This document discusses procedures for teaching foreign languages in primary education, including theories of second language acquisition, methodology, and curriculum. Section 2.5 focuses on evaluating, adapting, selecting and designing curricular materials, providing guidelines such as making materials contextualized, stimulating interaction and integrated language use, incorporating authentic materials, and ensuring user-friendly presentation and instructions. The professor will assign a practice involving applying these guidelines to curricular material selection and design.

1. DIDACTICA DE LA LENGUA INGLESA
17519 PRIMARIA
MODULE 2:
PROCEDURES IN THE TEACHING
OF FOREIGN LANGUAGES IN
PRIMARY EDUCATION

2. SUMMARY
• 2.1. Theories on Second Language Acquisition (SLA)
• 2.2. English language methodology for Primary
Education
• 2.3. The role and characteristics of the evaluation of
the L2 in a systemic organization. Instruments and
techniques of evaluation in L2 in Primary Education.
Evaluation in the European Framework.
• 2.4. The Spanish Education system and the
curriculum proposal for English in Primary Education
• 2.5. Evaluation, adaptation, selection, and design of
curricular material.
• 2.6. The didactic unit in Primary Education for L2

3. 2.5 EVALUATION, ADAPTATION,
SELECTION, AND DESIGN OF
CURRICULAR MATERIAL

4. 2.5 EVALUATION, ADAPTATION, SELECTION,
AND DESIGN OF CURRICULAR MATERIAL
• Can you remember the textbokks you used in
English class in primary school?
• Can you describe the textbooks?
• What features did they have?

5. • According to Howard and Major (2004:104-106):
i. Material should be contextualised. This means that
during the design stages the objectives of the
curriculum for the target level must be kept in mind.
Materials should also be contextualised to the
experiences, realities and first languages of the
learners.
2.5 EVALUATION, ADAPTATION, SELECTION,
AND DESIGN OF CURRICULAR MATERIAL

6. 2.5 EVALUATION, ADAPTATION, SELECTION,
AND DESIGN OF CURRICULAR MATERIAL
• Why?
• To work with more culture-specific learning
processes and to link material to what the
learners already know, to their first languages
and cultures (to alert learners to any area of
significant cultural difference).
• Finally, the topics and themes should provode
meaningful, purposeful uses for the target
language. It’s always advantageous to find “new
angles on topics”.

7. • Materials should stimulate interaction. This means
that materials should generate language!
• Materials should provide situations to stimulate
real communication: students must have something
they want to communicate, someone to
communicate with, and MOST IMPORTANTLY,
some interest in the outcome of the communication.
• The materials should allow some possibility to
build on from what is provided to generate new
language, to progress beyond surface fluency to
proficiency and confidence.
2.5 EVALUATION, ADAPTATION, SELECTION,
AND DESIGN OF CURRICULAR MATERIAL

8. • Teaching materials should offer opportunities for
integrated language use.
• Ideally materials should give students
opportunities to integrate all the language skills
in an authentic manner and to become competent
at integrating extra-linguistic factors also.
2.5 EVALUATION, ADAPTATION, SELECTION,
AND DESIGN OF CURRICULAR MATERIAL

9. • Teaching materials should be authentic.
i. It is necessary for students to be exposed to
authentic/real, unscripted language in the classroom.
Learners need to hear, see and read the way native
speakers communicate with each other naturally.
ii. Authenticity in terms of the tasks. Consideration of
the real world tasks students need to perform need to
be taken into consideration to generate material that
reflects the language and behaviours required of
students.
2.5 EVALUATION, ADAPTATION, SELECTION, AND
DESIGN OF CURRICULAR MATERIAL

10. • Teaching materials should link to each other to
develop a progression of skills, understandings
and language items.
• Materials cannot be a collection of random
activities. There must be clear objectives, the
materials must be coherent, and must progress
towards specific learning goals while providing
practice of earlier learning.
2.5 EVALUATION, ADAPTATION, SELECTION, AND
DESIGN OF CURRICULAR MATERIAL

11. • Teaching materials should be attractive. Things to keep
in mind:
i. Physical appearance – language materials should be
“good to look at”! What does the text look like? (type
size, how much text on the page?, number and quality
of images, layout…etc.)
ii. User-friendliness – how “usable” is the material? Is
there enough space in activiites to put responses? Do
listening materials provide enough time for students to
think and respond?
iii. Ability to be reproduced.
iv. Durability. Are the materials stong enough to be
handled by many students during the year?
2.5 EVALUATION, ADAPTATION, SELECTION, AND
DESIGN OF CURRICULAR MATERIAL

12. • Teaching materials should have appropriate
instructions. This applies to materials that are used
by the students and the teachers!! Materials
sometime “fail” in their aim because of confusing
instructions.
• Instructions must be written in language that is
appropriate for the target learners and the use of
instructions that are concise and efficient.
2.5 EVALUATION, ADAPTATION, SELECTION, AND
DESIGN OF CURRICULAR MATERIAL

13. • Teaching materials should be flexible.
• Most learning is “mediated by the materials and
course books the teacher uses in terms of both
language content and teaching technique” (Cook
1998:3).
• Is would be advisable to work with materials
which provide a range of possible inputs that
teachers and students could choose at least
some of the time.
2.5 EVALUATION, ADAPTATION, SELECTION, AND
DESIGN OF CURRICULAR MATERIAL

14. 2.5 EVALUATION, ADAPTATION, SELECTION,
AND DESIGN OF CURRICULAR MATERIAL
• Your profesor will explain Assignment 1
(Práctica 1) and set the dates for the work in
class and the presentations.
• The document with instructions for this práctica
can be found in Materiales on UA Cloud.