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Course design aims - Coggle Diagram

- - - - https://www.mcrel.org/four-tips-for-using-nonlinguistic-representations/
  - - - A) Students
        
        acknowledge the existence of other cultures and languages.
        
        acquire motivation and a positive attitude towards the English language.
        
        begin developing basic communication skills, especially the receptive ones.
        
        reflect on how the writing system works.
        
        get acquainted with different types of texts.
        
        start exploring children’s literature.
        
        use some linguistic and non-linguistic resources to give information about themselves and their surroundings.
      - Framework aims
        
        B) Students
        
        demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
        
        demonstrate an understanding of hte relationship between the products and perspectives of the culture studied.
        
        reinforce and further their knowledge of other disciplines through the foreign language.
        
        acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
        
        demonstrate understading of the nature of language through comparisons of the language studied and their own.
        
        demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
        
        use the language both within and beyond the school setting.
        
        show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment.
        
        engagement with content is based on participation in social practices in three learning environments.
- - - - includes knowledge of phonology, orthography, vocabulary, word formation, and sentence formation.
    - - includes knowledge of sociocultural rules of use. It is concerned with the learners' ability to handle for example settings, topics and communicative functions in different sociolinguistic contexts. In addition, it deals with the use of appropriate grammatical forms for different communicative functions in different sociolinguistic contexts.
    - - Discourse competence is related to the learners' mastery of understanding and producing texts in the modes of listening, speaking, reading and writing. It deals with cohesion and coherence in different types of texts.
    - - refers to compensatory strategies in case of grammatical or sociolinguistic or discourse difficulties, such as the use of reference sources, grammatical and lexical paraphrase, requests for repetition, clarification, slower speech, or problems in addressing strangers when unsure of their social status or in finding the right cohesion devices. It is also concerned with such performance factors as coping with the nuisance of background noise or using gap fillers.