APRENDIZAJE Y ENSEÑANZA DE LA LENGUA EXTRANJERA: INGLÉS

LEYES EDUCATIVAS EN ESPANA (1970-2013)

Ley General de Educación (LGE) (1970)
- Villar Palacio (Régimen Franquista)
- Enseñanza gratuita y obligatoria hasta los 14 años
- Distribución de los cursos: EGB (6-14 años)
BUP (14-17 años)
COU (17-18 años)

Ley Orgánica por la que se regula el Estatuto de Centros Escolares (LOECE)

(1980)
- UCD
- Creación de los órganos representativos de la comunidad educativa (incluidas las APAs) como el Consejo
Escolar
 Junta Directiva < Director, jefe de estudios (disciplina, horarios…) y secretario (jefe de
administración)
 Comisión Pedagógica (CCP) < Director y jefes de departamento (calendario, fiestas, fechas de
evaluaciones…)

Ley Orgánica del Derecho a la Educación (LODE) (1985)

- PSOE
- Se establece el sistema de conciertos: Se da prioridad a los alumnos que viven cerca, con menos recursos
económicos o con hermanos matriculados en el mismo centro.
- Se reconoce el derecho de toda la comunidad educativa a participar en la gestión y el funcionamiento de los
centros.

Ley Orgánica General del Sistema Educativo (LOGSE) (1992)

- PSOE
- Obligatoriedad escolar hasta los 16 años.
- Reestructuración del sistema de cursos: EI (3-6 años)
EP (6-12 años)
ESO (12-16 años)
Bachillerato (16-18 años)
- Ratio máximo de 25 alumnos/aula
- Idiomas, música y educación física son impartidas por profesores especializados en esas áreas.

Ley Orgánica de la Participación, Evaluación y el Gobierno de los centros

docentes (LOPEG) (1995)
- PSOE
- Mayor autonomía de los centros
- Jubilación anticipada de los profesores hasta los 60 años (vigente hasta el 2000)
- Obligación de los colegios concertados a aceptar alumnos de minorías sociales
- Refuerzo de la función inspectora
- Aumenta la vigencia de la gestión de los directores (4 años) y se les prima.
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 APRENDIZAJE Y ENSEÑANZA DE LA LENGUA EXTRANJERA: INGLÉS

Ley Orgánica de Calidad de la Educación (LOCE) (2003) (No llegó a implantarse)

- PP Pilar del Castillo
- Itinerarios en la ESO
- Reválidas en 4º ESO
- Religión como materia evaluable y computable
- Revisión de los contenidos de la EI

Ley Orgánica de Educación (LOE) (2006)

- PSOE
- Deroga la LOGSE y los puntos aprobados de la LOCE
- Convive con la LODE
- Memoria económica
- Introduce el concepto de competencias

Ley Orgánica para la Mejora de la Calidad Educativa (LOMCE) (2013)

- Reválidas en EP (3º Y 6º)
- Reválidas ESO (70% nota del curso – 30% nota de la prueba)
- Mantiene el concierto para la educación diferenciada.
- Reestructuración de la Educación Secundaria: ESO (12-15)
FP Básica (15-18)
Bachillerato (15-18)

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 APRENDIZAJE Y ENSEÑANZA DE LA LENGUA EXTRANJERA: INGLÉS

PROGRAMACION DIDACTICA
1. Introducción

Justificación del curso escogido, del método, de lo que se va a hacer en el curso, del libro de texto
escogido…

2. Objetivos de la etapa (ESO/Bachiller/FP)

3. Objetivos de la enseñanza de la Lengua Extranjera

 Citar el Real Decreto 1631/2006 del 2 de diciembre de 2006.

 Objetivos específicos de la programación (se pueden poner posteriormente en las unidades
también)

4. Contenido

Bloques: Cada unidad tiene que estar dividida en bloques:

I. Hablar, entender y conversar

II. Leer y escribir

III. Conocimiento de la lengua (Topics, functions, structures, vocabulary, phonetics…)

IV. Aspectos socioculturales y conciencia intercultural

5. Competencias básicas

6. Contribución de la materia de la LE a la adquisición de las competencias básicas.

7. Secuenciación de los contenidos

8. Secuenciación de contenidos de las unidades

a. Objetivos de aprendizaje

b. Contenidos: Bloque I …
Bloque II …
Bloque III Conocimiento lingüístico Morfología
Léxico/Vocabulario
Estructura y funciones de la lengua
Reflexión sobre el lenguaje
Bloque IV

c. Criterios de evaluación

9. Atención a la diversidad

10. Criterios de evaluación

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 APRENDIZAJE Y ENSEÑANZA DE LA LENGUA EXTRANJERA: INGLÉS

LINGUISTICS AND L2 PEDAGOGY

STRUCTURALISM

L. Bloomfield, Sapir and Wurf.

- A language can only be learnt from a native speaker who acts as informant and who must be observed and
imitated.

- the only effective teacher is the trained linguist working alongside with the student, prompting him to ask
from the informant

- Learning in seen as: Conscious recording

Conscious imitating
Practising
Memorizing

TECHNIQUES:
 Structural analysis of the language
 Presentation of the analysis by a trained linguist
 Several hours of drill per day with the help of a native speaker
 Emphasis on speaking

IMPLEMENTATION IN LANGUAGE PROGRAMS

 Language is speech, not writing
 A language is what its native speakers say, not what someone thinks they ought to say
 Languages are different
 A language is a set of habits
 Teach the language, not about the language

METHODS

 Audiolingualism

CONTRASTIVE ANALYSIS

o Comparison of languages (Lado, 1957)

o Diagnosis of learning problems

 Concept of difficulty: some features are more difficult than others

 Strong form: All L2 errors can be predicted by identifying the differences between L1 and L2

 Weak form: CA can be used to identify which errors are the result of interference

o Criticism: Doubts concerning the ability of CA to predict errors

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GENERATIVE GRAMMAR
- Liberating impact: It supports that language is a genetic endowment, like an organ In the body that we vorn
with and grows. It liberated sciente from conductism/behaviourism. The notion of mind as conntected to the
brain appeared.

- There is no real application of Generative Grammar to language teaching; it was a negative force freeing
language teaching theory from the weight of behaviourism and structuralism and by implication of
audiolingualism in language teaching.

- Associated with a cognitive view of psychology

IMPLICATIONS IN SLA

- Learners are not regarded as rote imitators but as hypothesis testers capable of making up their own
interlanguage systems.

- Teachers are suppliers of input, not stampers of habits.

- Supply input and the LAD (UG) will take care of it.

- Errors are attempts at getting things right

- The problem of the evidence: Positive → Language

Negative → Corrections on how not to say things.

COMMUNICATIVE COMPETENCE

Dell Hymes (1967, 1972)

Communicative competence is the aspect of our competence that enables us to convey and interpret
messages and to negotiate meanings interpersonally within specific contexts. It is not an intrapersonal
construct but rather dynamic interpersonal construct → Language is to communicate

SUBCATEGORIES

 Grammatical competence: knowledge of lexical items, syntax, morphology, semantics and phonology.

 Discourse competence: ability to connect sentences in stretches of discourse and to form a meaningful
whole out of a series of utterances.

 Sociolinguistic competence: knowledge of the sociocultural rules of language and discourse

 Strategic competence: verbal and non-verbal communication strategies that may be called into action to
compensate for breakdown in communication due to performance variables or insufficient competence.

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LANGUAGE FUNCTIONS

- The culmination of language learning, however, is not simply the mastery of the of the mastery of the forms
of language, but the mastery of forms in order to accomplish the communicative functions of language.
- Forms of language generally serve specific functions: I can’t find my umbrella
- Communication is not merely an event, something that happens, it is functional, purposive and designed to
bring about some effect.
- Michael Halliday outlined seven different functions of language.

DISCOURSE ANALYSIS

- The emphasis on communicative competence has shifted the focus to the discourse level. L2 research has
followed the same trend.
- Formal approaches hat emphasize the speech product of the leaner overlook imported functions of
language.
- A single sentence can seldom be fully analysed without considering its context (generally). Through
discourse, we greet, request, agree, persuade, question, command, criticize, etc.

CONVERSATION: A SIGNIFICANT MODEL OF DISCOURSE

- Conversations are excellent examples of the interactive and interpersonal nature of communication.
- Study of rules governing conversations
- Grice (1975) “Conversational maims”
- Conversation: turn-taking, clarification, shifting, avoidance, interruption, topic termination

PEDAGOGICAL IMPLICATIONS

- Role play
- Pair work
- Group work
- Reading and writing: Skills for interpreting cohesive devices: reference and ellipsis
Discourse markers
Cohesion and coherence in teaching L2

COGNITIVE SEMANTICS
- Particular view of linguistic knowledge: no separation of linguistic knowledge from general thinking or
cognition, but part of it.
- Division of formal and functional approaches.
- Attempt to blur, if not ignore, the distinction between linguistic knowledge and encyclopaedic knowledge.
- Syntax can never be autonomous form semantics or pragmatics
- A number of conceptual structures are identified but special attention is given to metaphor.

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METAPHOR

- It is an essential element in our categorization of the world and our thinking processes.
- Metaphors allow us to understand one domain of experience in terms of another.
- Lakoff et al. have identified a large number of common metaphors: one group they describe as spatial
metaphors.

• Happy is up;sad is down → I’m feeling up. My spirits rose. I’m feeling down. My spirits sank.

• Conscious is up; unconscious is down → Wake up. He fell asleep.He’s under hypnosis. He sank into comma.

• Health and life are up; sickness and death are down. → He is in top shape. He fell ill. He’s sinking fast
He came down with the flue.

• Good is up; bad is down → Things are looking up. We hit a peak last year, but it’s been downhill ever since.

• Virtue is up; depravity is down → He is high-minded. She has high standards. That was a low down thing to
do.

Metaphor and the teaching of grammar: phrasal verbs

• A basic need is to understand how prepositions begin in our need to organise space.

• We often conceptualise abstract meaning through spatial organization and orientation

• A fundamental example: the use of “up” to express happiness, fulfilment or satisfaction.

• Different extensions of “up” as a particle:

• UP IS DYNAMIC: Come up, sit up, walk up

• UP IS ACHIEVED MOVEMENT: Put up, keep up, hold up, back up.

• UP IS AN INCREASE, MORE CAN BE GOOD, UP IS GOOD, AN INCREASE IS SOMETIMES BAD: Count up,Add
up, warm up, speed up, put up, (prices), save up

• THE END POINT IS UP: Catch up, fill up, clean up, use up, dry up

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THE PSYCHOLOGY OF LEARNING

- How do human beings learn?
- Are there certain basic principles of learning that apply to all learning acts?
- Is one theory of learning better than other?

CLASSICAL BEHAVIOURISM
- The best known classical behaviorist: Paulov

- For Paulov the learning process consisted of the formation of associations between stimuli and reflexive
responses.

- Drawing on Paulov’s findings J.B. Watson coined the term behaviourism. In the empirical tradition of John
Locke, Watson contended that human behavior should be studied objectively, rejecting metalinguistic
notions of innateness and instinct.

SKINNER’S OPERANT CONDITIONING

- Skinner called Paulovian conditioning respondent conditioning since it was concerned with respondent
behavior, that is behavior that is elicited by a preceding stimulus.

- Skinner’s operant conditioning attempts to account for most human learning and cognition

- Operant behavior is behavior in which one operates on the environment.

- The importance of the stimulus is deemphasized.

- We need not be concerned about the stimulus, but we should be concerned about the consequences: the
stimuli that follow the response.

AUSUBEL’S COGNITIVE LEARNING THEORY

- Learning takes place in the human organism through a meaningful process of relating new events to already
existing cognitive pegs.

- Meaning is not an implicit response but a clearly articulated and precisely differentiated conscious
experience.

- The cognitive theory of learning as put forth by Ausebel is perhaps best understood by contrasting rote
learning and meaningful learning.

- Important implications for second language learning and teaching

- Too much rote activity at the expense of meaningful communication in language classes could stifle the
learning process

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ROGER’S HUMANISTIC PSYCHOLOGY

Not traditionally thought of as a learning psychologist, yet he has had a significant impact on our present
understanding of learning, particularly learning in an educational or pedagogical context.

Roger’s humanistic psychology has more of an affective focus than a cognitive one.

The impact of his thought is more fully appreciated in the context of discussion on personality and sociocultural
variables.

The focus is away from “teaching and toward “learning”

The goal of education is the falicitation of change and learning.

Learning how to learn is more important than being taught something from the superior vantage point of the
teacher who unilaterally decides what shall be taught.

What is needed is real facilitators of learning, and one can only facilitate by establishing an interpersonal relationship
with the learner

THEORIES IN SLA
A. Nativist Theories of SLA
1. Chomsky’s Universal Grammar and SLA
2. Krashen’s Monitor Theory

B. Environmentalist Theories of SLA

3. Schumann’s Pidginization Hypothesis and Acculturation Model

C. Interactionist Theories of SLA

4. Givon’s Functional-Typological Theory of SLA
5. The Zisa group’s Multidimensional Model

Nativist Theories of SLA

They explain acquisition by positing innate biological endowment that makes learning possible.

Some (Chomsky) posit innate knowledge of substantive universals such as syntactic categories and distinctive
phonological features.

For others (Parker) what is held to be innate consists of general cognitive notions

Still others (Dulay & Burt, Felix…) the innate endowment involves both linguistic principles and general cognitive
notions.

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Krashen’s Monitor Theory

The acquisition-learning hypothesis

- The monitor hypothesis

- The natural order hypothesis
- The input hypothesis
- The affective filter hypothesis
- The acquisition-learning hypothesis

There are two ways for adult second language learners to approach learning a second language: they may acquire or
they may learn it.

 We acquire when we engage in meaningful interaction.

 We learn via a conscious process of study and attention

The monitor hypothesis

- The acquired system acts to initiate the speaker’s utterances and is responsible for fluency and intuitive
judgments about correctness.

- The learned system acts only as an editor or “monitor”, making minor changes and polishing what the
acquired system has produced.

The natural order hypothesis

- We acquire the rules of a language in a predictable sequence- some rules are acquired early while others are
acquired late.

- Contrary to intuition, the rules which are easiest to state are not necessarily the first to be acquired.

The input hypothesis

We acquire a language in only one way- by receiving:

- COMPREHENSIBLE INPUT

- I + 1

The affective filter hypothesis

- An imaginary barrier which prevents learners from using input which is available in the environment.

- “Affect” refers to such things as motives, needs, attitudes, and emotional states

- A learner who is tense, angry, anxious, or bored will screen out input, making it unavailable for acquisition

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Environmentalist Theories of SLA

Schumann’s Pidginazation Hypothesis and Acculturation Model

The Harvard Project (Alberto) (late 70s)

In the light of those findings Schuman’s study became an attempt to explain Alberto’s acquisition of ESL in terms of
social and psychological distance from speakers of the target language:

- Social distance
o Social dominance
o Integration pattern
o Enclosure
o Cohesiveness
o Attitude
o Size
o Intended length of residence

- Psychological distance
o Language shock
o Culture shock
o Motivation

Interactionist theories of SLA

They are more powerful because they invoke both innate and environmental factors to explain language learning.

They differ from one another

1. Those which originate in work in functional-typological syntax (Givon)

2. Those inspired by work in experimental psycholinguistics and cognitive psychology (Pienemann,

McLaughlin, Rossman)

3. Those that draw on social, cognitive and linguistic theory and on findings from discourse analysis.

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