DIDACTICA DE LA LENGUA INGLESA

17519 PRIMARIA

MODULE 2:
PROCEDURES IN THE TEACHING
OF FOREIGN LANGUAGES IN
PRIMARY EDUCATION
 SUMMARY
• 2.1. Theories on Second Language Acquisition (SLA)
• 2.2. English language methodology for Primary
Education
• 2.3. The role and characteristics of the evaluation of
the L2 in a systemic organization. Instruments and
techniques of evaluation in L2 in Primary Education.
Evaluation in the European Framework.
• 2.4. The Spanish Education system and the
curriculum proposal for English in Primary Education
• 2.5. Evaluation, adaptation, selection, and design of
curricular material.
• 2.6. The didactic unit in Primary Education for L2
2.4 THE ENGLISH LANGUAGE
CURRICULUM FOR PRIMARY
EDUCATION
2.4 LOMCE – DECRETO EDUCACION PRIMARIA
2.4 ÁREA DE LENGUA EXTRANJERA (INGLÉS)
In Primary Education one of the main objectives is to:

“acquire, in at least one foreign language, the basic

communicative competence that allows them to express
and understand simple messages and to function in
everyday situations.”

According to multiple definitions of the European

Union and the Council of Europe, the basic
competences are:

“the skills, knowledge and attitudes appropriate to the

context and those that all people need for their
fulfillment and personal development, as well as for
active citizenship, social inclusion and employment.”
2.4 ÁREA DE LENGUA EXTRANJERA (INGLÉS)

Comparison between the 8 basic competences (LOE) and 7 key

competences (LOMCE) DECRETO 108/2014.

Competencias básicas (LOE) Competencias (LOMCE)

Comunicación Lingüística Competencia comunicación lingüística

Competencia Matemática Competencia Matemática y

Conocimiento e Interacción con
el mundo físico
Tratamiento de la Información y
Competencia Digital
Aprender a Aprender
Competencias Básicas en Ciencia y
Tecnología.
Competencia Digital.
Competencia Aprender a Aprender.

Social y Ciudadana Competencias Sociales y Cívicas.

Autonomía e Iniciativa Personal Sentido de iniciativa y Espíritu

Emprendedor.
Cultural y Artística Conciencia y Expresiones Culturales.
2.4 ÁREA DE LENGUA EXTRANJERA (INGLÉS)
• In Primary Education, competences are worked
through the entire curriculum. The main objective of
this area is for the students to use another language,
apart from the mother tongue to :
understand speak converse
read write
• The student acquires communicative competence
(linguistic communication).
• Students must start from the knowledge and previous
experiences of their own language to learn the foreign
language. since there are not many possibilities of
practicing the foreign language outside the school
environment
2.4 ÁREA DE LENGUA EXTRANJERA (INGLÉS)

Digital competence: the

use of recordings in the
classroom or videos has been
in use for decades. Now, it
can be complemented with
activities carried out online
or with the digital
whiteboard that offer the
possibility of real-time
communication with any
part of the world in real and
functional communication
contexts.
2.4 ÁREA DE LENGUA EXTRANJERA (INGLÉS)
• The foreign language also contributes to developing
social and civic competence since through this
area they exercise positive and receptive attitudes
towards other languages and cultures, and value their
own.
• It also contributes to the knowledge of customs, traits
and particularities of the countries in which the
foreign language is spoken. This knowledge will
promote tolerance and
acceptance, increase
interest in the knowledge
of different social and
cultural realities and
facilitate intercultural communication.
2.4 ÁREA DE LENGUA EXTRANJERA (INGLÉS)

The area of foreign language also contributes to

promote cultural and artistic competence / conscience
and cultural expression, although to a lesser extent,
since in this area they work with a lot of visual
material to contextualize what they are hearing
(comics, stories, …), students can see works of art
from other countries, and sometimes children express
themselves through drawings, murals ...
2.4 ÁREA DE LENGUA EXTRANJERA (INGLÉS)

Students do not usually have many possibilities of practicing the

foreign language outside school, so the starting point when learning
will be the situations of use that encourage the inference of rules
about language function. This allows students to establish what the
elements of the foreign language behave like in the languages they
know and what strategies help them learn better, thus developing
the competence of learning to learn.

It is clear that once students know how they learn, they can set
goals in this area and work towards them, favoring this competition
of autonomy and personal initiative / the sense of initiative
and entrepreneurial spirit.
2.4 ÁREA DE LENGUA EXTRANJERA (INGLÉS)

The Decree 108/2014 establishes the curriculum to be taught in Primary

Education (http://www.dogv.gva.es/datos/2014/07/07/pdf/2014_6347.pdf) in the
Comunidad Valenciana. There are many reasons stated for teaching English
at the Primary Education level:

It has also been shown that the acquisition of one or more additional languages produces
cognitive, personal development, academic and labor benefits, and even retards the onset of
neurodegenerative disorders. Therefore, it is worth highlighting the beneficial effect that the
learning of other languages produces in the perception of the diversity of our society, in the
acceptance of the existing differences as an enriching factor, and in the development of
understanding, tolerance and the appreciation of other cultural identities. It should not be
forgotten that English empowers students to be in contact with not only Anglo-Saxon but global
realities, given the value of English as a global language. In this sense, the sociocultural and
sociolinguistic aspects derived from learning the English language will serve as an instrument
for the knowledge of other cultures, sensitivities and ways of doing……..(p. 16577)
2.4 ÁREA DE LENGUA EXTRANJERA (INGLÉS)
According to the Decree:

The curriculum for Primary Education is structured around language activities as

described in the Common European Framework of Reference for Languages:
comprehension and production (expression and interaction) of oral and written texts,
which although They appear differentiated in four blocks, but they are worked in an
integrated way in the tasks of the classroom. The relationships between the three
elements of the curriculum are not unambiguous, due to the special nature of
linguistic activity. This implies that for each of the communicative tasks listed and
described in the standards, the whole of the contents for each block of respective
activity will have to be incorporated. In the same way, in order to evaluate the degree
of acquisition of each one of the learning standards of a certain language activity,
each and every evaluation criteria collected and described for the corresponding
activity will have to be applied. (p. 16577)
2.4 ÁREA DE LENGUA EXTRANJERA (INGLÉS)

The Decree 108/2014 establishes the curriculum in Primary

Education in the Comunidad Valenciana
(http://www.dogv.gva.es/datos/2014/07/07/pdf/2014_6347.pdf).

The English language curriculum is divided into four blocks.

The first block of contents develops oral comprehension, understood

as the basis of the learning of all language. Throughout Primary
Education students acquire the skills of understanding teachers, by
introducing songs or resources of varying nature that will
progressively have less strategic support for comprehension.
2.4 ÁREA DE LENGUA EXTRANJERA (INGLÉS)

The second block contains oral production and develops both

planned oral expression and interaction. In both communicative
situations, it is initially based on routines, memorized structures
and gesture supports that allow the exchange of information,
within a functional and meaningful context based on the
interests of each age. Within the block strategies are provided for
the preparation of oral productions to be transferred to the rest of
the languages and have to consider themselves based on using
them to broaden the competence in learning to learn.
2.4 ÁREA DE LENGUA EXTRANJERA (INGLÉS)

The third block, "written comprehension of texts", includes the

student's exposure to documents of various formats, with simple
structures and frequent lexicon presenting a form of increasing
complexity, graduating the interests, contexts and cognitive
possibilities along Primary Education. The students have to
develop a series of strategies: to decode texts, relating letters and
sounds, to formulate hypotheses about the content, to reflect on
the information, to categorize it and to value and enjoy it.
2.4 ÁREA DE LENGUA EXTRANJERA (INGLÉS)

The fourth block of production and interaction of

written texts highlights the relevance of teacher
support that gradually, throughout Primary
Education, should vary the type of methodological
intervention in order to make the students achieve
the processes autonomously and collaboratively.
(p. 16577)
2.4 ÁREA DE LENGUA EXTRANJERA (INGLÉS)

• The action-oriented approach adopted in the

curriculum includes learning as training for the
active use of the foreign language in
communication, both inside and outside the
classroom, and throughout life.
• Students develop the ability to act using the
language to produce and understand texts in
possible real contexts that are collected in the
curriculum for each level of education.
• The syntactic-discursive structures that are
handled in Primary Education are common: they
should not be worked in an isolated way and they
have to promote a communicative purpose.
2.4 ÁREA DE LENGUA EXTRANJERA (INGLÉS)
• Each block of is divided into three columns:
Contents, Evaluation Criteria, and Key
Competences.
• The first column (contents) includes: communicative
functions, strategies, socio-cultural and socio-
linguistic aspects, high frequency vocabulary,
syntactic-discursive structures and transversal
elements.
• The second column (evaluation criteria) has all of
the criteria that must be considered for evaluation of
the contents.
• The third column (key competences) matches key
competencies to the evaluation criteria of the
contents.
2.4 ÁREA DE LENGUA EXTRANJERA
(INGLÉS) - LOMCE
2.4 ÁREA DE LENGUA EXTRANJERA (INGLÉS)
2.4 ÁREA DE LENGUA EXTRANJERA (INGLÉS)

• Class Activity

• The Decree 108/2014 establishes the curriculum.

Divide the class into 6 groups and assign one grade
to each group (1-6).
• Each group must look at the curriculum for a
particular grade (1-6) on pages 16577-16610.
http://www.dogv.gva.es/datos/2014/07/07/pdf/2014_6
347.pdf
• Each group must prepare a short description of
what students can do in English in the grade
assigned and present it orally to the rest of the
class.