Reforming Pre-Primary English Classrooms: Legislation, Methodology, and Evaluation - Prof., Ejercicios de Idioma Inglés

¡Descarga Reforming Pre-Primary English Classrooms: Legislation, Methodology, and Evaluation - Prof. y más Ejercicios en PDF de Idioma Inglés solo en Docsity! Didáctica de la Lengua Inglesa (17111) Tema 5 LEGISLATION, METHODOLOGY & EVALUATION FOR THE PRE-PRIMARY EFL CLASSROOM Grado en Educación Infantil Facultad de Educación 1 Didáctica de la Lengua Inglesa (17111) Tema 5. Legislation, Methodology and Evaluation for the Pre-Primary EFL Classroom 5.1 Legislation for the Pre-Primary Classroom There is recent legislation in the Valencian Community concerning Pre-Primary Education; however it is necessary to go back to the Royal Decree of 2008 (DECRETO 38/2008, de 28 de marzo, del Consell) to find the complete curriculum across all areas for students from 4-6 years of age. In the following table, a summary of the most relevant articles (for our purposes) will be presented. Table 1. Articles 2 & 3 of the Royal Decree 38/2008 GE NE RA L PR IN CI PL ES a) Pre-Primary education refers to the stage of education of children from birth to the age of six. A R TI C L E 2. b) & c) Pre-Primary education is of a voluntary nature (from ages 3-6 it is free).and its purpose is to contribute to children’s physical, affective, social and intellectual development. d) Pre-Primary schools will cooperate closely with parents or guardians to respect the fundamental responsibility of the children during this stage with them. a) Get to know their own body and that of others, to understand its capabilities t h e and to learn to respect differences. b) Observe and explore the family, nature and social environments. c o n tr ib u t e t o d e v el o pi n g c) Gradually acquire autonomy in their daily activities. e n a bl d) Develop their affective capacities. O B J E C TI V E S e) Relate to others and gradually acquire basic social skills including peaceful resolution of conflicts. f) Develop communication skills in different languages and ways of expression. g) Begin developing logical and mathematical skills, reading and writing skills, A R TI C L E 3. P ri mary education will c a p a ci ti e s w hi c h movement, gesture and rhythm. h) Know of the existence of two languages in the Valencian Community (Spanish and Valencian), respect both and increase the use of Valencian. i) Discover the existence of other languages used in the European Union and begin to learn one of them. j) Become aware of and appreciate other cultures showing respect. P r e - k) Value art and artistic expression. l) Discover Information and Communication Technologies (ICTs) 3 Didáctica de la Lengua Inglesa (17111) Tema 5. Legislation, Methodology and Evaluation for the Pre-Primary EFL Classroom The next Article outlines the three areas that English teachers must work on. There are specific objectives and contents of the EFL area that are developed in the classroom, however, as all of the areas are connected, EFL contributes to the other areas as well. P L A N N I N G A N D P E D A G O G I C P RI N CI P L E S A R TI C L E 4. Table 2. Article 4 a) The educational content of Pre-Primary education will be organised into areas corresponding to the areas of experience and child development and will be carried out through global activities which are meaningful and interesting for the children. b) Teaching methods in both cycles will be based on experiences, activities and play and will be carried out in an environment of affection and trust which will promote self- esteem and social integration. c) The Pre-Primary Education Curriculum includes three different areas: •Knowledge of themselves and personal autonomy •The Physical, Natural, Social and Cultural Environment •Languages: Communication and Representation All three areas are interconnected; this is, although each area has its specific objectives, contents and assessment criteria, all of them are interrelated and must be worked together. ARTICLE 5. PRE-PRIMARY EDUCATION CURRICULUM (4-6 YRS). f) Knowing and appreciating celebrations, traditions and other cultural manifestations of the environment they belong to showing respectful attitudes, interest and participation. g) Discovering the physical, natural, social and cultural elements that enlarge the knowledge of the world they belong to, through information and communication technologies. 5 Didáctica de la Lengua Inglesa (17111) Tema 5. Legislation, Methodology and Evaluation for the Pre-Primary EFL Classroom 5. Knowing, representing and appointing from the observation, description, manipulation and game, the objects of daily life with flat geometric shapes: circle, square, rectangle and triangle; and volume geometric shapes: sphere and cube. 6. Initiating basic numerical skills, the notion of quantity and notion of order of objects. Table 5. Languages. Communication and Representation Languages. Communication and Representation k) Discovering through different languages their own body and their possibilities of expression and communication. l) Knowing the different languages and using techniques in order to develop their imagination and creativity. The contents of the three areas where English can be used in the Pre-Primary classroom are shown below: 1. Body and their own image. 2. Game and movement. Knowledge of themselves and personal autonomy 3. Activity and daily life. 4. Personal care and health. 1. Physical environment: elements, relations and The Physical, Natural, Social and measurement s Cultural Environment: 2 . Approach to nature 3 . Culture and life in society. The area of Languages: Communication and Representation has two main content areas: 1. Languages and speakers, and 2. Verbal language. The contents that make up this block related with Foreign Language are listed below: 2.1. Listen, talk and converse 6 Didáctica de la Lengua Inglesa (17111) Tema 5. Legislation, Methodology and Evaluation for the Pre-Primary EFL Classroom A year later, another step forward was given with the order of May 19, 2009, in which a multilingual experimental program was established in the Valencian Community in six centres designated by the Conselleria. Article 1 notes that this order is "the regulation of a model of educational intervention that enables the simultaneous mastery of Valencian, Spanish and English by the students participating in this experimental program, with the ultimate aim of improving their communicative competence, to promote the cohesion of the teaching-learning of the languages "(p. 23872). In this program there were two possibilities. In the first, 80% of the school hours were in English, 10% in Valencian and 10% in Castilian. In the second, the curriculum was taught using the three languages with a distribution of 33% in each language. The publication of Decree 9/2017, of 27 of January, by the Consell by which establishes the Valencian Educational linguistic model has brought new changes in the use of English. There is a new distribution of the three languages (Spanish, Valencian and English) at the Pre- Primary education level as vehicular languages. Depending on the level chosen by the school, English is incorporated as one of three languages. The use of methodology by projects, or any other globalized approach as indicated by the decree, must follow the proportion of languages per level. Article 10 describes the six levels of the Dynamic Multilingual Education Program (PEPD) detailed in the following table for Pre-Primary education. Table 6. Levels of the PEPD English will be incorporated a minimum of 2 hours and a maximum of 4 Basic level 1 hours of the curriculum, b) the rest of the globalized contents will be taught in Valencian - 4 hours. The rest of the time will be in Spanish. English will be incorporated a minimum of 2 hours and a maximum of 4 Basic level 2 hours of the curriculum, b) the rest of the globalized contents will be taught in Valencian: 4 hours in 3 years, and 6 hours in 4 and 5 years. The rest of the time will be in Spanish. English will be incorporated a minimum of 2 hours and a maximum of 4 Intermediate hours of the curriculum b) the rest of the globalized contents of the second level 1 cycle, will be taught in Valencian 8 hours. The rest of the time in Spanish. English will be incorporated a minimum of 2 hours and a maximum of 4 Intermediate hours of the curriculum, b) the rest of the globalized contents will be taught 9 Didáctica de la Lengua Inglesa (17111) Tema 5. Legislation, Methodology and Evaluation for the Pre-Primary EFL Classroom level 2 in Valencian: 9 hours in 3 years and, between 8 hours and 9 hours in 4 and 5 years. The rest of the time in Spanish. English will be incorporated a minimum of 2 hours and a maximum of 4 hours of the curriculum, b) of the rest of the globalized contents will be Advanced taught in Spanish: 4 hours at all levels, and in Valencian, the rest of hours. levels 1 & 2 (c) The centres with students mostly non-Valencian speakers may defer the incorporation of Spanish as an area until the first grade of primary education and apply the integrated treatment of language and contents (CLIL), in accordance with the methodology of second languages. This decree is on “hold” at the moment, however, many schools are applying this decree in the academic year 2017-18 in 3 year old Pre-Primary classrooms. So, what exactly does that mean for us as English language teachers? In Tema 1, classroom language that is often used in routines and the classroom was presented. This language is part of the six areas that are very important in the development of English as a foreign language at the Pre-Primary stage. Here is a complete list of these areas: a) personal functions, b) interpersonal functions, c) strategic-referential functions, d) reference functions, e) poetic-imaginative functions, f) metalinguistic functions and classroom language. Table 7. Examples of what students should be able to use and/or understand. Personal functions (16 functions) Ask and say their name I’m Pau. / What’s your name? Ask and say their birth date. December 3rd. / When is your birthday? Ask and say their age. I’m five. / How old are you? Express /ask about the sensations they I can’t see. / It’s cold here. / My arm hurts / Does feel / physical state. your arm hurt? Express esteem She’s my best friend. Express happiness I’m happy! / Are you happy? Express boredom Are you bored? Express an apology Sorry! / Say you are sorry. Express refusal No! I don’t like it. / Don’t you like…..? Give orders Close the window, please. Warn Be careful! Prohibit Don’t jump / shout, please. 11 Didáctica de la Lengua Inglesa (17111) Tema 5. Legislation, Methodology and Evaluation for the Pre-Primary EFL Classroom Table 10. Examples of what students should be able to use and/or understand. Reference functions (6 functions) Ask and say the time / time of day What time is it? / It’s morning. Ask and say the date / season Is today Monday? / It’s Summer! Ask about place/position/whereabouts… Where is my chair? Where is the teacher? Ask about / say the weather Is it sunny? It’s raining. Narrate simple events I saw a movie. Simple descriptions of people / things The red table……/ the big boy…… Table 11. Examples of what students should be able to use and/or understand. Poetic-imaginative functions (2 functions) Expressions that rhyme Yummy yummy for my tummy! Poetic expressions I can sing a rainbow….. Table 12. Examples of what students should be able to use and/or understand. Metalinguistic functions and classroom language Resolution of communication problems What? /Why? / I don’t understand Some more examples of classroom I want to play / colour/ sit / drink …. language Turn around / Sit down / Clap your hands…. Pay attention / 1, 2, 3 Look at me…. 5.2 Methodology for the Pre-Primary EFL classroom According to the resolution of 3 of February 2017 of the Directorate General of Education Policy, instructions for the application of the Program of Dynamic Multilingual Education and the development of the Linguistic Project of Center (PLC) for the year 2017-2018, there are some approaches that need to be taken into account regarding methodology: a global approach to the teaching and vehicular use of all languages requires multilingual approaches in line with the proposal of the Council of Europe through the common European framework of reference for languages, especially integrated multilingual approaches: the integrated treatment of languages (TIL) and the integrated treatment of languages and the contents of non-linguistic areas (CLIL). 5.2.1 Total Physical Response Originally developed by James Asher, an American professor of psychology, in the 1960s, Total Physical Response (TPR) is based on the theory that the memory is enhanced through association with physical movement. It is also closely associated with theories of mother tongue language acquisition in very young children, where they respond physically to parental commands, such as "Pick it up" and "Put it down". TPR as an approach to teaching a second language is based, first and foremost, on listening and this is linked to physical actions which are designed to reinforce comprehension of particular basic items. A typical TPR activity might contain instructions such as "Walk to the door", "Open the door", "Sit down" and "Give Maria your dictionary". The students are required to carry out the instructions by physically performing the activities. Given a supportive classroom environment, there is little doubt that such activities can be both motivating and fun, and it is also likely that with even a fairly limited amount of repetition basic instructions such as these could be assimilated by the learners, even if they were unable to reproduce them accurately themselves 5.2.2 CLIL - Defining Features According to Ioannou-Georgiou and Pavlou (2011) in Guidelines for CLIL Implementation in Primary and Pre-primary Education, one of the essential features of CLIL involves the principle of being based on an integrated approach where language learning is included in content classes such as: arts and crafts, music, physical education etc. So, while the target language is used to facilitate content understanding, students are also developing their use of the foreign language. At the same time, within this CLIL dual-focussed perspective, content from subjects may be also explored in language lessons focusing, for instance, on vocabulary, subject specific discourse, etc. In this way, students understanding of content areas are enhanced as they experience lessons focussed on language development. In a global CLIL model ‘both language and content are conceptualised on a continuum without an implied preference for either’ (Coyle 2007: 543). The CLIL model in practice will also depend on factors such as children’s age, level, schedule, context of instruction, teachers’ training and expertise on CLIL, language command, etc. 13 Didáctica de la Lengua Inglesa (17111) Tema 5. Legislation, Methodology and Evaluation for the Pre-Primary EFL Classroom n) LEARNING entails development of thinking skills which link the formation of abstract and concrete concepts, language and understanding. CLIL implementation can offer application and delivery of diverse learning methods that can lead to new opportunities for implementing individual teaching and learning styles and strategies. In fact, CLIL provides alternative ways of approaching language learning, that can reduce student exclusion and may serve mainstream learners well. Even though CLIL favours diversity of methods and forms of classroom practice, a common feature of many CLIL methodologies is the synergy which results from the juxtaposition of the communication orientation of language learning, the interest in content, and the interaction which takes place within the classroom.. o) CULTURE. The exposure to alternative perspectives and views helps build intercultural knowledge, awareness and understanding. This helps introduce children to a wider cultural context thus enhancing their participation in a European society. p) TRANSNATIONAL ENVIRONMENT. CLIL prepares children for internationalization and for European integration since it facilitates access to global communication and international certification. This environment may also enhance the profile of the school implementing CLIL where the learner’s long-term interests may receive added attention than in more traditional educational systems or settings. The above principles help define CLIL and its essential characteristics and should be present in any CLIL programme. 5.3 Evaluation in the Pre-Primary EFL Classroom In Article 6 of the Decree 38/2008, the general guidelines for evaluation are listed: 6.1. The evaluation will be global, continuous and formative. The direct and systematic observation will constitute the principal technique of the evaluation process. 6.2. Teachers will evaluate the teaching and learning process, their own educative practice and the development of the capacities of each child. 6.3. Teachers will exercise tutorial action and they will inform the families about the educational development of the pupils. 15 Didáctica de la Lengua Inglesa (17111) Tema 5. Legislation, Methodology and Evaluation for the Pre-Primary EFL Classroom The assessment criteria of each of the 3 areas of Pre-Primary education related to the English language are the following: Knowledge of themselves and personal autonomy l) Using the body as instrument of relation with the word and as a vehicle for discover the learning objects through the perception and sensation. m) Applying some basic attitudes for the coexistence in the human interrelations that have repercussions on an adjustment of the own corporal image. n) Looking after the body and applying the corporal hygiene, promoting habits and attitudes that help supporting a suitable mental and physical health. o) Giving sample of personal knowledge in the construction of identity and in the belonging to a social group, showing feelings and rules of social relation. The Physical, Natural, Social and Cultural Environment 1. Acting on objects, discriminating them, grouping them, classifying them and ordering them between similarities and differences, quantifying and ordering collections, making numeric reasoning in daily tasks and in the resolutions of simple problems. 2. Using the knowledge of physical, natural, social and cultural environment as the frame in which the learning objects they interacted with are situated, and applying respectful attitudes and care towards the nature, society and culture. 3. Knowing human groups that form the society where they take part, applying social rules of respect and affection in the relations with themselves. Languages: Communication and Representation 7. Initiating in the oral use of a foreign language in order to communicate in activities in the classroom, and to show interest and satisfaction when taking part in these communicative exchanges. In many cases, rubrics are used for direct observation in the classroom. A rubric consists of four elements: a) the aspects of the learning process to be evaluated; b) a definition or clarification of the aspect to be assessed; c) a scale of values to grade each dimension; d) descriptors for each level of execution or performance. 16 Didáctica de la Lengua Inglesa (17111) Tema 5. Legislation, Methodology and Evaluation for the Pre-Primary EFL Classroom della Chiesa, B. (2012). Learning languages in a globalising world. In B. della Chiesa, J. Scott y C. Hinton (Eds.) Languages in a global world – learning for better cultural understanding (pp. 37-52). OECD Publishing. 19