general.
◼ It represents the sum of our philosophy about both the theory of language and the
theory of learning. In other words, an approach to language teaching describes:
The nature of language,
How knowledge of a language is acquired?
And the conditions that promote language acquisition.
◼ Each of these philosophies encouraged the development of the mind in the way of a
muscle. Train the brain and a person would be able to do many different things.
◼ E.g. Watch and fellow teacher, Focus on student’s experiences
Method:
◼ In language learning and teaching method is a way of teaching a language which is
based on systematic and procedures, i.e. which is an application of views
on how a language is best taught and learned and a particular theory of language
and of language learning.
This is my presentation in TESOL 109 (Language Material Preparation and Evaluation. It includes a discussion of what a skills-based syllbus is, its advantages and disadvantages, an ennumeration of the different microskills for each macroskill, a sample skills-based English language program.
The Nature of Approaches and Methods in Language LearningImtiaz Ahmad
Language Learning Process:
◼ Language learning is an active process that begins at birth and continues throughout
life. When a child learns a first language, we may say that the child learns the
language under natural conditions.
◼ Such a learning situation generally differs greatly from artificial ones, with the most
common one used in second language learning being the school classroom.
◼ A second language can be learned under natural conditions. For example, children
who are taken to live in foreign countries may learn a second language without
formal instructions by associating with speakers of the foreign language, e.g.
playmates, and household personnel.
◼ Students learn language as they use it to communicate their thoughts, feelings, and
experiences, establish relationships with family members and friends, and strive to
make sense and order of their world. Language Learning Methodology:
◼ Methodology informs teachers about different ways to organize teaching
practices. There are three levels of organization at the level of
methodology, namely, approach, method, and technique.
◼ In language teaching, in the general area of teaching methodology, people
talk about approaches, methods, and techniques.
◼ Language teaching involves approaches that lead to methods, methods
that are broken down into procedures, and procedures that are a collection
of techniques.
◼ Understanding how these concepts interrelate can help a teacher to know
the reasons behind their choices in how they choose to teach. Here I will
differentiate these three terms; approach, method, and technique in a
simple way.Approach:
◼ An approach is a way of looking at teaching and learning. Underlying any language
teaching approach is a theoretical view of what language is, and of how it can be
learnt. It gives rise to methods, the way of teaching something, which use classroom
activities or techniques to help learners to learn.
◼ An approach refers to the general assumptions about what language is and about
how learning a language occurs. It is a theory about language learning or even
a philosophy of how people learn in general.
◼ It represents the sum of our philosophy about both the theory of language and the
theory of learning. In other words, an approach to language teaching describes:
The nature of language,
How knowledge of a language is acquired?
And the conditions that promote language acquisition.
◼ Each of these philosophies encouraged the development of the mind in the way of a
muscle. Train the brain and a person would be able to do many different things.
◼ E.g. Watch and fellow teacher, Focus on student’s experiences
Method:
◼ In language learning and teaching method is a way of teaching a language which is
based on systematic and procedures, i.e. which is an application of views
on how a language is best taught and learned and a particular theory of language
and of language learning.
Presentations on the first session of the module Individual factors in learning EFL from the Master in TEFL of Universidad de Piura-FUNIBER.
Teacher: M.Ed. Maria Luisa Mu
This slide briefly sums up the Second Language learning/teaching methodology as proposed by Charles Arthur Curran. Community Langugae Learning advocates the Counseling method of psychology to aid Target Language acquisition.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
1. DIDACTICA DE LA LENGUA INGLESA
17519 PRIMARIA
MODULE 1:
TEACHERS AND STUDENTS IN THE
PRIMARY EFL CLASSROOM
2. 1.1 Relevant characteristics of Primary Ed.
children for teaching a foreign language (English):
affective factors and multiple intelligences. The
Role of the Teacher. The good language learner.
1.2 Discourse in the classroom: Classroom
language. Semantic fields necessary for the
success in the teaching process.
1.3 CEFR (Common European Framework
of Reference). The Language Portfolio.
SUMMARY
3. DIFFERENT LEARNING
STYLES
• To learn: visual, auditory or
kinaesthetic style.
• To organize information: field-
independent, analytical or
synthetic, reflective or impulsive,
etc.
• To elaborate information:
communicative, conformist, critical
thinkers, memorizing learners, etc.
DIFFERENT STRATEGIES
• Direct strategies: cognitive,
compensation, memory.
• Indirect strategies: metacognitive,
affective and social.
1.1 COGNITIVE FACTORS – LEARNING STYLES
4. 1.1 AFFECT IN LANGUAGE LEARNING
Success in language learning depends
“less on materials, techniques and
linguistic analysis and more on what
goes on inside and between the people
in the classroom”
E. STEVICK
“A student who has formed a belief that he
can't learn languages is right, s/he can't...
unless s/he changes this belief”.
JANE ARNOLD
5. MOTIVATION
▪ Intrinsic: associated with better and
long-term learning
▪ Extrinsic: associated with short-term
learning for children.
1.1 AFFECTIVE FACTORS
LEARNING LANGUAGES
MOTIVATION
Integrative motivation: Students want to
learn the language because they want to
get to know the people who speak that
language. They are also interested in the
culture associated with that language.
Instrumental motivation: students want to
learn a language because of a practical
reason such as getting a salary bonus or
getting into college
6. SELF-ESTEEM AND SELF-
EFFICACY
The learning difference
between children with high or
low levels of self-esteem and
self-efficacy is enormous. A
student with low self-
expectations will actually have
poorer results: it is what we
call the self-fulfilling prophecy.
PERSONALITY
When dealing with oral
communication, extroversion,
risk-taking and empathy can
help learners to develop
speaking faster.
1.1 AFFECTIVE FACTORS - PERSONALITY
7. ESSENTIAL
Teacher motivation and expectations are important too.
ROSSENTHALL´S EXPERIMENT: THE
PYGMALION EFFECT.
Importance of communicating positive expectations and
reinforcing children´s self-esteem.
http://www.youtube.com/watch?v=TRTCG54nLss
1.1 AFFECTIVE FACTORS-TEACHER’S PERSPECTIVES
"Las expectativas y previsiones de los
profesores sobre la forma en que de
alguna manera se conducirían los
alumnos, determinan precisamente las
conductas que los profesores esperaban."
(Rosenthal y Jacobson)
8. ANXIETY → seems to be an
inherent factor in language
learning.
▪Communicative classes: It
implies a certain amount of
anxiety (probably more so than
mechanical grammar practice),
but is absolutely necessary to
deal with it to promote
communicative competence.
▪Formal instruction: Children
start to manifest anxiety when
language learning becomes more
formally instructed and demands
communicative interactions
without preparation.
1.1 AFFECTIVE FACTORS- NEGATIVE COMPONENTS
Learners experience anxiety when
they feel that they are unable to
“be themselves” when speaking a
new language.
HORWITZ AND COPE
9. To increase SELF-STEEM AND MOTIVATION and eliminate
ANXIETY, teachers need to:
▪ Provide a safe atmosphere: Deal with errors in a constructive/
positive way
▪ Use a student-centered model: we increase autonomy and self
appreciation.
▪ Promote cooperative learning and respect learning styles
1.1 AFFECTIVE FACTORS - ELIMINATE ANXIETY
▪ Relaxing techniques: breathing, music, visualizing exs.
▪ Physical activity.
▪ Humour.
▪ Importance of teacher´s verbal and non verbal
messages: make students feel accepted and appreciated.
▪ Opportunities to reflect upon the learning process.
10. THEORY
Every single person is intelligent in a different way, and at least gifted
for three different intelligences.
RESPECT INTELLIGENCE DIVERSITY
Dealing with individual characteristics in the classroom means showing
respect for every single student, no matter their sex, personality.
LANGUAGE LEARNING
It is not only a cognitive process (age, gender, etc.) such as becoming
skilled at communication and grammar, but also an emotional experience
1.1 MULTIPLE
INTELLIGENCES
11. 1.1 MULTIPLE INTELLIGENCES
• Take this test and share the results with the class.
• http://www.educationplanner.org/students/self-
assessments/learning-styles-quiz.shtml
• Do you agree with the result?
12. HOWARD GARDNER
identifies nine different
type of intelligences:
● Mathematical-
logical
● Verbal-linguistic
● Musical-rhythmic
● Bodily-kinaesthetic
● Interpersonal
● Intrapersonal
● Visual-spatial
● Naturalist
● Existential
1.1 MULTIPLE INTELLIGENCES
13. GOOD LANGUAGE LEARNERS:
▪ Are accurate guessers and think critically.
▪ Are not afraid of making guesses about unknown words.
▪ Have a strong desire to communicate.
▪ Are extroverted.
▪ Seek out practice.
▪ Monitor their own speech and the speech of others. They
think about correct grammar and sentence structure when
they speak.
▪ Think about the meaning of the sentences they say and
they hear.
1.1 THE GOOD LANGUAGE LEARNER
14. 1.1 THE GOOD LANGUAGE LEARNER
• Finds an appropriate style of learning.
• Involves theirself in the language-learning process.
• Develops an awareness of language as both system
and communication.
• Pays constant attention to expanding their language
knowledge.
• Develops the second language as a separate system.
• Takes into account the demands that second
language learning imposes.
15. 1.1 THE ROLE OF THE TEACHER
Harmer distinguishes six main roles of the teacher. These can be
applied to the English language classroom:
CONTROLLER: Teachers play the role
of controller when they are totally in
charge of the class. They control what
pupils do, when they speak and what
language they use. This role is clearly
visible at the presentation stage of
a session in which language is being
reviewed or presented for the first time.
16. 1.1 THE ROLE OF THE TEACHER
2. ORGANISER: the success of many activities
depends on good organization and on the pupils
knowing exactly what they are going to do. Once
the activity has begun teachers intervene to use
gentle correction or to prompt.
17. 1.1 THE ROLE OF THE TEACHER
3. PROMPTER: sometimes teachers need to
encourage o pupils to participate or teachers
may need to make suggestions about how pupils
may proceed in an activity where there is a
silence or pupils
are confused.
18. 1.1 THE ROLE OF THE TEACHER
4. PARTICIPANT: Especially in simulations it
may be interesting for teachers to
participate with pupils in the activity.
However, it is important to limit the
teacher talking time as the objective in the
language classroom is giving pupils an
opportunity to practice English.
19. 1.1 THE ROLE OF THE TEACHER
5. RESOURCE: in communicative activities
teachers should be a resource centre. Teachers
should be ready when pupils need linguistic
help. This
help should only be
given when a
previous effort has
been made by pupils.
20. 1.1 THE ROLE OF THE TEACHER
6. ASSESSOR: one of the main roles teachers
play is that of assessing pupils’ work. Teachers
can distinguish between correcting and
organizing feedback that is a major part of
assessing our pupils’ performance so that they
can see the extent of their success or failure.
