Pedagogical Conceptualization :
The Socio-Constructivist Approach:
Learning is a never-ending process, and it is more successful when it is meaningful
Students learn better in collaborative environments.
Three dimensions of educational content: concept, procedure, attitude.
The communicative language competences involve:
General Competences
Linguistic Component: Deals with knowledge of phonology, morphology, lexicon and syntax.
Meaningful learning is fundamental for long-lasting learning.
Sociolinguistic Component: Refers to the sociocultural/intercultural conditions of language. (group repertoires/politeness rules.)
Holism
Pragmatic Component: Covers, speaker's/receptor's attitudes and beliefs. (their understanding of the context and functional use of language)
Everything is interconnected and interdependent.
Common References Levels
Basic User
Independent User
A1: Understands/uses familiar everyday expressions and basis phrases. Can introduce themselves. Can interact in a simple way.
Students learn from fragments to whole concepts.
A2: Understands sentences/requently used expressions. Communicates in simple/routine tasks. describes simple aspects of background/environment.
Critical Pedagogy
What is a task?
“It is any purposeful action considered as necessary in order to achieve a given result in a context of a problem” Learners work with real texts (oral and written) in order to accomplish real tasks while becoming agents of their own structures, vocabulary, functions, psychological and social cultural aspects.
The critical pedagogy emphasizes the political dimension of
teaching whereby learners become producers of knowledge.
B1: Understands main points of clear standar input. deals with most situtations related to traveling. produces simple connected text on topics. Describres experiences/events/dreams.
Students are subjects of their own learning
process.
The Role of Tasks
The task stimulates the learner´s personal commitment to the learning process.
B2: undestands main ideas of complex concrete/abstract topics. Interacts with a degree of fluency and spontaneity.Produces clear, detailed text in a variety of subjects.
ENGLISH AS AN OBJECT OF STUDY
The development of the learner’s communicative competence.
The Action-Oriented Approach:
This approach places emphasis on what learners know and do to communicate successfully by completing tasks, using general/specific competences. It sees learners as active agents responsible for their own progress.
Within this approach, learners develop communicative competence, gain knowledge of various English cultures, and develop their full potential as national and global citizens.To develop effective English lessons with this approach, teachers should consider:
PEDAGOGICAL APPROACH
Linguistic Component
Sociolinguistic Component
Pragmatic Component
1. Learners are social agents that use the target language to perform actions in real life contexts meaningfully.
Phonology, morphology, lexicon, and syntax.
2. TL performances, in oral or written form, respond to language functions and they are acarried out in a specific scenario.
Social group repertoire and politeness rules.
3. Enabling and communicative activities are task-based and real-life.
Attitudes, beliefs, understanding of the context.
4. Learners use authentic materials as comprehensible input.
5. The ICT and the access to knowledge networks becone important tools to create meaningful experiences.
Project Based Learning
Project work is an important element in both, a task or Action Oriented Approach, because it is a learner-centered process-oriented, and collaborative tasks.
Integrated Project
It is a formative, skill-integrated performance, both didactic and assessment strategy performedin the class environment.
- Meditation activties promote feflecting and critical thinking.
Integrated Projects involve a 4-phase process:
• participated to negotiate
• thinking for planning
• acting out for completing responsible actions
• responding and sharing
Graphic Organizer #1
Vlada Sukhorukova
Jean Paul Salinas
Elizabeth Zamora
By using technology, learners:
Pedagogical Use of Technologies
• learn to know ICT
• learn to do
• learn to be and live in community
Teacher’s Role
It is a mediator, a guide and catalyzer for helping the learners to learn and reinforce their competences to become autonomous thinkers.