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ENGLISH AS A FOREIGN LANGUAGE - Coggle Diagram
ENGLISH AS
A FOREIGN LANGUAGE
Epistemological Foundations and Pedagogical responses
Refer to how learners learn
languages and therefore, how they should be taught.
We take a constructivist approach, beginning with the assumption that all learners entering schools are users of their mother tongue, have cognitive, emotional, and motor skills that facilitate communication, and have an understanding of how their L1 works derived from intensive input and production in real life contexts
21st Century skills developed through learning English
Global Engagement
To develop learners’ understanding
of the world , of other cultures and their own, and to communicate
their understanding and views to
others through English.
Social and thinking skills
To develop the personal, social and
intellectual skills needed to achieve their potential to participate
productively in an increasingly globalized world that operates
in English
Foundation for lifelong learning
To create a love of learning
languages starting at a young, age, in order to foster learners’
motivation to continue learning English throughout EGB and BGU,as well as work and beyond, by means of engaging and positive
learning experiences.
Curricular Threads
Communication and Cultural Awareness
Is comprised of two aspects:
1) Intercultural Awareness and Identity: “To communicate internationally inevitably involves communicating interculturally as well
2) Social Competence and Values: . Social competence, or the ability to interact socially
and appropriately in a given situation, also plays an integral role in the development of young learners
Oral Communication (Listening and Speaking)
That should be seen as a holistic process.
The two skills are closely related, and therefore the EFL curriculum takes the position that they should be considered within the same curricular thread
Reading
develop learners who are
willing and able to interact autonomously with written texts in order to do a variety of tasks, such as extract information, learn about the world around them, and
communicate
Writing
as a highly cognitive and metacognitive intellectual act
which takes into consideration a plethora of pre-requisites: intention of author; the
desire to communicate and share ideas; knowledge of vocabulary, text types and the organization of each
Language through the Arts
The most effective way to stimulate this engagement is by involving what he referred to as the “four occupations of childhood”: conversation,
inquiry, making things, and artistic expression
The arts can engage the learner wholly, that is intellectually, socially, emotionally, and physically
Approaches
The proposed EFL curriculum’s focus is
communicative, consistent with the intention expressed by the Ministry of Education Documents: Updating and Strengthening the Curriculum 2010. Within this
approach, the proposal emphasizes the development of the four communicative skills rather than linguistic content learning, because the goal of foreign language
learning is not to turn learners into experts in linguistics who can conceptualize and
Coding for planning
Main goals
Develop students' understanding of the world, other cultures and their own and their ability to communicate their views through the foreign language
Develop the personal, social and intellectual skills necessary to reach their potential and participate productively in an increasingly globalized world operating in other languages
Create a love of language learning from an early age, through interesting and positive learning experiences, in order to foster students' motivation to continue learning
