COMPLEMENTS FOR TEACHER TRAINING IN THE DISCIPLINE

TOPIC 1
Language sciences and communicative competence: a historical approach and
epistemological approach

LANGUAGE: CFD
LEARNER: AEM1, ADP
TEACHER: AEM2 (methods…), AEM3, Process and contexts (PCE) – school centres and
the legal documents, Sociedad familia y educación
IDIE: linked to both learners and teachers

1.1 Language sciences and education

- Education
- Activity 1
es un proceso de conocimiento, formación política, manifestación ética, búsqueda de
belleza, capacitación científica y técnica”
education
critic analysis is very important

Ken Robison?- video

26/10/2021

LANGUAGE SCIENCES AND COMMUNICATIVE COMPETENCE: A HISTORICAL AND

EPISTEMOLOGICAL APPROACH

What are the language sciences and how are they related to education?
- Both are concerned with language and communication
- Education searched for solution to problems, and answers to queries in the language
sciences,
- Official documents talk about competence in linguistic communication is not the same
as from the concept of communication competence:
 Devoid of its connotations
 Different origin

EDUCATION NEEDS TO TURN TO LANGUAGE SCIENCES, BUT THE REVERSE DOES

NOT NECESSARILY OCCUR

- According to the curriculum for CSE

- The ultimate aim of the subject Foreign Language is: (look power point)
LINGUISTICS
o Historical perspective:
o 18th and 19th centuries:
- Historical linguistics: historical grammar, comparative grammar and
dialectology (18th century)
- Phonetics (19th century).
ACTIVITY
Traditional teaching:
1. Focus the teacher: students don’t interact
2. Foreign language is absent
3. Learning by heart
4. Correct exercises
Perspective rule
Book for other
Reading in class aloud, learning that way
Have you experienced that kind of learning in your English classes? Traditional teaching.
- To study the phrasal verbs.

In the language sciences there were problems and achievements that affected language
teaching:
 Problems:
- General confusion between prescription and description.
- Inconsistencies of theoretical premises or lack of these.
- Mixture of formal and functional criteria in the definition of units of analysis.
 Achievements:
- Language had started to be explored as a system: historical exploration
- Vast amount of empirical data
- The emergence of exploring speech:

20th century
- Development of linguistics: formal paradigm
 Structural linguistics (Europe) Saussure
1) Overcome the shortcomings and contradictions traditional grammar
2) Language (langue)
- Abstract system: whose elements need to be seen as parts of such
system
- Morphology, syntax phenetics phonology and semantics
- The sentence is the main unknit of analysis
- Analysis of written texts (speech parole) at the superficial level.
3) Bloomfield (US) and Firth (F) (Europe).
- Interest in native American languages (B)
- Int. in speech (B,F)
- In. in language teaching (b)
 Linguistic is responsible for preparing language teaching
 materials and establishing teaching and learning objectives.
 A native American speakers helps with pronunciation (speech)
 Learners learn lists of words (emphasis in morphology) and
repeat aloud (drills).

 Transformational-generative linguistics (Chomsky) – formal paradigm

Aim: account for an individual’s linguistic competence (v. his her performance) –
explain language acquisition or learning
- An individual performance: is incomplete and subject to a great
diversity and heterogeneity.
- Speech is not important … what’s important Is the mechanism and the
grammar (as linguistic knowledge). (Children create sentences that
they have never heard, how might happen)

Functional paradigm:

14/12/2021

Picturebooks
- Orbis Pictus