INGLES

UNIT 4. OVERVIEW OF THE APPROACHES AND METHODS

FOR FOREIGN LANGUAGE TEAHING IN PRIMARY
EDUCATION: CLIL AND COOPERATIVE LEARNING.
For centuries, people have attempted to learn foreign/second languages through formal
education.

The methods and approaches employed have changed through the years, having been
impacted by advancements in the theories and psychology of learning.

Basic assumptions about why and how people learn, shape the way in which languages
have been taught.

4.1.1. The nature and origins of foreign language teaching.

The history of foreign language teaching goes back to the earliest educational systems
whose main aim was to teach religion and to promote the traditions of the people.

These practices trace back to the temple schools of ancient Egypt where the principles
of writing, the sciences, mathematics, and architecture were taught.

In ancient India, much of the education was carried on by priests with the Buddhist
doctrines that later spread to the Far East.

In ancient China, philosophy, poetry and religion were taught regarding Confucius and
other philosophers teachings.

The Greeks focused on the state and society in preparing intellectually citizens and
the concepts they formulated served in later centuries as the basis for the liberal arts,
philosophy, aesthetic ideals, and gymnastic training.

Roman education provided the Western world the Latin language, classical literature,
engineering, law, and the administration and organization of government.

The ancient Jewish traditions of the Old Testament also played an important role in
formation of later education systems. The foundation of Jewish education is the
Torah (the Biblical books of mosaic law) and the Talmud, which set forth the aims and
methods of education among Jews. Jewish parents were urged by the Talmud to teach
their children such subjects as ethics, vocational knowledge, swimming, and a foreign
language. During the Middle Ages (15th-16th century), the early educational systems
of the nations of the Western world emanated from the Judea-Christian religious
traditions, which were combined with traditions derived from ancient Greece
philosophers like Socrates, Plato, and Aristotle.
4.1.2. The influence of Greek and Latin on language teaching.

In the context of language teaching and learning, a clear influence of the Greek and Latin
language is present. In Greece, Plato, Aristotle, and the Stoics examined carefully the
structure of language as part of the general study of ‘dialectic’. This study had a major
influence on subsequent grammatical thinking which was taken over by the
Romans with very little change.

In the sixteenth century the status of Latin changed from a living language that learners
needed to be able to read, write in, and speak, to a dead language which was studied as
an intellectual exercise (Richards & Rodgers 1992). The analysis of the grammar and
rhetoric of Classical Latin became the model language teaching between the 17th and
19th centuries, a time when thought about language teaching crystallized in Europe.

It was not until the eighteenth century that “modern” languages began to enter the
curriculum of European schools where they were taught using the same basic
procedures that were used for teaching Latin, due to the fact that Latin was the
language of education 500 years ago its study was immensely important for educated
learners.

The detailed study of grammar, as for example studying conjugations and declensions,
doing translations and writing sample sentences was seen as central in the teaching
methodology at the time.

The teaching methodology used for learning Latin was, after its decline from a spoken
language to a school subject, adopted for learning foreign languages in general. This
approach to foreign language teaching became known as the Grammar-Translation
Method . Still nowadays, many of the features of modern language learning theories can
be traced back to this early period, and are considered beneficial legacies from the past.

4.2. LEARNING AND ACQUISITION OF A FOREIGN LANGUAGE

Key issues in language learning.
A relevant characteristic of contemporary second and foreign language teaching is
the proliferation of approaches, methods and theories so as to search for more efficient
and effective ways of teaching languages.
Many theories about the learning and teaching of languages have been proposed from a
historical perspective, and have been influenced by developments in the fields of
linguistics, psychology, anthropology, and sociology.
The study of these theories and how they influence language teaching today is
called applied linguistics. As we have seen in the preceding sections, many of our modern
practices find their roots, or at the least are inspired, in the practices of our predecessors.
The extent and importance of the teaching of English as a foreign language, and therefore,
the development of language learning theories, make it reasonable to define some key
concepts. with in this issue.
Acquisition vs learning.
These two concepts underlie a theory of learning, and are one of the main tenets of
Stephen Krashen’s theory of second language acquisition.
For him, there are two distinctive ways of developing skills and knowledge
(‘competence’) in a second language.
 acquisition refers to the “natural” way of picking up a language by using it
in natural, communicative situations. This term is used to refer to
an unconscious process by which language is acquired similarly as children
acquire their first language, and probably second languages as well.

 Learning means having a conscious knowledge about grammar, and conscious

rules about a language are developed. In this context, formal teaching and
correction of errors are necessary for “learning” to occur. We refer to conscious
grammar rules only to make changes when correcting. It is important to bear in
mind that learning, according to the theory, cannot lead to acquisition

Mother tongue, second, and foreign language acquisition.

In learning languages, a distinction is usually made when referring to mother tongue,
second language, and foreign languages.
In the seventeenth century, the theologian Jan Amos Komensky (1592 - 1670), commonly
known as Comenius, already established a distinction referring to those terms. Thus, he
claimed that man fell from his original state due to the loss of the original tongue, at the
Tower of Babel.
For him, the beginning is the learning of the mother-tongue (first language
acquisition); there is no point in learning another language if one has not mastered one's
own.
After that, one should learn the languages of one's neighbours (second language); and
only after that should one take on the learning of one of the classic languages, such as
Latin, Hebrew, Greek or Arabic (foreign language).
At this point, it is relevant to define these concepts in modern terms. For instance:
 a mother tongue is considered to be the first language one learns as a child

 a second language is acquired under the need of learning the language of another
country.
 Foreign Language when languages are acquired in school. The acronyms ESL
and EFL stand for the learning of English as a Second and as a Foreign Language.
Competence vs performance.
A distinction is often made between competence and performance in the study of
language.
 Competence According to Chomsky (1965), consists of the mental
representation of linguistic rules which constitute the speaker-hearer’s
internalized grammar
 Performance consists of the comprehension and production of language.
-Language acquisition studies –both first and second-are interested in how
competence is developed.
-However, because second language acquisition focuses on performance, there is no
evidence for what is going on inside the learner’s head. This is one of the major
weaknesses of second language acquisition research.

4.3. METHODS AND APPROACHES: Trends in 20th Century language teaching

The Grammar-Translation Method

-This method was mainly advocated by the German scholars Johann Seidenstücker,
Karl Plötz, H. S. Ollendorf and Johann Meidinger and became known in the USA as
Prussian Method first
-As the name already suggests, grammar was seen as starting point for instruction .
-One of the main components of the Grammar-Translation Method was its focus on the
detailed study of grammar rules, followed by the application of the learned rules in
translation-exercises first into and then out of the target language
-The Grammar-Translation Method was very popular and dominant in Europe from the
1840s to the 1940s and is, according to various authors still used in modified form in
certain foreign language classrooms even today.

-In the Grammar-Translation approach grammar was taught deductively in a typical

lesson the grammar rule was at first explicitly stated and followed by translation
exercises .
-Grammar was also taught in a systematic and organized way, which was reflected in
the syllabus where grammar items were sequenced from easy to more complex.
-For the explanation of grammar rules and for instructions the language used in class
was the native language of the students .In grammar exercises pupils had to apply the
learned rule by completing already constructed sentences and then by formulating new
ones, showing that they had understood how the rule had to be used
-The relevant criteria of the Grammar-Translation Approach in respect to analyzing
grammar exercises are:
• translation exercises
• deductive grammar teaching
• L1 is used for explaining grammar rules
• focus on writing and reading skills
• typical grammar exercises: completing already constructed sentences, then
formulating new ones, filling-in exercises, matching exercises, etc.

4.4. METHODS AND APPROACHES: current approaches and methods

Contemporary Approaches and Methods to Language Teaching

-Although Chomsky’s theory was quite influential no methodological guidelines emerged
for it and the lack of an alternative method to the Audiolingual Method led to a period of
experimentation and also some confusion in language teaching in the 1970s and 1980s
- These proposals attracted some attention, but never reached a significant level of
acceptance.
-Other proposals have mirrored developments in general education and other fields of
study outside language teaching. These proposals are Whole Language, Multiple
Intelligences, Neurolinguistic Programming, Competency-Based Language Teaching and
Cooperative Language Learning
-Mainstream language teaching since the 1980s, however, has generally drawn on
contemporary theories of language and second language acquisition as a basis for
teaching proposals. The Lexical Approach, Communicative Language Teaching, the
Natural Approach, Content-Based Teaching, and Task-Based Teaching are representative
of this last group.
4.5. METHODS AND APPROACHES: Alternative 20th century approaches and
methods
The Natural Approach
The Natural Approach is another approach to language teaching, although not as widely
established as CLT. The issues addressed by the Natural Approach are still in the centre
of debates about learning methods today (Richards & Rodgers 2007: 151).

The Natural Approach was developed by Tracy Terrell, a Spanish teacher in California
and by the well-known applied linguist Steven Krashen . Terrell introduced, in her
opinion, a new philosophy on language teaching, which she called the Natural Approach.
Krashen provided with his influential theory of second language acquisition the
theoretical base for the Natural Approach. He believed that people are naturally equipped
for language acquisition.
Main principles of the approach were that language was used in communicative situations
without any help of the mother tongue and grammar teaching was rejected.
Although quite similar at first glance, the Natural Approach has to be distinguished from
the Direct Method.
What they have in common is that both try to replicate the conditions of first language
acquisition.

However, in the Natural Approach less attention is given to teacher monologues, direct
repetition, and formal questions and answers, and less focus on accurate production of
the target-language sentences
The activities suggested in the Natural Approach are all essential components in other
approaches and methods such as SLT, CLT, Total Physical Response and other methods

This can be seen by looking at a typical lesson: first of all Total Physical Response
commands are given to which students have to respond physically such as “first touch
your nose, then stand up” . Then students have to answer questions as for example “What
is your name?” with single words . Visuals such as magazine pictures are used to
introduce new vocabulary items . Then the new vocabulary is combined with commands
of the Total Physical Response Method such as “Jim, find the picture of the little girl with
her dog and give it to the woman with the pink blouse”.
All these activities have in common that they should provide learners with a flow of
comprehensible input and provide the necessary vocabulary, appropriate gestures,
context, repetition and paraphrase to make sure that students understand the input
To sum up, the Natural Approach does not introduce any new teaching procedures and
techniques. It rejects explicit grammar instruction and the organization of the syllabus
around grammatical categories. The Natural Approach can be viewed as a method that
“emphasizes comprehensible and meaningful practice activities, rather than production
of grammatically perfect utterances and sentences”.

POWER POINT : APPROACHES AND METHODS

IN LANGUAGE TEACHING
LEARNING A SECOND LANGUAGE
-Mastering a language is more tan mastering the four language skills: Reading, writing,
listening and speaking.
-Communicative skill: Using the proper linguistic forms and entonation in the different
situations.
-There is not a perfect method.
-The method will depend on the learning goals.
-The teacher is the key factor in order to select the effectiveness of a certain method.
THE GRAMMAR-TRANSLATION METHOD
-Based on the principle that Latin and Greek have perfectly organized gramatical systems,
with logical rules of universal value and valid for all languages.
-Features:
 The goal is to learn a language in order to read its literature or to benefit from the
mental discipline and intelectual development that result from foreign language
study.
 Detailed analysis of the grammar rules, followed by the task of application of this
knowledge to the translation of sentences and texts.
 Memorize rules and facts in order to understand and manipulate the morphology
and syntax of the second language.
 Reading and writing are the major focus. No systematic attention is paid to
speaking or listening.
 Vocabulary is taught through bilingual word lists, dictionary study and
memorization.
 The sentence is the basic unit of teaching and language practice.
 Accuracy is emphasized. Students are expected to attain high standards in
translation.
 Grammar is taught deductively, by presentation of grammar rules in an organized
and systematic way.
 Native language is the medium of instruction and explanations.
-It makes few demands on teachers.
-There is no justification for it or that attempts to relate it to linguistics, psychology or
educational theory.
-However, it is still used due to:
 Limited command of spoken English of language teachers.
 This was the method their teachers used.
 It gives teachers a sense of control and authority in the classroom.
 It works well in large clases.
 Slower development of educational systems and language teaching training,
limited learning resources and finance.
-ADVANTAGES:
 A safe way for the student with the help of their mother tongue.
 Exhaustive explanations of grammar and deep knowledge of linguistic
mechanisms.
 No pronunciation problems.
 Not very demanding for teachers.
-DISADVANTAGES:
 Oral skills are not important.
 No attention to the communicative competence. Sentences which are
disconnected from reality.
 Demands great effort memorizing and reflecting. Lack of motivation.
THE REFORM MOVEMENT
-The study of the spoken language.
-Phonetic training in order to establish good pronuntiation habits.
-The use of conversation texts and dialogues.
-Inductive approach to the teaching of grammar.
-Teaching new meanings establising associations within the target language.
-Careful selection of what is to be taught.
-Imposing limits on what is to be taught.
-Develop the four skills.
-Grading materials from simple to complex.
-Learners should hear the language first, before seeing it in written form.
-Sentences should be presented in meaningful contexts, not isolated as disconnected
elements.
-Translation should be avoided.
NATURAL METHODS – THE DIRECT METHOD
Naturalistic principles:
-Monolingual approach to teaching.
-Encourage direct and spontaneous use of the foreign language.
-No analytical procedures which focus on explanations of grammar rules.
-Induce rules of grammar.
-Systematic attention to pronuntiation.
-Use of mime, demonstration and pictures.
The direct method
Basic principle:The process of Second Language Learning is the same as the mother
tongue.
-Classroom instruction in the target language.
-Teach only everyday vocab and sentences.
-Oral communication skills are built up in graded progression organized around question
and answer exchanges.
-Grammar is taught inductively.
-Concrete vocab. Is introduced by demonstration, objects and pictures.
-Abstract vocab is taught by assotiation of ideas.
-GUIDELINES:
 Never translate: demonstrate.
 Never explain: act.
 Never make a speech. Ask questions.
 Never imitate mistakes: correct.
 Never speak with single words: use sentences.
 Never speak too much: make students speak much.
 Never use the book: use your lesson plan.
 Never jump around: follow your plan.
 Never go too fast: keep the pace of the students.
 Never speak too slowly: speak normally.
 Never speak too quickly: speak naturally.
 Never speak too loudly: speak naturally.
 Never be impatient: take it easy.
-ADVANTAGES
-Focused on oral skills. Language presented is more authentic, real and expressive
-On spot correction.
-Teacher controls and sets the pace of the class. Must be dynamic and a good model for
students.
-DISADVANTAGES
-Lack of structural organization at presenting the new language.
-The lack of planification can cause a sense of confusion in students as they do not know
the goals of certain oral practices.
THE ORAL APPROACH AND SITUATIONAL LANGUAGE TEACHING
-Based on the systematic principles of
 Selection: the procedure by which lexical and grammatical content is chosen.
 Gradation: The principle by which the organization and sequencing of content is
determined.
 Presentation: Techniques used for presentation and practice of items in a course.
-PRINCIPLES
 Language teaching begins with the spoken language. Material is taught orally
before it is presented in written form.
 The target language is the language of the classroom.
 New language points are introduced and practiced situationally.
 Vocabulary selection procedures are followed.
 Items of grammar graded: from simple to complex.
 Reading and writing are introduced once a sufficient lexical and gramatical basis
is established.
-TEACHING PROCEDURE:
 Listening practice. Repeating a pattern or a word in isolation clearly, several
times, separating the words.
 Choral imitation.
 Individual imitation to check their pronuntiation.
 Isolation of sounds, words or groups of words which cause trouble.
 Building up a new model with the same patterns in context.
 Elicitation, using mime, gestures, etc.
 Drilling. Ex.: “There is a NOUN + NOUN in the box.
 Question-answer drilling with the new patterns.
 Correction.
THE PPP LESSON FORMAT.
 Presentation: A text, audio or visual is used by the teacher to present the grammar
in a controlled situation.
 Practice: A controlled practice phase follows where the learner says the structure
correctly, using such activities as drills and transformations, gap-fill, cloze
activities and multiple choice questions.
 Production: The student transfer the structure to freer communication through
dialogues and other activities.
THE AUDIOLINGUAL METHOD
-Based on the behavioursit learning process:
Stimulus – organism – Response Behaviour – Reinforcement/No Reinforcement.
-Language is mainly speaking, no writing.
-Language is a set of habits: by memorizing dialogues and performing pattern drills:
automatic production and comprehension.
-We must teach the language, not about the language.
-A language is what native speakers say, not what someone thinks they should say.
-Every language is different.
-Graded presentation based on a contrastive analysis between mother and foreign
language.
-Language is presented through dialogues of real life.
-Meaning of words in linguistic and cultural contexts.
-Inductive way of learning.
-Students must imitate and memorize the dialogues.
-Pattern practice (drills):
 Repetition, inflection, replacement, restatement, completion, restoration.
-Vocab. always within the context of the sentence. Selected with frequency criteria.
-The goal: Students will develop the phonological, lexical and structural levels.

ADVANTAGES
-Enables correct pronunciation.
-Graded presentation of gramatical structures.
-Allows detection and control of mistakes.
-First: presentation of oral language. Avoids interferences with mother tongue.
DISADVANTAGES
-Focused on correctness, but sentences are empty of personal content.
-Very simple view of language. Mechanical concept of language.
-Insists on memorising structures: Boredom.
COMMUNICATIVE LANGUAGE TEACHING
-Three factors affect the communicative process:
 The internal laws of the linguistic system: Correctness.
 The context or situation: Property.
 The intention of the speaker: Functionality.
- AIM:
To organize the learning process according to the semantic contents: NOTIONS and
FUNCTIONS, in order to achieve a proper and effective way of communication.
-Interaction between learner-other users.
-Collaborative creation of meaning.
-Negotiation of meaning.
-Develop communicative competence.
-PROBLEM:
It is not posible to clasify all the notional and functional categories that appear in the
different acts of communication.
A GENERAL CLASSIFICATION:
 Asking and giving information.
 Expressing and intelectual attitudes.
 Expressing emotional attitudes.
 Expessing moral attitudes.
 Persuading.
 Social relation.
ADVANTAGES
-Pursues the communicative function of language.
-Takes into account the different factors that affect the process of communication.
-DISADVANTAGES
-The same function can be represented by very different and complex structures.
(Can I…, do you think I could…)
Choice: Graded or adequate presentation?
Eclectic formula (modern textbooks).
NEW METHODOLOGICAL EXPERIENCES
-New concern about the communicative aspect of language.
-Attempt to achieve the maximal communicative effectiveness at learning a foreign
language.
-Student-centred. Teacher becomes less relevant.
-Communicative skill is not only an end but it is part of the process of learning from the
beginning.
-The following methods are inspired in a psychological analysis of language and the inner
emotional reactions of the speaker.
-The linguistic behaviour is just a manifestation of the human behaviour.
SUGGESTOPEDIA
-Full control of the teacher at managing the activities of students. Self confidence.
-Relaxed attitude of students thanks to the background music, comfortable seats,
atmosphere, plants, posters…
-Massive presentation of material each sesion.
-A great deal of vocabulary.
-Lack of organization of grammar contents.
-LESSON PLAN:
 1st Reading /dialogue and explanations in mother tongue.
 2nd Reading with no Access to written text.
 3. Production: role-play and créate new situations.
-Synchrony with music – harmony atmosphere.
-Incubation process of learning.
-Students get a new personality and name.
-Dramatization.
-Game-playful atmosphere.
-PROCEDURE:
 First explanation. Aim: Create an atmosphere of self-confidence. Students get an
invented name and profession in order to protect their own identity from
mistakes.
 Presentation of the first dialogue with a translation. Explanation of it in their
mother tongue.
 Second and third reading without the written text with background music.
 Explotation: Role-play. Recreation of new situations.
ADVANTAGES
-Students are able to absorb a great deal of words and expressions in a relatively short
period of time.
-This effectiveness is due to psychological factors.
-Hypnotic type effect that reaches a high level of mental activity
-It breaks inhibition.
(No pone nada de desventahas en el PPT)

THE SILENT WAY

-PRINCIPLES
 The most important point is the activity of the students. The role of the teacher
is dependent on it.
 Learning a language does not consist on repetition or imitation but the work of
proper mental mechanisms.
 In its work, the mind uses all the previous knowledge and experience (mother
tongue).
 Aim: To take most advantage of individual’s mental activity.
 Linguistic material is presented with structuralist criteria.
 Focus on grammar and pronunciation.
-Vocab. is less important.
-Visual support: rods of different colours and sizes.
-Ex.: “a rod”, “a blue rod”, “take this rod”.
-The teacher keeps quite most of the time and give instructions with signs.
-These pauses of silence (20 seconds) between one sentence and another allows new
material penetrate their minds. Their minds retain vividly the acoustic signals.
-The rods do not represent anything but stimulates mental activity and imagination.
-Encourages interaction between students.
-Effectiveness: Ability for suggestion.
CONTENT BASED TEACHING - CLIL
-People learn a second language more successfully when they use the language as a means
of understanding content, rather than as an end in itself.
-CLIL reflects learners’ needs for learning second language (bilingual citizenry).
-Content provides the basis for activating both the cognitive and the interactional process
that are the starting point for second lang. learning.
-GOALS
 To develop intercultural communication skills.
 To prepare for internationalization.
 To provide opportunities to study content through different perspectives.
 To Access subject-specific target language terminology.
 To improve overall target language competence.
 To develop oral communication skills.
 To diversify methods and forms of classroom practice.
 To increase learner motivation
TASK BASED TEACHING
-PRINCIPLES:
 Focus on process.
 Learners learn language by interacting while engaged in activities and tasks.
 Tasks can be related to real life – pedagogical purpose.
-BENEFITS:
 Greater motivation.
 Curricular flexibility.
 Promotion of learning how to learn.
 Promotion of risk-taking.
 Natural error correction.
 Higher proficiency results.
TASK BASED :
A piece of classroom work which involves learners in comprehending, manipulating,
producing or interacting in the target language while their attention is principally focused
on meaning rather than form.
TOTAL PHYSICAL RESPONSE - TPR
-Listen ,Watch ,Imitation – kinesthetic.
-Holistic way of learning.
-The movement of the body seems to be a powerful mediator for the understanding
organization and storage of linguistic input.
-Brain lateralization. Different learning function in the right and left hemisphere.
-The lower the stress, the greater the learning.
NATURAL APPROACH
-PRINCIPLES (KRASHEN)
 Acquisition/Learning Hypothesis.
-Acquisition is an unconscious process.
-Naturalistic development using language for meaningful communication.
-Learning is an explicit knowledge.

 Monitor Hypothesis: Learned language has a limited function of checking and

correcting the output.

 Natural Order Hypothesis.

 Input Hypothesis. i+1: Input must be slightly beyond their current level.

 Affective filter hypothesis. Motivation ,Self-confidence and Low personal and

classroom anxiety.
SUMMARY
Eclectic way:
 Engage all learners in the lesson.
 Make learners, and not the teacher, the focus of the lesson.
 Provide maximum opportunities for student participation.
 Develop learners’ responsibility.
 Be tolerant of learners’ mistakes.
 Develop learners’ confidence.
 Teach learning strategies
 Respond to learners’ difficulties and build on them.
 Use a maximum amount of student-to-student activities.
 Promote cooperation among learners.
 Practice both accuracy and fluency.
 Address learners’ needs and interests.
 Make learning fun.
APUNTES MÍOS
Deductive grammar -> the way of teaching that goes from general to specific
(Grammar Translation)
-Write present continuous on the black board ( present+to be + v+ing and then we
give an example
-No se suele escribir
-From bottom to down
Inductive grammar -> from specific to general (DIRECT METHOD)
-Giving examples and then say present+to be+v+ing
-No se menciona que vamos a enseñar gramática
-Se suele escribir
Con los niños:
- poner 4 ejemplos y decir que tienen en común sin saber/decir que es el presente
continuo( ambos tienen ing, se dividen en 3 partes…) y luego preguntar fulanito
puedes decirme algún otro ejemplo?--> from down to the bottom
Debemos enseñar functions. Cómo describirse a uno mismo en vez de utilizar el
verbo to be . Normalmente eso implica utilizar el presente simple . Encontrar una
razón para enseñar la lengua
Ej -> story about a boy saying what happened yesterday and then they have to
reproduce it (say what they did yesterday) -> they are learning how to talk the story
.
REFORM:
-ADAPT THE CONTENTS TO THE LEVEL
-QUE LE SIRVA AL ESTUDIANTE
*No es bueno dar el vocabulario en una lista
Starting teaching basic things until getting to the most difficult
THE ORAL APPROACH AND SITUATIONAL LANGUAGE TEACHING
En primero y en segundo se utiliza este método no textos escritos (hablar y
escuchar)
DRILLLING -> Estructura corta en una lengua que se repite todo el tiempo ,
estructuras muy automatizadas, no promueven la comunicación porque los
estudiantes solo repiten no interactúan. Ejemplo: do you like fish, no I don’t , do you
like chicken -> yes I do y así todo el rato ( no hay function)
SUGGESTOPEDIA:
Students have initially a blog and the atmosphere is the most important thing , they
have to create and atmosphere with peace, they need to be relax . The intention is
to take the students back to their childhood. They open their mind to a new
knowledge without any obstacle.
From my point of view is a great project that help children to be more willing to gain
knowledge because they are relax and they open their mind and above all it would
be a good method for hyperactive children.
A children can have The affective flirter (buscar esto) por muchas cosas puede
padecer bullying, ha tenido una mala experiencia con el inglés …. Y queremos
reducir ese affective filter:
¿Cómo podemos reducir este flirter?
-Haciendo pequeños grupos (they can use the second language to equals)
-Positive feedback