Second and Foreign Language Teaching Methods

           

            This module provides a description of the basic principles and procedures of the most recognized and commonly used approaches and methods for teaching a second or foreign language. Each approach or method has an articulated theoretical orientation and a collection of strategies and learning activities designed to reach the specified goals and achieve the learning outcomes of the teaching and learning processes.

Method	Focus	Characteristics
Grammar Translation	Written literary texts	Translate from English into your native language
Direct Method (also called Natural Method)	Everyday spoken language	Student learns by associating meaning directly in English
Audio-Lingual Method	Sentence and sound patterns	Listening and speaking drills and pattern practice only in English
Cognitive Code Approach	Grammar rules	English grammar rules deduced and then understood in context
The Silent Way	Student interaction rather than teacher	Teacher is silent to allow student awareness of how English Works
- Suggestopedia	Meaningful texts and vocabulary	Relaxed atmosphere, with music; encourages subliminal learning of English
- Community Language Learning	Student interaction	Understanding of English through active student interaction
- Comprehension Approach (Natural Approach, the Learnables, and Total Physical Response)	Listening comprehension	English speaking delayed until students are ready; meaning clarified through actions and visuals
Communicative Language Teaching	Interaction, authentic communication and negotiating meaning	Understanding of English through active student interaction; role play, games, information gaps
Content-based, Task-based, and Participatory Approaches	What is being communicated, not structure of English	Content based on relevance to students’ lives: topics, tasks, problem-solving
Learning Strategy Training, Cooperative Learning, and Multiple Intelligences	How to learn	Teach learning strategies, cooperation; activities  according to different intelligences

 

          It´s important to indicate that we can't use the same method for everyone and expect excellent results because each student is different. So we need to personalise how we teach based on factors such as the student's stage of life, objectives, motivation and aptitude for languages, their native language, personality or how much time they've spent learning English.

6 Rules to Break for Better, 

Deeper Learning Outcomes

            Monica Martinez wrote that article to give educators some teaching strategies.  At first she wonder why students tune in or tune out and tell us about the need to find a method in the way of making school relevant to more learners. According to Monica Martinez that method is called deeper learning and it is a set of learning outcomes for students that include:

•  Mastery of core academic content.
• Critical thinking and problem solving.
• Productive collaboration.
• Effective communication.
• An ability to direct their own learning and exhibit a strong academic mindset.

          Schools that develop these outcomes are more effective and benefit their students. In this point Monica Martinez give us six rules to help students break for better and they can direct their learning:

1.       Don´t learn from just the teacher. Teachers are only one source of knowledge.

2.       Learn what they want to learn.

3.       Use social media in school.

4.       Provide opportunities for students to turn their interests into learning endeavors as projects.

5.       Learn outside from school.

6.       Fail, then try, try, and try again. It´s important to remember that failure is a process for real learning and achievement.

           In my opinion we should break teaching traditional methods because they are ineffective at the present time and this article show us other method and some good ideas to help students in their learning process. It´s time to change and we need new ways to teach and motivate our students. 

Which linguistic program is the best to Valencian schools?

         There are several linguistic programs in Valencian Educational System that schools can apply depending on where they are placed and their characteristics (language of the environment, attitude of parents, the need of major vehicular use in Valencian or Spanish language and so on). These linguistic programs in Valencian speaking predominant area are:

-  -Teaching through Valencian Program (PEV).

-  -Linguistic Immersion Program (PIL).

-  -Progressive Incorporation Program (PIP).

       In this point we wonder which one is the best linguistic program to Valencian schools. In my opinion there isn´t one program better than other because there are a number of factors to take into account to choose one of them as I said above. For example, in my case I lived in a town when I was young where all people spoke Valencian. Therefore the school adopted the Progressive Incorporation Program, in which the basic language for learning is Spanish and now I speak perfectly Valencian and Spanish.

       On conclusion, I think all linguistic programs are good if they succeed in their purpose, because it is suitable to indicate that the main aim is that students have the same linguistic competence in Valencian and Spanish when finishing Primary School and each linguistic program give learners the necessary implements to achieve it.

Common Errors by English Learners

1. Articles

           Indefinite and definite articles, “or” “a,” “an” and “the” as they are more commonly known, are difficult for even native English learners to keep straight. “The” is only used when you’re talking about something that is known to both the writer and the reader, while “a” or “an” can be referring to anything. Confusing indeed. Additionally, “an” is only used before a vowel.

2. Mass nouns

              These are nouns that act “singular” but refer to more than one thing. A family or group is made up of more than one person, but functions like a single unit in sentences. Other often confused mass nouns advice, news, garbage and water.

3. Adverbs vs. Adjectives

         Confused by many native English speakers as well, English learners often mix up adverbs and adjectives. Well is an adverb, good is an adjective. So technically you ran well but your run was good and the test was good but went well.

4. Prepositions

            These are difficult in every language because every language uses them a bit differently. In English, “IN” is used both for closed spaces and periods of time, “AT” is used for a specific time or place and “ON” is used to describe the surface something is on or a day.

5. SVO Word Order

           That is, Subject-Verb-Object word order. In English, unlike many other languages, the subject is ALWAYS necessary.

6. Pronouns

            Mixing up “he” and “she” is another common mistake made by English learners. Some languages, like Japanese don’t distinguish in every occurrence of these articles.

7. 3^rd Person “S”

             When using 3^rd person singular (he, she, it), always add an –s to the end of the verb. The “s” is often omitted by English learners!

8. Don’t

               The use of “don’t” in negative sentences gives English learners, especially Spanish speakers a bit of trouble. In English you must add “do” and “not” to convey a negative meaning.

9. Apostrophes

          Apostrophes are used in contractions or to show possession. However, they are not used with possessive pronouns like his, her or their.

10. Capitalization

          What to capitalize is different in every language and often hard to keep straight. In English, we capitalize:

• “I” as a subject.
• First letter of a sentence.
• Proper names, national nouns and adjectives.
• Days of the week, months.

11. Finally, remember...

 

HOW TO MAKE A HALLOWEEN PUMPKIN

1. Cut a Hole in the Pumpkin

The first step is hollowing out the pumpkin. Use a keyhole saw to cut the hole. If you'll be using a candle for illumination, you can cut the hole in the pumpkin's top (always put the candle in a high-sided glass, and never leave unattended). For electric lights, make the hole in the bottom or side so you can hide the cord.

2. Scoop Out the Flesh

Scoop out flesh, pulp, and seeds with a plaster scraper or spoon. 

3. Transfer Your Design

Now it's time to transfer your selected designs. Affix it to the pumpkin, and trace the design by poking holes with a sharp awl.

4. Carve the Features

Remove the template and carve along the pattern with a knife or cutter.

5. How to Light a Pumpkin

To illuminate a carved pumpkin, string lights are preferable to candles for most designs: Wrap a strand of 20 lights around a glass jar, and secure wires with tape. Cut a hole in the hollowed-out pumpkin for the cord, and place jar inside. Unplug lights before leaving the house or going to sleep. If using a candle, place it in a glass or votive holder, and cut a hole in the back of the pumpkin for ventilation (or leave the top off). 

8 INTELLIGENCES BY HOWARD GARDNER

"I want my children to understand the world, but not just because the world is fascinating and the human mind is curious. I want them to understand it so that they will be positioned to make it a better place. Knowledge is not the same as morality, but we need to understand if we are to avoid past mistakes and move in productive directions. An important part of that understanding is knowing who we are and what we can do... Ultimately, we must synthesize our understandings for ourselves. The performance of understanding that try matters are the ones we carry out as human beings in an imperfect world which we can affect for good or for ill."  (Howard Gardner 1999)

My best teacher…    

       I have had a lot of teachers since I was young but I can´t remember all of them. I only remember the teachers I most liked. Now I´m a teacher and I would like to take their best features.

      In my opinion, my best teacher is a person who is always in a good mood and motivates his/her learners because that makes them work better. This teacher is an intelligent person and has a great knowledge about general culture to solve any academic or personal problem. Finally, he/she considers specific characteristics of each student because in all groups of learners there are different levels and some of them need more help than others.

      On balance, these are the main characteristics of my best teacher and I strive to be like this hypothetical person every day.